EDX3270LITERACIES EDUCATION

ASSIGNMENT ONE Sue Caudery

Student Number: 0050100302

Literacy and ICT in the Early Years

Annotation 1

Anstey, M., & Bull, G. (2006). Developing pedagogies for multiliteracies. In M. Anstey, & G. Bull (Eds.), Teaching and learning multiliteracies (pp. 56-81). Newark, USA: International Reading Association.

Anstey and Bull provide many useful strategies for educators in developing theory into practice and applying dynamic multiliteracy pedagogies within the learning environment. Importance is placed on the educator’s relationship with the students and desired learning outcomes. The authors provide ideas on how to make decisions and provide opportunities for students to explore and engage with literacy. However, Anstey and Bull indicate through research, that for this learning to be successful the educator must provide a multiliterate environment that is flexible to the students and cohesive in the way classroom talk and lessons are planned. The authors believe that this will provide a social environment in which diversity in the classroom is addressed in making students become multiliterate citizens.

Annotation 2

Bennett, R. (2006). Mathematics and ICT in the early years. In M. Hayes, & D. Whitebread (Eds.), ICT in the early years (pp. 55-71).

England: Open University Press.

In this chapter, Bennett discusses the theoretical underpinning of the ways in which children learn mathematical concepts based on contemporary constructivist views of theorists such as Vygostsky. He argues as to whether computer software is best suited to the teaching and learning of mathematics in the early years. Research indicates that if the software produces visual and symbolic information, then this could provide an environment ideal to mathematical learning. However, provided the teacher’s pedagogical practice is linked effectively to the use of ICT’s, then this would contribute to the child’s learning. He stresses that the role of the teacher in understanding databases and tools to navigate this software was of utmost importance.

Annotation 3

Cope, B., & Kalantzis, M. (2009). Multiliteracies: New literacies new learning, pedagogies: an International Journal, 4(3), 164-195. Retrieved fromhttps://usqdirect.usq.edu.au/usq/file/868a8bb9-2364-d7cd-e285-d97d505db344/1/Cope_2009_164.pdf

In this journal article, Cope and Kalantzis discuss the New London Group of 1996 and their efforts in forming a Pedagogy of Multiliteracies approach to the teaching and learning of literacy. It is their belief that due to the changing world of technology, old literacies would no longer be adequate in the future of education. The authors discuss in length the why, what and how of multiliteracies through exploring diversity and social factors in belief that their new approach would transform into a pedagogy that would allow for change and diversity. Cope and Kalantzis conclude that in the last ten years or more, these changes have made an impact on the development of a multiliteracies pedagogy.

Annotation 4

Healy, A. (2006). Multiliteracies: teachers and students at work in new ways with literacy. In R. Campbell, & D. Green (Eds.), Literacies and learners current perspectives (pp. 191-207). Frenchs Forest, NSW: Pearson Education Australia

Healy’s chapter suggests that it is vital for educators to acknowledge the changes in text/teacher/student relationships and to incorporate a variety of technologies with a multiliteracies approach in the classroom. The author highlights that as society changes, children gain experiences that allow them to negotiate multimedia digital texts. Computers are becoming more noticeable in the early childhood classroom, thus allowing children to be more visual with the information they receive at an earlier age. Various snapshots in research were recorded throughout this chapter, revealing that children appear to be more responsive to visual images as opposed to text. Healy believes that teachers need to cater for the diverse textual experiences that children bring to the learning environment.

Annotation 5

Hesterman, S. (2011). A contested space: the dialogic intersection of ICT, multiliteracies, and early childhood. Contemporary Issues in Early Childhood, 12(4), 349-361. Retrieved from http://www.wwwords.co.uk/rss/abstract.asp?j=cie&aid=4824

Hesterman’s article discusses the Pedagogy of Multiliteracies developed by the New London Group (1996) and how this approach can improve the quality of education in the early years context through the integration of ICT. The author conducted research in two early childhood classrooms in order to determine how these teachers integrated ICT to support children in a multiliteracies learning environment. She reported that whilst the teachers were motivated to do this, it was evident that their approach was not secure in implementing ICT due to lack of resources and support to cultivate this approach.

Annotation 6

Martello, J. (2007). Many roads through many modes: becoming literate in childhood. In L. Makin, C. Jones Diaz, & C. McLachlan (Eds.), Literacies in childhood. Changing views, challenging practice (pp. 89-103). Marickville, NSW: Elsevier Australia.

Martello’s chapter suggests that the early childhood educator can help children develop an understanding of multiliteracies through linking curriculum and experiences from the home environment. She highlights the importance that a young child’s first experiences of literacy begin in the early years of their life and continues through to adulthood. Young children become familiar with television, computers, and many images that allow them to understand multimodal texts. Discussing at length, her main focus suggests that in the home environment a wide range of social practices can be gained and brought to the learning environment as multimodal literacy experiences, allowing the early childhood educator to accommodate for diversity in inclusive literacy practices.

