Using Multimedia to Support Using Multimedia to Support Learning in LiteracyLearning in Literacy

Tracey Mardell 0505744

““It has become something of a truism that ICT is essential It has become something of a truism that ICT is essential to any definition of what it means to be literate in the 21st to any definition of what it means to be literate in the 21st

century.”century.”

(Davies, H. and O’Sullivan, O. (Davies, H. and O’Sullivan, O. 2002 p103)2002 p103)

Rose (2009) recommends, “Literacy, numeracy and ICT should form the new core of the primary curriculum.” (p21)

Benefits of New TechnologiesBenefits of New Technologies

Greatest benefits are had in aspects of learning that are not Greatest benefits are had in aspects of learning that are not measured in National Curriculum levels: creativity, collaboration, measured in National Curriculum levels: creativity, collaboration, cooperation, autonomy, self-motivation, self assessment and cooperation, autonomy, self-motivation, self assessment and enjoyment of learning. (Lachs, 2000)enjoyment of learning. (Lachs, 2000)

““Environments that have been found to be most conducive for Environments that have been found to be most conducive for learning are those that reflect the embedded use of ICT across the learning are those that reflect the embedded use of ICT across the curriculum.” (Yelland 2002 p93)curriculum.” (Yelland 2002 p93)

New technologies enable children to present their information in New technologies enable children to present their information in diverse ways, producing high quality work.diverse ways, producing high quality work.

Warning: Warning: By constantly seeing ICT as ‘new’ we may unnecessarily By constantly seeing ICT as ‘new’ we may unnecessarily

be adding to its mystery and contributing to the fears of some be adding to its mystery and contributing to the fears of some primary teachers. Instead, we should welcome new technologies as primary teachers. Instead, we should welcome new technologies as extensions of familiar technologies. (Davies and O’Sullivan 2002 extensions of familiar technologies. (Davies and O’Sullivan 2002 p103)p103)

Benefits of Using ICT in Literacy.Benefits of Using ICT in Literacy.

ICT is a tool to support and enhance children’sICT is a tool to support and enhance children’s literacy learning. (Rudd and Tyldesley 2006, p.30) literacy learning. (Rudd and Tyldesley 2006, p.30)

Children prefer to write on a screen rather than paper, Children prefer to write on a screen rather than paper, allowing them to be more creative and manipulative with allowing them to be more creative and manipulative with the text, whilst building self esteem. (Observations)the text, whilst building self esteem. (Observations)

ICT can support and scaffold children’s literacy ICT can support and scaffold children’s literacy development, especially that of the EAL child. (DCSF development, especially that of the EAL child. (DCSF 2009)2009)

Using multimedia enhances the children’s reading, Using multimedia enhances the children’s reading, writing, speaking and listening, whilst promoting active writing, speaking and listening, whilst promoting active learning.learning.

Unit of Work: Traditional Stories Unit of Work: Traditional Stories

Traditional Stories is the second narrative unit of Traditional Stories is the second narrative unit of work taught within Year 2. work taught within Year 2.

The unit has two outcomes:The unit has two outcomes:1.1. Children will work towards their own written version of a traditional Children will work towards their own written version of a traditional

narrative. narrative.

2.2. Children will create a multimedia presentation combining words, images Children will create a multimedia presentation combining words, images and sounds using presentation software, such as Photo Story 3, in the and sounds using presentation software, such as Photo Story 3, in the form of a traditional story.form of a traditional story.

How will new technologies, such as How will new technologies, such as multimedia, support this unit? multimedia, support this unit? Research suggests, a range of media leads to more effective Research suggests, a range of media leads to more effective

learning through interaction with the child’s preferred learning style. learning through interaction with the child’s preferred learning style. (Sharp et al 2002 p79)(Sharp et al 2002 p79)

Digital photographs can help the child understand sequencing of Digital photographs can help the child understand sequencing of stories.stories.

Recording speech and sound allows the child to reflect on the Recording speech and sound allows the child to reflect on the process of oral communication. In return, it supports the emphasis process of oral communication. In return, it supports the emphasis on listening.on listening.

The combined elements of a multimodal text helps the child to better The combined elements of a multimodal text helps the child to better interpret it.interpret it.

Manipulation of the text, allows the child to experiment with it’s Manipulation of the text, allows the child to experiment with it’s structure and organisation.structure and organisation.

Photo Story 3Photo Story 3

Photo Story is a software program similar to Movie Maker. It Photo Story is a software program similar to Movie Maker. It allows users to create a presentation of digital photos allows users to create a presentation of digital photos adding effects, narration, music and text to create a adding effects, narration, music and text to create a multimedia presentation, a movie.multimedia presentation, a movie.

