Technology to Develop Literacy

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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong

Effective Use of Information Technology to Develop Literacy

Skills in the Primary English Classroom

Centre for Learning Sciences and Technologies - CUHK

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Course Speaker

Law Siu Tung Elliott 羅筱彤

Email: elliottlaw.cuhk@gmail.com

Instructor, e-Learning Development Laboratory, The University of Hong Kong

Instructor, Centre for Learning Sciences and Technologies, The Chinese University of

Hong Kong

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Learning objectives

• To enhance English teachers’ capacity to draw upon the interactive features of various e-learning resources and tools to develop students’ literacy skills

• To provide suggestions on designing learning and teaching activities/tasks to facilitate

the development of literacy skills with the use of e-learning resources and tools

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Rundown of this session

Take a poll on your experience with e-teaching and e-learning Technology and literacy skills development

Why e-teaching and e-learning?

e-Learning resources for reading and writing

e-Learning activities that support the teaching of reading and writing

Multimodal Literacy

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Rundown of this session

Take a poll on your experience with e-teaching and e-learning

Technology and literacy skills development Why e-teaching and e-learning?

e-Learning resources for reading and writing

e-Learning activities that support the teaching of reading and writing

Multimodal Literacy

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Rundown of this session

Take a poll on your experience with e-teaching and e-learning

Technology and literacy skills development

Why e-teaching and e-learning?

e-Learning resources for reading and writing

e-Learning activities that support the teaching of reading and writing

Multimodal Literacy

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Technological Pedagogical Content Knowledge (TPACK)

https://youtu.be/yMQiHJsePOM

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Major Renewed Emphases of Curriculum Development

Information Technology in Education (ITE)

• Schools are encouraged to leverage information technology to enhance learning, teaching and assessment through e-learning, and promote information literacy to prepare students better for the challenges in the rapidly changing digital world.

• e-Learning refers to an open and flexible learning mode involving the use of electronic media such as digital resources and communication tools to achieve the learning objectives. Teachers can integrate e-learning in the design of learning, teaching and assessment activities to complement the traditional mode of learning, enhance learning and teaching effectiveness, and accommodate the diverse needs of students.

• Information literacy, which refers to the essential abilities and attitudes that lead to effective and ethical use of information, is essential to lifelong learning and self-directed learning.

• Traditionally, “literacy” refers to the ability to read and write effectively to achieve desired goals or outcomes and develop one’s knowledge and potential. With the rapid development of IT and social media, “literacy” has taken on a new meaning as texts are no longer a linear form of presentation limited to words but are composed of various modes of communication (e.g. images, animations, sounds, graphics). Students, therefore, need to be equipped with new literacy skills to process and create multimodal texts in which messages are conveyed in different modes (e.g. linguistic, audio, visual, gestural, spatial), and the skills to search for and manage information.

Source: ELE KLACG (2017)

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Multimodal literacy

• Many texts are multimodal, where meaning is communicated through combinations of two or more modes. Modes include written language, spoken language, and patterns of meaning that are visual, audio, gestural, tactile and spatial.

Types of multimodal texts

• Paper-based multimodal texts

• Digital multimodal texts

• Live multimodal texts

Source: Department of Education and Training, Victoria, Australia

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Information Technology (IT) for Interactive Learning

• advise students to make use of e-platforms for quick and easy access to information and learning resources within and outside the school campus;

• enhance students’ motivation in language learning by identifying suitable e-resources to cater for their interests, abilities, learning pace and styles;

• develop students’ language learning strategies by encouraging them to use different e-learning tools (e.g. online dictionaries, concordancers, search engines) and features of various e-resources (e.g.

interactive features of e-books/webpages) to facilitate their understanding of some abstract concepts and complex ideas;

• develop students’ information literacy skills and guide them to think critically and evaluate the data or information on the Internet;

• develop students’ metacognitive skills (e.g. knowledge management skills), which are essential for future studies or work and lifelong learning, by allowing them to take charge of their own learning (e.g.

setting learning goals, monitoring learning progress, conducting self-reflection) with the use of e- learning tools and e-resources; and

• foster students’ interaction and mutual support as well as encourage peer learning and feedback by engaging them in collaborative work through the use of e-platforms.