Annotation 7

O’Brien, J., & Comber, B. (2000). Negotiating critical literacies with young children. In C. Barratt-Pugh, & M. Rohl (Eds.), Literacy learning in the

early years (pp. 152-171). Crows Nest, NSW: Allen & Unwin.

Throughout this chapter, O’Brien suggests that many educators should engage in critical literacies with young children through questioning texts that are used in their daily lives, and challenging the way they use these texts in reading and writing. In one of her research examples in this chapter, she explores ways of teaching children how to be a text analyst by reading a story then through discussion of characters and events she asks the children to reflect on their own experiences by drawing pictures. According to O’Brien, when educators use this negotiated approach, children will respond to constructed texts, which are integral to their everyday learning.

Annotation 8

Vasquez, V. M., & Branigan Felderman, C. (2013). Yes we can! Using technology as a tool for social action. In V. M. Vasques, & C. Branigan Felderman

(Eds.), Technology and critical literacy in early childhood (pp. 27-36). New York, NY: Routledge

In this chapter, Vasquez highlights the importance of creating spaces for children in classrooms and using resources and technology as a mean for social action. She conducted a “social action project” with the children whereby they brainstormed a particular topic, formed discussion groups, then followed up their findings through internet research. Children from other classes were invited to attend the discussion on their findings. Vasquez believes that through conducting internet research, young children learn social practices and how to communicate with resources such as computers as a learning tool.

Annotation 9

Whitebread, A. (2006). Creativity, problem solving and playful uses of technology: Games and simulations in the early years. In M. Hayes, & D. Whitebread (Eds.), ICT in the early years (pp. 87-106). England: Open University Press.

Whitebread argues that young children can be motivated to develop the necessary skills to gather information and problem solve when playing computer games and simulations, just as much as conventional play does. It is his belief that computer games incorporate problem solving skills that allow the young child to see and understand the meaning of problems through making mistakes and being able to go back and correct them, thus allowing higher order thinking to take place. The writer concludes that computer based tasks promote development in a child’s ability to be independent thinking and a problem solver.

Annotation 10

Yelland, N. (2007). Making meaning: technology as play. In N. Yelland (Ed.). Shift to the future (pp. 49-63). New York, NY: Routlage Taylor & Francis Group.

Yelland’s chapter discusses the challenges and balances that parents and early childhood educators face when exposing children to technology in the real world of play. She states that theorists such as Montessori and Froebel believe children learn through constructing meaning through play. Research was conducted into new technologies such as educational toys and story telling software in the early learning environment, and this was proved to be just as effective as concrete material play. The author believes it is vital for guided interaction by the educator to help build concepts utilizing the program to the benefit of the students.

Overview/Synthesis

Literacy is imbedded into our daily lives, and involves a range of practices that shape our society and culture (Wing Jan, 2009). The theme of this assessment focuses on the use of ICT’s within an early childhood context. Most of the authors believe that due to the changing world of technology, it is vital for young children to become immersed in a multiliterate learning environment that caters to the many multimodal texts that they are exposed to. A common theme that has emerged from reading the various chapters and articles was the importance that young children’s first experiences of literacy begin in the home. It was noted by Martello (2007) that children bring these literacy experiences to the learning environment, and impacts on what is experienced in the classroom. Statistics report that most young children have access to a range of technologies in the home everyday, and indicate that classroom computers play a significant role in a child’s social world through access to a variety of information and cultural texts (Arthur, Beecher, Death, Dockett & Farmer, 2007).

Overview/Synthesis Cont …

Hesterman (2011) suggests that to improve the quality of education in the early years, it is vital to follow a framework such as The New London Group’s Pedagogy of Multiliteracies. However in contrast, The Early Years Learning Framework (2010) suggests that early childhood educators can promote technology learning within the environment through play, exploring new information, and provision of a wide range of technologies. One author, Yelland (2007) discusses how play and technology can be linked to the early learning environment through the use of computer software and educational toys and how this is just as effective as traditional play. According to Van Hoorn, Nourot, Scales & Alward (2011) the use of computers in an early childhood classroom has not harmed the development of young children and state if it is to be a part of play, then the computers need to be a part of the learning environment where children can work in small groups, allowing for social interaction to take place.

Overview/Synthesis Cont …

It is important to note that Bennett (2006) argues whether computer software is suited to the learning and teaching of early years mathematics and comes to the conclusion that it is the teacher’s pedagogical practices in linking ICT’s to the curriculum that would contribute to the young child’s learning. This produces problem solving and higher order thinking, vital to mathematical learning. In correlation with this, some of the authors suggest that the educators own understanding of technology and how to use the software is imperative. As Van Hoorn, Nourot, Scales & Alward (2011) state, educators need to frequently upgrade their knowledge of software and to consider the ways they use it to promote individual needs. According to Finger, Russell, Jamieson-Proctor & Russell (2007) it is essential for all educators to develop competency in developing skills in ICT in order to gain knowledge and be able to integrate into the learning environment. In summary, the annotated articles highlight vital information for early childhood educators to consider when implementing ICT’s into their pedagogical practice and how best young children’s literacy learning can be enhanced through the use of technology.

