inquiry 2011

1. Brίd O’Keeffe
How can I use ICT tools to enhance literacy
lessons with a particular focus on increasing
the quality and engagement of boy‟s
writing?

2.  Writing freely comes naturally to many children and
is especially evident with the girls in Kiwi room.
 However I have noticed a group of
students, predominantly boys, who struggle to write
freely or who have low motivation on most of the
writing tasks which are set.
 I was curious after a descriptive writing workshop
with Innes Kennard on how the use of ICT could
enhance student’s writing.

3.  Liam
 Jakob
 Kade
 Perrin
 These students aren’t necessarily achieving
below the standard but I feel they are not
reaching their full potential due to lack of
content and purpose in their writing.

4. Writing Level
 Liam 2B
 Jakob 2B
 Kade 2B
 Perrin 2B
 These students are all working towards
similar goals of staying focused during
writing and completing tasks completely

5.  When beginning a new genre of writing I use
the IWB to explore examples and features of the
writing.
 We look and our WALT and create our WILF
through discussion of what is needed.
 Students begin writing. They follow a writing
process of Drafting, proofreading with a
peer, editing and sometimes publishing ( if time
allows!)

6. ICT and Literacy in the classroom
 Becta‟s report „The Importance of ICT‟ examines ICT in primary and
secondary schools across the UK, and it revealed that using ICT raises
standards across the curriculum, particularly in English. Examples of how
ICT has successfully supported literacy includes the use of talking books
to raise standards in reading at Key Stage 1, whilst writing at Key Stage 2
was seen to improve, even in those pupils identified as reluctant readers
and writers, when the use of the internet for research was encouraged.
 Specifically relating to boys and literacy, using ICT was found to be a
positive medium to motivate underachieving boys in studying poetry.
Becta‟s report also demonstrated that one of the schools visited whilst
conducting the research particularly focused on utilising ICT to help
improve boys‟ writing skills. Students showed a high level of engagement
when a visiting author encouraged them to change the size, colour and
style of the text to reflect the words being used: for
example, “enormous, blue eyes.”
 Catherine Thornley http://www.teachingtimes.com/articles/literacy-
digital-communication.htm

7.  Boys thrive on the visual language of
television, cartoons, and video games.
Similarly, boys respond well when
presented with the opportunity to present
their ideas and written work using
charts, flow diagrams, and other visual
forms. Researchers suggest that boys
respond so positively to images because
boys are more oriented to visual/spatial
learning. As a result, visual images
“accelerate” boys’ learning (Daly, 2002, p.
16).

8. So…….I decided to use a descriptive writing lesson as shown by Innes
Kennard at the ICT expo to monitor if a higher input of ICT tools and visual
input would improve writing attitudes and outcomes.
 As a stimulus I read ‘The Snot Goblin’ on PP by Mira Mee. Students had to
recall all the describing words used for the goblin. They loved the disgusting
descriptions being used and it gave them lots of inspiration for their own
writing. I used Kidspiration to record these words
 I introduced ‘Critters’ to the class. Critters come out to play after we all leave
school. They have great fun playing and meddling.
 I ask the students to think of a place in the classroom and imagine the sort of
critter which may be there.
 They use Kidpix to draw their own critter. I noted rich descriptive discussion
between students during this design process. They save it as a Jpeg
 They take a photograph of the background their critter lives in.
 Then Open PowerPoint. Insert the background pic and the critter image over
it.
 Then the writing began!
 In conclusion a LOT of ICT learning before we get to our writing task!!

9. Liam is usually a reluctant writer who struggles to complete tasks!

10. Getting Kade to finish and stay focussed on an independent writing
task is a struggle! Even though this is not perfect it was a wonderful
achievement for him.

11. Perrin struggles to write freely. He had plenty to write about after
designing his own critter.

12.  What was the result of the action?
There was a noticeable increase in enthusiasm for writing. The target group
worked with focus and purpose to describe their critters effectively for their
own and other’s enjoyment. They showed pride in sharing their gorey
descriptions.
They still talk about Critters as living things in the classroom. I believe the
many days which it took to design and modify their critters, before any
writing began, was rich with conversation and anticipation about each
other’s critters hence resulting in a more meaningful and embedded
purpose for writing.
 Evaluation/reflection on inquiry
My class owned their writing during this project. The shared enthusiasm and buzz
about critters gave them the purpose to finish the writing task. The
visual, technological and imaginative process enhanced the writing without
doubt. I now use Storybird, visual stimulii on the IWB and short videos to engage
students before and during writing tasks and projects.