Source: ELE KLACG (2017)

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Adopting e-Learning in the English Classroom

• Strengthening Interaction and Motivation with the Use of e- Platforms

• Making Effective Use of Lesson Time with the “Flipped Classroom”

Strategy

https://youtu.be/BCIxikOq73Q

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Rundown of this session

Take a poll on your experience with e-teaching and e-learning Technology and literacy skills development

Why e-teaching and e-learning?

e-Learning resources for reading and writing

e-Learning activities that support the teaching of reading and writing

Multimodal Literacy

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Traditional Learning V.S. Digital Learning

• Learning style

• Cost

• Technical involvement

• Physical vs Virtual

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Affordances of Technology for e-Reading

https://fast.wistia.com/embed/medias/6bb6718ony

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Rundown of this session

Take a poll on your experience with e-teaching and e-learning Technology and literacy skills development

Why e-teaching and e-learning?

e-Learning resources for reading and writing

e-Learning activities that support the teaching of reading and writing

Multimodal Literacy

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Resources for

Extensive e-Reading

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English E-Book Resources in Hong Kong Public Libraries

https://www.hkpl.gov.hk/en/e-resources/e-books/home

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English Audio Books in Hong Kong Public Libraries

Naxos Spoken Word Library

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Sample Resources for

Extensive e-Reading

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「 EdBookShelf 教城書櫃」eBook Reader

https://edbookshelf.hkedcity.net

• A eBook Reader developed by HKEdCity

• Support the latest EPUB

• Cross-platform support (Android, iOS and web browsers)

• Support both Chinese and English interface

• Book-marking, note-taking and annotation functions

• Inbuilt Cantonese / Putonghua / English text-to-speech function

• Integrated with multilingual ‘Dictionary’ in mobile devices

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Another example: epic!

https://www.getepic.com/educators

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Hands-on Task A

Search for and read e-books on HKPL website and Epic!

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Affordances of Technology for e-Reading

http://learnersdictionary.com/

“My Saved Words”

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Affordances of Technology for e-Reading

https://dictionary.cambridge.org/plus/

Word lists

Quizzes

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Hands-on Task B

Explore the functions of e-Dictionaries

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Resources for

Intensive e-Reading

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Nearpod

• Simple presentation delivery

• Simple way of distributing different resources

• Live formative assessment

• Ongoing assessment

• Collaborative tasks

• Open-ended tasks

• etc.

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Nearpod

Gamified activities

Poll Quiz Draw-it Slide Video Flipgrid

Matching pairs Fill in the blanks

Open Ended Question

Nearpod – Time to Climb Nearpod – Flipgrid

Nearpod – Sway

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Use Nearpod to deliver the whole lesson

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Padlet

• Add posts with one-click, copy-paste, or drag and drop

• Simple link sharing allows for quick collaboration

• Work with unlimited contributors

• Watch updates instantly across devices

• etc.

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Use Padlet for Ss to share thoughts on a certain topic

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Google Sites

https://youtu.be/9axgV_cPtlU

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Examples

The life of Oscar Wilde:

a Google tour builder journey

A Christmas Carol:

a Google Site

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Hands-on Task C

Create digital multimodal texts with different IT tools

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Resources for e-Writing

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Google Docs

• Collaborative writing

• As an inbox

• Collaborative brainstorming

• Virtual copy machine

• etc.

Special features Chatroom

Feedback Voice typing Template links Cite sources Find a GIF Access offline

Edit MS files directly

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Google Slides

• Make a self introduction

• Create an eBook report

• Write a Choose Your Own Adventure Story

• Create a narrated storybook

• Play a ‘Jeopardy!’ Game

• etc.

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Google Forms

• Make an auto-graded quiz

• Submit information in logs

• Create a Choose Your Own Adventure Story

• Give answer with an image

• etc.

