Today we looked at creating multimodal presentations. The focus of the lesson was the use of Microsoft PowerPoint and also ActivInspire, something that I was not familiar with before today.
The concept of multimodality is not completely new to me, having looked at it in my BA1 module Literacy for Understanding last term. To summarise for you, a text would be considered multimodal when it combines two or more semiotic systems. There are five semiotic systems in total. Those are linguistic, visual, audio, gestural and spatial. It is therefore reasonable to say that yes, most texts that would be used in a primary setting are indeed multimodal as most would contain words (linguistic) and pictures (visual).
The purpose of today’s learning was to look at how, using technology, we can enhance the multimodality of texts to make the learning more engaging and more accessible to a broader range of learners. For example, to build on the base of linguistic and visual with audio, gestural and spatial modality to create a completely immersive and interactive text. This is where ActivInspire is particularly good at utilising the Interactive White Board (IWB) present in almost every Scottish classroom and bringing learning to life. The IWB is undoubtedly one of the most expensive pieces of equipment in the modern classroom and yet its capabilities are often underutilised by teachers. This software helps the teacher to bring interactive learning to life in their classroom in a manner that they can personalise to the pupils and the topic. Taking the relevant information and making it more dynamic and interactive and as such creating more memorable learning experiences.
As a learner today, I focused on ActivInspire. Having never used it before I was keen to see the practical side of creating slides. Working with my classmate we decided to create an interactive slide with a numeracy theme. Despite having watched an instructional video we initially found it a little hard to use. I found myself reminded that Youtube is an invaluable learning tool as we would have been lost without the video to keep referring back to! The main initial problems I found were getting the sizing right with the various characters and self-created designs. Often it was hard to find images within the software that were exactly what I had in mind but with patience it was possible to make modifications. In reality, the first slide took a while to create and I found myself slightly concerned that I would struggle to prepare a lesson using this software in a realistic amount of time. It was however, easier the more slides we created and as I became more familiar with the ActivInspire.
As I produced the slides I could see that as a teacher this would be a great way to work in group or whole class setting to introduce a new topic or to consolidate prior learning at the start of a lesson. The colours are very bright and bold which would transfer well to the IWB screen. Learners can be actively involved in the learning as they can be invited to come up to the board and move things around to solve problems. This would be in keeping with the utilisation of the spatial and gestural semiotic systems.
The need for the use of software such as this in classrooms is reflected in the Curriculum for Excellence (CfE) Literacy and English Framework which acknowledges the increased use of multimodal texts, digital communication, social networking and other forms of digital communication encountered by children in their daily lives. It is much easier for children to find the learning relevant and to be able to give real world context to it when it is presented to them in ways that are familiar and reflect their daily life. If the learning looks like a game, and even feels like a game, in that they are familiar with using touchscreen technology them combining software such as this with the IWB is I feel maximising the knowledge the learner will take from the lesson. There is an ever increasing need and expectation on teachers to be proficient in these areas and that is why I felt it crucial to engage with this module. I do not want to let myself and my future pupils be held back by a lack of ability on my part to integrate digital learning in to the classroom. I wholeheartedly agree with Beauchamp (2012, p81) that we need to “…challenge implicit assumption that SPEECH and WRITING are always central and sufficient to learning…” This is not reflective of where society is in 2018 and the classroom needs to mirror the outside environment we are striving to prepare our young people for. It is important to recognise that technology in the classroom is not only essential but positive. Often there are concerns that children using technology outwith the classroom are doing so in a socially isolated manner. For example, sitting alone playing video games. This use of the touch display technology in the classroom encourages hands on experiences that help children to learn by doing and to see the technology as a social learning tool as these tasks would primarily be designed to be group or whole class level and involve a broad range of social skill. (Prandstatter, 2014).
Ultimately, the most important positive argument for maximising the use of multimodality and multimedia in the classroom comes from the pupils themselves. In a study carried out by Hall and Higgins (2005, p106) they found that the pupils studied “…enjoy in particular the multi-media capabilities of the technology, especially visual aspects (colour and movement), audio (music, voice recordings, sound effects) and being able to touch the IWB. All pupil groups mentioned the multi-media aspects of the IWB as advantageous especially in engaging and holding their attention”. What I have learned today will definitely help me to ensure wherever appropriate I am able to create lessons that enhance learning through maximum multimodality.
REFERENCES
Beauchamp, G. (2012) ICT in the Primary School From Pedagogy to Practice Pearson: Harlow, England
Education Scotland [ONLINE] https://education.gov.scot/improvement/learning-resources/curriculum%20for%20excellence%20benchmarks [Accessed 23.1.18]
Prandstatter (2014) [Online] http://connectlearningtoday.com/interactive-displays-early-years-classes/ [Accessed 23.1.18]
Scottish Executive (2004) Curriculum for Excellence. Edinburgh: Scottish Executive