Easy to use, one click options.Easy to use, one click options. Powerful tool for learners to express themselves.Powerful tool for learners to express themselves. It’s free!It’s free! Small selection of music.Small selection of music. Confident, prior experience.Confident, prior experience.

http://www.microsoft.com/windowsxp/using/digitalphotography/PhotoStory/default.mspxhttp://www.microsoft.com/windowsxp/using/digitalphotography/PhotoStory/default.mspxhttp://www.youtube.com/watch?v=iijfL55Biy8 http://www.youtube.com/watch?v=iijfL55Biy8 (Demonstration of how to use Photo Story 3) (Demonstration of how to use Photo Story 3)

http://www.youtube.com/watch?v=q_Am4JbMnR8 http://www.youtube.com/watch?v=q_Am4JbMnR8 (Example of personal use)(Example of personal use)

Learning Objectives for Unit of WorkLearning Objectives for Unit of WorkSpeaking;Speaking;To tell real and imagined stories using conventions of a familiar story language.To tell real and imagined stories using conventions of a familiar story language.To listen and respond.To listen and respond.To respond to presentations by describing characters, repeating some highlights commenting constructively.To respond to presentations by describing characters, repeating some highlights commenting constructively.Drama;Drama;Present part of a traditional story or their own story for members of their own class.Present part of a traditional story or their own story for members of their own class.Word recognition: decoding and encoding;Word recognition: decoding and encoding;To read independently, with increasing fluency longer and less familiar texts.To read independently, with increasing fluency longer and less familiar texts.To spell with increasing accuracy and confidence, drawing on word recognition, knowledge of word structure To spell with increasing accuracy and confidence, drawing on word recognition, knowledge of word structure

and spelling patterns.and spelling patterns.To know how to tackle unfamiliar words that are not completely decodable. To know how to tackle unfamiliar words that are not completely decodable. To read and spell less common alternative graphemes and trigraphs.To read and spell less common alternative graphemes and trigraphs.To read high and medium frequency words independently and automatically.To read high and medium frequency words independently and automatically.Word structure and spelling;Word structure and spelling;To spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word To spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word

structure, and spelling patterns including common inflections and use of double letters.structure, and spelling patterns including common inflections and use of double letters.To read and spell less common alternative graphemes and trigraphs.To read and spell less common alternative graphemes and trigraphs.Understanding and interpreting texts;Understanding and interpreting texts;To gather ideas and information from across a whole text, using simple signposts in the text. To gather ideas and information from across a whole text, using simple signposts in the text. To give reasons why things happen and or characters change.To give reasons why things happen and or characters change.Creating and shaping texts;Creating and shaping texts;To draw on knowledge and experience of texts in deciding and planning what and how to write.To draw on knowledge and experience of texts in deciding and planning what and how to write.To select from presentational features to suit particular writing purposes on paper and on screen.To select from presentational features to suit particular writing purposes on paper and on screen.Text structure and organisation;Text structure and organisation;To use planning to establish clear sections for writing.To use planning to establish clear sections for writing.Sentence structure and punctuation;Sentence structure and punctuation;To write simple and compound sentences and begin to use subordination in relation to time and reason.To write simple and compound sentences and begin to use subordination in relation to time and reason.Presentation;Presentation;To word process short narrative and non-narrative texts.To word process short narrative and non-narrative texts.To plan and produce a multimedia presentation.To plan and produce a multimedia presentation.

Phase 1:Phase 1: Reading, capturing text, immersion in the Reading, capturing text, immersion in the text-type.text-type.

Introduce children to the Introduce children to the traditional storytraditional story of Little Red Riding of Little Red Riding Hood.Hood.

(IWB shared reading texts)(IWB shared reading texts) Identify the features of a traditional story: How does the story Identify the features of a traditional story: How does the story

begin/end? What are the characters like? begin/end? What are the characters like? (Highlight clues in text)(Highlight clues in text) Discuss opposing characters from the narrative.Discuss opposing characters from the narrative. (IWB model characteristic (IWB model characteristic

chart for good/bad) chart for good/bad) Discuss and compose dialogue for different characters. Discuss and compose dialogue for different characters. Use role play, hot seating, freeze framing.Use role play, hot seating, freeze framing. (Digiblue, Easi-speak)(Digiblue, Easi-speak) Building connective work, discuss alternative words or phrases that can Building connective work, discuss alternative words or phrases that can

be used to add more tension to the story.be used to add more tension to the story. (Connective word bank)(Connective word bank)

