The need to be literate in ICT is just as important as the more traditional notion of literacy, and the two are not mutually exclusive. My readings and experiences across both university and placement have highlighted many pedagogical approaches and programs to use in the classroom. Some I have previously discussed in this blog, I others I plan to explore in future posts.
I am going to focus specifically on this idea of risk, experimentation and new understandings through some other ideas explored through the VELS website:
"Why use ICT rather than pen and paper?"
(http://vels.vcaa.vic.edu.au/ict/approaches.html#show_hide2)
Benefits include:
* "the immediacy of results (the effects of changes in a thinking strategy are seen almost instantly)"
Based on my experiences in the English classroom, I can see how this would be especially beneficial for students with low literacy levels. When writing compositions, students who either have poor handwriting or learning difficulties surrounding grammar and spelling can be assisted through the use of Microsoft Word or similar. Not only do the spell checkers and backspace allow for easier editing, the finished product will be neat and this allows students to feel a sense of accomplishment and progress (as opposed to a scrunched up piece of scrawl)
* "the ease of modifying work in response to changes of thinking. This encourages flexibility, risk taking and perseverance"
Particularly in the drafting stages of a composition, ICT is useful for its ease of alterations. Not only can I give on comments on students’ work with greater ease, the students themselves can alter their work as new ideas come to them; trialing different beginnings, starting in the middle if they find it easier, and even changing the order of entire paragraphs. For children who already computer literate, speed of typing is faster than writing by hand, and as such, ideas and draft compositions can be typed almost as quickly as thoughts occur.
* "the greater impact of onscreen visuals (using colour, different fonts, symbols and animation) encourages persistence and deeper thinking"
In terms of presenting work, the use of colour, symbols and fonts are all extremely relevant to the English classroom. We talk about 'visual literacy' and this is something that should not be under-estimated. A student's ability to employ appropriate semiotics (such as colour and font) that contribute to the cultural complexity and aesthetics of the finished piece is equally important to understanding the concepts. Additionally, I think the added dimension of onscreen visuals can contribute to initial engagement with a task. Sometimes students just need a ‘hook’ in order to get started on a task. In this way, it can also increase the enjoyment of the work itself.
***
Update:
I have recently come across some literature which supports my observations mentioned in the VELS post above. In regards to the immediacy of results which ICT provides, Sandy Smith (2000), working on Year 8 literacy notes that the boys in particular "liked being able to get their work marked instantly and talk to their friends about what they had just achieved. What did you get?' became the frequent question. It seemed it was 'OK' to achieve a good score on a computer-generated 'game'." (p. 164). This observation is supported by the work of Amy Corso, who notes that the difficulties of writing for the adolescent male "are centered around two profound fears, the fear of expression and the fear of failure." (2006, p.167) As such, the use of ICT provides a powerful incentive for boys in particular to comfortably engage with the material and not be preoccupied with the fear of failure.
* Corso, A. (2006). "That's So Gay!": Rethinking Writing Poetry in an All Male Secondary Classroom. International Journal of Learning, 12 (10), 167-174. Retrieved from EBSCO
*Smith, S. Using computers to improve literacy learning among low- achieving Year 7 boys. [online]. English in Australia; n.129-130 p.163-170; December 2000-February 2001. Availability:
I have recently come across some literature which supports my observations mentioned in the VELS post above. In regards to the immediacy of results which ICT provides, Sandy Smith (2000), working on Year 8 literacy notes that the boys in particular "liked being able to get their work marked instantly and talk to their friends about what they had just achieved. What did you get?' became the frequent question. It seemed it was 'OK' to achieve a good score on a computer-generated 'game'." (p. 164). This observation is supported by the work of Amy Corso, who notes that the difficulties of writing for the adolescent male "are centered around two profound fears, the fear of expression and the fear of failure." (2006, p.167) As such, the use of ICT provides a powerful incentive for boys in particular to comfortably engage with the material and not be preoccupied with the fear of failure.
ReplyDelete* Corso, A. (2006). "That's So Gay!": Rethinking Writing Poetry in an All Male Secondary Classroom. International Journal of Learning, 12 (10), 167-174. Retrieved from EBSCO
*Smith, S. Using computers to improve literacy learning among low- achieving Year 7 boys. [online]. English in Australia; n.129-130 p.163-170; December 2000-February 2001. Availability: ISSN: 0046-208X. [cited 21 Sep 11].