Effective Use of Information Technology to Develop Literacy Skills in the Primary English Classroom

70  Download (0)

Full text

(1)

Centre for Learning Sciences and Technologies - CUHK Effective Use of Information Technology to Develop

Literacy Skills in the Primary English Classroom

(2)

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

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

2

(3)

Course Speaker

Law Siu Tung Elliott 羅筱彤

(4)

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

Course Speaker

Fung Ka Chun Chris 馮家俊

4

(5)

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

(6)

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

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

6

(7)

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

(8)

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

Technological Pedagogical Content Knowledge (TPACK)

8

(9)

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.

(10)

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

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

10

(11)

Why is multimodal literacy important?

• Young people need to be able to communicate effectively in an increasingly

multimodal world. This requires teaching children how to comprehend and compose meaning across diverse, rich, and potentially complex, forms of multimodal text, and to do so using a range of different meaning modes.

• As communication practices have become increasingly shaped by developments in information and multimedia technologies, it is no longer possible for us to think about literacy solely as a linguistic accomplishment (Jewitt, 2008, p. 241).

• Multimodal is the combination of two or more of these modes to create meaning.

• Most of the texts that we use are multimodal, including picture books, text books, graphic novels, films, e-posters, web pages, and oral storytelling as they require different modes to be used to make meaning.

• Each individual mode uses unique semiotic resources to create meaning (Kress,

2010) and teaching of these needs to be explicit.

(12)

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

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: English Language Education Key Learning Area Curriculum Guide (2017)

12

(13)

Adopting e-Learning in the English Language Education Classroom

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

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

Strategy

(14)

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

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

14

(15)

Traditional Learning V.S. Digital Learning

• Learning style

• Cost

• Technical involvement

• Physical V.S. Virtual

(16)

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

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

16

(17)

Resources for

Extensive e-Reading

(18)

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

E-Book Resources in Hong Kong Public Libraries

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

18

(19)

English Audio Books in Hong Kong Public Libraries

Naxos Spoken Word Library

(20)

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

Sample Resources for Extensive e-Reading

20

(21)

「 EdBookShelf 教城書櫃」eBook Reader

https://edbookshelf.hkedcity.net

• An 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

(22)

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

Another example: epic!

22

(23)

Hands-on Task A

Searching for and reading e-books on HKPL website and Epic!

(24)

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

Affordances of Technology for e-Reading

24

(25)

“My Saved Words”

(26)

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

Affordances of Technology for e-Reading

26

(27)

Word lists

Quizzes

(28)

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

Hands-on Task B

Explore the functions of e-Dictionaries

28

(29)

Resources for

Intensive e-Reading

(30)

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

Nearpod

• Simple presentation delivery

• Simple way of distributing different resources

• Live formative assessment

• Ongoing assessment

• Collaborative tasks

• Open-ended tasks

• etc.

30

(31)

Nearpod

(32)

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

32

(33)

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.

(34)

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

Use Padlet for Ss to share thoughts on a certain topic

34

(35)

Google Sites

(36)

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

Examples

The life of Oscar Wilde:

a Google tour builder journey

A Christmas Carol:

a Google Site

36

(37)

Hands-on Task C

Create digital multimodal texts with different IT tools

(38)

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

Resources for e-Writing

38

(39)

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

(40)

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

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.

40

(41)

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

(42)

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

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

42

(43)

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.

(44)

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

Storybird

• Create, read and share visual stories

• Offer different artistic options with built-in image library

• Add texts and book covers

• etc.

44

(45)

Hands-on Task D

Create a digital assignment with different IT tools

(46)

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

Resources for

polling and brainstorming

46

(47)

Use a word cloud tool

• activate prior knowledge,

• predict the content of a text

(48)

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

Hands-on Task E

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.)

48

(49)

Create a word cloud with any text

(50)

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

Apps for creating quizzes and polling

• collect Ss’ initial thoughts

• stimulate thinking

50

(51)

Hands-on Task F

Go to PollEverywhere and experience engaging activities.

(52)

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

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

(53)

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

(54)

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

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

54

(55)

55

Students are provided with a

meaningful purpose for reading and

viewing the texts.

Reading: Teddy Bear Project

(56)

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

56

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

56

(57)

Sample 2

Students are introduced to a food label during the lesson and have to complete a class-based task “My favourite snacks” at the end.

• Level: Primary 4

• Module: Food and drinks

• Topic: A balanced diet

• Number of lessons: 2

• Prior knowledge:

• Use the general determiners to show quantities

• Use ‘such as’ to give examples

• Use the simple present tense to give advice

(58)

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

Sample 2

Reading

• Recognize the format and language features of a variety of text types, e.g. food labels Writing

• Gather and share information and ideas by using strategies such as brainstorming

• Plan and organise information, and express own ideas and feelings by deciding on the sequence of content

• Present main and supporting ideas, and where appropriate with elaboration

• Use appropriate cohesive devices Speaking

• Connect ideas by using cohesive devices

• Develop main ideas by providing information on a topic

• Elicit more responses by adding or giving examples and explaining

58

(59)

Reading: Students are asked to read food labels and use them to compare the nutrients in different food items.

Reading: Food Labels

Worksheet: Students are asked to read the food label and

explore the health

consequences of consuming

too much sugar.

(60)

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

e-Platform: Google Classroom

• video presentation

60

60

(61)

Sample 3

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

(62)

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

Sample 3

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

62

(63)

Students are asked 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 writing

63

(64)

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

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

64

(65)

How do we do multimodal

literacy

teaching?

(66)

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

Learning

through trying

66

(67)

Conclusion

(68)

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

Learning through

Experimenting

68

(69)

Thanks to advances in technology, the prospects for interesting,

engaging, and effective e-teaching

are infinite.

(70)

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

Wish you a happy e-

teaching journey!

70

70

Figure

Updating...

References

Related subjects :