Assessment opportunities:Assessment opportunities: Teacher observation, questioning and discussing. Teacher observation, questioning and discussing. I can describe and reverse the characters from a traditional tale. I can describe and reverse the characters from a traditional tale.

http://nationalstrategies.standards.dcsf.gov.uk/node/64916?uc=force_ujhttp://nationalstrategies.standards.dcsf.gov.uk/node/64916?uc=force_uj

Phase Two:Phase Two: Planning, writing and re-drafting Planning, writing and re-drafting

Return to the traditional tale of Little Red Riding HoodReturn to the traditional tale of Little Red Riding Hood(IWB shared reading texts)(IWB shared reading texts)

Discuss how characters behave if their roles in a narrative are exchanged. Discuss how characters behave if their roles in a narrative are exchanged. (Saved characteristic chart, role play reversal)(Saved characteristic chart, role play reversal)

Plan an alternative traditional story, using identified features but reversing Plan an alternative traditional story, using identified features but reversing character’s role. (IWB, story map model plan)character’s role. (IWB, story map model plan)

Write a short alternative traditional story using connectives to indicate time and Write a short alternative traditional story using connectives to indicate time and tension. tension. (IWB model writing story using planning map, recapping work on (IWB model writing story using planning map, recapping work on connectives.)connectives.)

Assessment opportunitiesAssessment opportunities SSelf-assessment, peer evaluation,elf-assessment, peer evaluation, marking and feedbackmarking and feedback.. ((I can use connectives when writingI can use connectives when writing my own version of a traditional tale.)my own version of a traditional tale.)

“The immediate priorities for literacy are... further promoting the use of ICT as atool for improving the teaching of literacy.” (Excellence and Enjoyment, 2003 p24)

Story Map Story Map (IWB and planning resource)(IWB and planning resource)

Phase Three: Phase Three: Leading to a multimedia presentationLeading to a multimedia presentation.. Introduce children to the multimedia presentation of The True StoryIntroduce children to the multimedia presentation of The True Story

of Little Red Riding Hood,of Little Red Riding Hood, where the humour of the narrative is enhanced by where the humour of the narrative is enhanced by the way in which the images and the words interact. the way in which the images and the words interact. http://nationalstrategies.standards.dcsf.gov.uk/node/47243?uc=force_uj http://nationalstrategies.standards.dcsf.gov.uk/node/47243?uc=force_uj

Discuss how words, sounds and images can convey different information Discuss how words, sounds and images can convey different information to a reader. (IWB, LRRH presentation, character comparison chart)to a reader. (IWB, LRRH presentation, character comparison chart)

Demonstrate how images and sounds can tell a reader a different version Demonstrate how images and sounds can tell a reader a different version of the story. (IWB model on frame plan sketches to represent photos, use of the story. (IWB model on frame plan sketches to represent photos, use ccc to help) ccc to help) http://imaginarydigital.com/downloads/storyboard/Storyboard-Wide.gifhttp://imaginarydigital.com/downloads/storyboard/Storyboard-Wide.gif

Children to plan and write their own multimedia story, adding dialogue Children to plan and write their own multimedia story, adding dialogue and images to their written narrative. and images to their written narrative.

Model use of Photo Story 3, Digital Blue, Easi-speak, upload/import Model use of Photo Story 3, Digital Blue, Easi-speak, upload/import photos and sounds, saving project.photos and sounds, saving project.

Assessment opportunitiesAssessment opportunities Teacher observation, paired response, peer and self-evaluation, (engage Teacher observation, paired response, peer and self-evaluation, (engage

children in reviewing process).children in reviewing process). I can use text, images and sound to create a multimedia presentation.I can use text, images and sound to create a multimedia presentation.

Assessment Assessment Observations of children composing, redrafting, editing and presenting their stories Observations of children composing, redrafting, editing and presenting their stories

using multimedia as a tool, supporting ICT capability in developing ideas and making using multimedia as a tool, supporting ICT capability in developing ideas and making things happen, and exchanging and sharing information.things happen, and exchanging and sharing information.

Observations of children collaborating, problem-solving and using higher-order Observations of children collaborating, problem-solving and using higher-order thinking skills.thinking skills.