ICT Learning Journey Reflection

Throughout my university degree, I have been required to use technology to present some assessment pieces, these being:

WikiWebquestMahara E.PortfolioNumber of PowerPoint Presentations

Some presentations consisted of group work and younger members of the group preferred to take control of the technology side of things. I was happy for them to take on this role, as I felt I lacked that knowledge. For the assessments I did on my own, I utilized the help of my son asking for guidance and assistance.However for this assessment, I chose to do a PowerPoint presentation entirely on my own. The first step was to create the slides, choose background colour, font colour and where I was going to place my text on the slides. Immediately this became a learning curve. Text boxes provided allowed me to navigate my way around the slides. Further to this, I accessed images and although this was frustrating at first to insert an image in the correct place, through practice and prior knowledge this was achieved.

ICT Learning Journey Reflection Cont …

I was challenged in uploading the PowerPoint presentation to the internet, as this is something I have not attempted before.

As an educator of the future, I believe it is vital to implement digital literacies into my pedagogical practices. I believe that in creating this PowerPoint presentation, I have developed skills and knowledge that I know will remain equally important as I strive to implement appropriate forms of ICT to my students.

References

Anstey, M., & Bull, G. (2006). Developing pedagogies for multiliteracies. In M. Anstey, & G. Bull (Eds.), Teaching and learning multiliteracies (pp. 56-81). Newark, USA: International Reading Association.

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming & planning in early childhood settings. (4th ed.). South Melbourne, VIC: Cengage Learning Australia.

Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. (2009). Belonging, being & becoming. The early years learning framework for Australia. Commonwealth of Australia.

Bennett, R. (2006). Mathematics and ICT in the early years. In M. Hayes, & D. Whitebread (Eds.), ICT in the early years (pp. 55-71). England: Open University Press.

Children and teacher gathered at computer [Image]. (2012). Retrieved fromhttp://marcplamondon.nipissingu.ca/wiki/2011_Education.Print.aspx?Page=2011_Education.Advantages-and-Disadvantages-of-Digital-Technology-in-Education

Children using laptop at home [Image]. (2009). Retrieved fromhttp://www.treehugger.com/clean-technology/surprisingly-persistent-gender-gap-in-computer-technology-short-circuits-our-future.html

Cope, B., & Kalantzis, M. (2009). Multiliteracies: New literacies new learning, pedagogies: an International Journal, 4(3), 164-195. Retrieved from https://usqdirect.usq.edu.au/usq/file/868a8bb9-2364-d7cd-e285-d97d505db344/1/Cope_2009_164.pdf

References Cont …

Finger, G., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007). Transforming learning with ICT: Making it happen. Frenchs Forest, NSW: Pearson Education Australia.

Healy, A. (2006). Multiliteracies: teachers and students at work in new ways with literacy. In R. Campbell, & D. Green (Eds.), Literacies and learners current perspectives (pp. 191-207). Frenchs Forest, NSW: Pearson Education Australia

Hesterman, S. (2011). A contested space: the dialogic intersection of ICT, multiliteracies, and early childhood. Contemporary Issues in Early Childhood, 12(4), 349-361. Retrieved from http://www.wwwords.co.uk/rss/abstract.asp?j=cie&aid=4824

Martello, J. (2007). Many roads through many modes: becoming literate in childhood. In L. Makin, C. Jones Diaz, & C. McLachlan (Eds.), Literacies in childhood. Changing views, challenging practice (pp. 89-103). Marickville, NSW: Elsevier Australia.

O’Brien, J., & Comber, B. (2000). Negotiating critical literacies with young children. In C. Barratt-Pugh, & M. Rohl (Eds.), Literacy learning in the early years. (pp. 152-171). Crows Nest, NSW: Allen & Unwin.

Teacher and young children at computers [Image]. (2012). Retrieved from http://www.tech-kidz.com/program.html

Van Hoorn, J., Nourot, P. M., Scales, B., & Alward, K. R. (2011). Play at the centre of the curriculum. (5th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

References Cont …

Vasquez, V. M., & Branigan Felderman, C. (2013). Yes we can! Using technology as a tool for social action. In V. M. Vasques, & C. Branigan Felderman (Eds.), Technology and critical literacy in early childhood (pp. 27-36). New York, NY: Routledge

Whitebread, A. (2006). Creativity, problem solving and playful uses of technology: Games and simulations in the early years. In M. Hayes, & D. Whitebread (Eds.), ICT in the early years (pp. 87-106). England: Open University Press.

Wing Jan, L. (2009). Write ways. (3rd ed.). South Melbourne: VIC. Oxford University Press.

World globe multiliteracy [Image]. (2011). Retrieved from http://evosessions.pbworks.com/w/page/33494462/Multiliteracies%202011

Yelland, N. (2007). Making meaning: technology as play. In Shift to the future (pp. 49-63). New York, NY: Routlage Taylor & Francis Group.