This week in Digital Technologies, we learned about “multimodality”. The multimodality of technology allows teachers to present ideas in a variety of different ways which helps pupils to understand what they are learning (Beauchamp, 2012, p.8).
We were informed that for a text to be “multimodal” it must include two or more of the five “Semiotic Systems”. These systems are:
- Linguistic
- Visual
- Audio
- Gestural
- Spatial
The increased use of multimodal texts, digital communication, social networking and the other forms of electronic communication that young people and children are using more and more in their daily lives is clear to see in Literacy and English Framework.
Teachers can use ICT to display ideas in a variety of ways which allows children and young people to experience new ways of learning. However, this can only happen effectively if you as the teacher have a sufficient understanding of the area yourself (Beauchamp, 2012, p.10). The implicit assumption that speech and writing are always dominant in learning must be challenged (Beauchamp, 2012, p.8).
Instead of lessons consisting of just speech and writing, they should include interactive activities. A blog from “Connect Learning Today” states that touch displays can become a social learning tool that encourages hands-on experiences thereby helping children to learn by doing (Prandstatter, 2014).
Multimodal presentations encourage interactive learning due to two of the “Semiotic Systems”, Audio and/or Gestural, which would allow the pupils to take part in the lesson. By using Multimodal presentations, the lesson becomes:
- Captivating
- Motivating
- Interactive
- Personalised
- Dynamic
- Memorable
- Engaging
In class we were given the time to create a multimodal numeracy or literacy lesson using
“ActivInspire Flipcharts”. I was in a group of 3 and together we created a numeracy lesson about co-ordinates. Our lesson was interactive and consisted of two tasks. The first task involved the pupils identifying the co-ordinates of each shape: triangle, square, circle, etc, and the second task involved them dragging each shape onto the appropriate co-ordinate that they were given. We were very pleased with the result of our flipchart. I really enjoyed this task because it gave me the chance to think creatively and to understand the amount of work that is required to make lessons effective.
This program allows us to create lessons with backgrounds, sound, colour, shapes and they can also be interactive. ActivInspire Flipcharts are a good example of how useful multimodal texts can be because it allows pupils to learn by doing and engages children who prefer technology, like video games than reading and writing. It makes lessons more exciting for them which will benefit their education.
This has been made evident to me from reading “Some educators question if whiteboards, other high-tech tools raise achievement” by “Stephanie McCrummen”. According to Nancy Knowlton who is the chief executive of SMART Technologies, there is research data and anecdotal evidence that show her company’s products are helping multi-tasking, tech savvy kids who spend their time playing video games to engage in what they are learning (McCrummen, S (2010)). Children are more motivated, attending school and student performance in the classroom has improved. Pupils want to be energised instead of asking them to “shut off” when they are in class (McCrummen, S (2010)).
Below are two pictures of my group’s numeracy lesson using the ActivInspire Flipchart.
References
- Beauchamp, G. (2012) ICT in the Primary School: From Pedagogy to Practice. Pearson.
- Connect Learning Today. (2018) Interactive Displays In Early Years Classes. Available: http://connectlearningtoday.com/interactive-displays-early-years-classes/ [Accessed 25 January 2018]
- McCrummen, S. (2010) Some educators question if whiteboards, other high-tech tools raise achievement. Available: http://www.washingtonpost.com/wp-dyn/content/article/2010/06/10/AR2010061005522.html?wpisrc=nl_cuzhead [Accessed 25 January 2018]