““It is only by observing a child on a computer that one can discern how much learning It is only by observing a child on a computer that one can discern how much learning is taking place.” (Davies and O’Sullivan 2002 p108)is taking place.” (Davies and O’Sullivan 2002 p108)

Quality of the presentation. “…usually well beyond that expected of young children.” Quality of the presentation. “…usually well beyond that expected of young children.” (Yelland 2002 p92)(Yelland 2002 p92)

Observations and completion of presentation evidence child’s word processing skills.Observations and completion of presentation evidence child’s word processing skills.

Use of digital cameras, voice recorders and presentation software to produce a Use of digital cameras, voice recorders and presentation software to produce a multimedia presentation. multimedia presentation.

““Supporting a child’s learning with ICT involves making ongoing assessments and Supporting a child’s learning with ICT involves making ongoing assessments and tailoring intervention, including extra help with specific ICT skills…”(Davies & tailoring intervention, including extra help with specific ICT skills…”(Davies & O’Sullivan 2002)O’Sullivan 2002)

EvaluationEvaluation

Photo Story 3 creates a visually more stimulating presentation Photo Story 3 creates a visually more stimulating presentation than PowerPoint. Transitions of images create a movie effect engaging than PowerPoint. Transitions of images create a movie effect engaging the child, however this can distract from any accompanying text.the child, however this can distract from any accompanying text.

Photo Story 3 is easier to use than Movie Maker, which has a Photo Story 3 is easier to use than Movie Maker, which has a similar interface, therefore making it more child-friendly. Both programs similar interface, therefore making it more child-friendly. Both programs require considerable technical skill and can be time-consuming, but with require considerable technical skill and can be time-consuming, but with careful preparation and a frame plan delays can be avoided.careful preparation and a frame plan delays can be avoided.

The use of Easi-speak sound/voice recorder is a tool that can support The use of Easi-speak sound/voice recorder is a tool that can support speaking and listening, however children will need some practise using speaking and listening, however children will need some practise using them. Time to them. Time to play play with them has been considered within the unit of with them has been considered within the unit of work/resource, likewise for the Digital Blue camera. work/resource, likewise for the Digital Blue camera.

This resource/unit of work will support and develop children’s This resource/unit of work will support and develop children’s understanding of features of traditional stories. It will extend children’s understanding of features of traditional stories. It will extend children’s reading, writing, speaking and listening skills as well as their ICT skills. reading, writing, speaking and listening skills as well as their ICT skills. Furthermore it will engage interest, motivate learning, appeal to all Furthermore it will engage interest, motivate learning, appeal to all learning styles, allow the teacher to model effectively and share text.learning styles, allow the teacher to model effectively and share text.

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ICT in the Primary School ICT in the Primary School Maidenhead: Open University PressMaidenhead: Open University Press

DCSF (2003) DCSF (2003) Excellence and Enjoyment: A Primary Strategy Excellence and Enjoyment: A Primary Strategy http://nationalstrategies.standards.dcsf.gov.uk/node/85063http://nationalstrategies.standards.dcsf.gov.uk/node/85063 (Accessed 02/12/09) (Accessed 02/12/09)

DCSF (2009) “ICT for EAL”DCSF (2009) “ICT for EAL” In In The National Strategies: Inclusion. The National Strategies: Inclusion. http://nationalstrategies.standards.dcsf.gov.uk/node/88367?uc=force_ujhttp://nationalstrategies.standards.dcsf.gov.uk/node/88367?uc=force_uj (Accessed 02/12/09) (Accessed 02/12/09)

Lachs, V. (2000) Lachs, V. (2000) Making Multimedia in the Classroom: A Teacher’s Guide. Making Multimedia in the Classroom: A Teacher’s Guide. London: Routledge FalmerLondon: Routledge Falmer

Rose, J. (2009) Rose, J. (2009) Independent Review of the Primary Curriculum: Final Reporthttp://publications.teachernet.gov.uk/eOrderingDownload/Primary_curriculum_Report.pdf (Accessed 07/12/09)

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Sharp, J. Potter, J. Allen, J. Loveless, A. (2002) Sharp, J. Potter, J. Allen, J. Loveless, A. (2002) Primary ICT: Knowledge, Understanding and Practice 2Primary ICT: Knowledge, Understanding and Practice 2ndnd Ed. Ed. Exeter:Exeter: Learning Matters Ltd.Learning Matters Ltd.

Yelland, N. (2002) “Challenges to Early Childhood Curriculum” In Loveless, A. Dore, B. Yelland, N. (2002) “Challenges to Early Childhood Curriculum” In Loveless, A. Dore, B. ICT in the Primary School ICT in the Primary School Maidenhead: Open University PressMaidenhead: Open University Press