Question types

multiple choice checkboxes text

paragraph

choose from a list scale

grid

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Clips (only for iOS device)

• Create a personal narrative

• Record interviews

• Try Digital storytelling

• Film a Thank You Note

• Make a How-To Video

• Re-create a favourite story

• etc.

Special feature

live titles filters stickers posters music

editing clips

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Book Creators

• Add images or take your own photos

• Drop in video or music

• Record your voice

• Use the pen tool to draw or annotate

• Use shapes, icons, arrows and emojis to express your ideas

• Portrait, square or landscape book layouts

• etc.

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Storybird

• Create, read and share visual stories

• Offer different artistic options with built-in image library

• Add texts and book covers

• etc.

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Toonastic 3D

• Draw, animate and narrate your own cartoons

• Record your own voice

• Create animations and stories

• Use existing characters and settings

• Able to work offline

• etc.

https://youtu.be/uCZav2ftfdw

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Hands-on Task D

Create a digital assignment with different IT tools

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Resources for

polling and brainstorming

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Use a word cloud tool

• activate prior knowledge

• predict the content of a text

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Use a mind map tool

• Create mind maps and flowcharts

• Allow real time collaboration

• Add text labels and images

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Hands-on Task E

Go to https://answergarden.ch/1528396

You’re about to read a passage about Japanese culture. Submit words, one

word at a time, that are about Japanese culture (food, beliefs, costumes,

history, leisure activities, etc.)

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Apps for creating quizzes and polling

• collect Ss’ initial thoughts

• stimulate thinking

Examples

• http://kahoot.com/

• http://quizizz.com/

• http://polleverywhere.com/

• http://questionpro.com/

• http://socrative.com/

• https://www.jotform.com/

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Example: Clickable image

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Hands-on Task F

Go to PollEverywhere and experience engaging activities.

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Rundown of this session

Take a poll on your experience with e-teaching and e-learning Technology and literacy skills development

Why e-teaching and e-learning?

e-Learning resources for reading and writing

e-Learning activities that support the teaching of reading and writing

Multimodal Literacy

(52)

Sample 1

Students are introduced to a diary entry during the lesson and have to complete a class-based task “Super Lion Project” at the end.

• Level: Primary 3

• Module: Me, my family and friends

• Topic: My diary

• Number of lessons: 2

• Prior knowledge:

• Use the simple past tense to talk about past states and events

• Use adverbs or adverb phrases to express time

• Use the connective ‘so’ to show results

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Sample 1

Reading

• Recognize the format and language features of a common text type, i.e. diaries Writing

• Provide personal ideas and information based on a model or framework provided

• Use appropriate formats and conventions of short written texts such as diaries

• Use concepts of order and time

• Use appropriate cohesive devices

• Express imaginative ideas

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Students are provided with a

meaningful purpose for reading and

viewing the texts.

Reading: Teddy Bear Project

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Students are asked to write an online diary for the Super Lion. Peer feedback is encouraged in order to foster student engagement.

e-Platform: Padlet

• collaborative writing

• peer feedback

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Sample 2

Students are introduced to a hiking story during the lesson and have to complete a pair work “A fun day out” at the end.

• Level: Primary 5

• Module: We love Hong Kong

• Topic: A fun day out

• Number of lessons: 2

• Prior knowledge:

• Use adjective phrases to describe length

• Use prepositions to indicate distance

• Describe simple situations and conditions

• Identify names of some places in Hong Kong

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Sample 2

Reading

• Skim a text to obtain a general impression and the gist or main ideas Writing

• Plan and organize information, and express own ideas and feelings by identifying purpose and audience for a writing task

• Use a small range of language patterns such as different verb forms and structural

patterns

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Students are asked as to do research and write about a hiking trail in Hong Kong. Slides on Google Slides can help students complete the task step by step.

e-Platform: Google Slides

• online research

• collaborative task

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e-Platform: Padlet

• online writing

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Rundown of this session

Take a poll on your experience with e-teaching and e-learning Technology and literacy skills development