Assignment One

1. EDX 3270
Assignment One:
Literacies in the 21st Century.
What Did I learn?
How Did my views change on the importance of
technology in teaching?
My ICT experience!
Bethany Ellis 02/04/2012 Student Number: 0061032240

2. Poulter, S. (2008). Smarter games dumber children, The Courier-
Mail, 12., Retrieved from Academic Site
This article explains that computer games; in particular fast paced action games, are
having a detrimental effect on the attention span of young children, which is believed
to be negatively impacting a child’s ability to learn. The article used scientific
research to suggest that at the age of seven the brain is not yet developed.
Researchers looked at more than 300 products; covering a range of educational
software, computer games, toys etc. The result; only two proved to employ learning
techniques. In addition there was an opposing view; with others arguing that the
creation of virtual worlds and new technology was delivering huge benefits.

3. Ljungdahl, L. (2011). Multiliteracies and Technology. In Winch, G.,
Johnston, R.R., March, P., Ljungdahl, L.& Holliday, M. (Eds.), Literacy
Fourth Edition: reading, writing and children's literature. pp 399-417
Oxford University Press, South Melbourne Australia.
This text emphasises the advantages of ICT from a learning perspective and the need for
us as educators to prepare the ‘I’ generation of students (born in the 2000’s) for an
environment of technological change. In planning for this future there are major
implications for teaching and learning literacies. Take for example digital media
technology; it is increasingly available in mobile devices, internet, radio and TV in
schools and homes. These forms of technology provide digital content which can
effectively encourage creative thinking and a deep interest in a limitless choice of
topics. The text concludes with a prediction of three key areas that may affect what
students learn and what teachers teach in the future. The challenge of ICT’s is
discussed, with issues such as the importance of funding, and its use in the classroom.

4. Anesty, M., & Bull, G. (2006). Teaching and learning multiliteracies:
changing times changing literacies (pp. 56-81). [electronic version].
Newark, DE: Interantional Reading Association. Retrieved from academic
site
A key area of this chapter is the ability for teachers to draw conclusions on
the characteristics of a multiliteracies curriculum, by examining the links
between being literate and multiliterate. Presented are numerous examples,
guidelines and frameworks which provide educators to evaluate their own
pedagogy and also assist in providing a dynamic pedagogy that develops a
multiliterate, active and informed student. Teaching practices which have
been used show desirability not only through meeting the demands of
literacy change but also through catering for student diversity such as the
cultural, social and learning backgrounds of students.

5. Santoro, N. (2004). Using the four resources model across the curriculum.
In A. Healy, & E. Honan (Eds.), Text next: new resources for literacy
learning (pp. 51-67). Newtown, NSW: Primary English Teaching
Association.
This article highlights the change of literacy as being a single set of skills
to a more complex form that is embedded in our everyday lives. School,
social and out of school literacies are examples of literacy practices which
require operation of a variety of texts such as written, oral, visual, digital
and multimodal. Using the example of SOSE, the article is positioned
around guiding subject specific middle year teachers to include literacy in
each subject area in order to prepare students for high school. The four
resource model is highlighted and aids in effective use of incorporating
literacy into specific subjects.

6. Beavis, C., & O’Mara, J. (2010). Computer Games-pushing the boundaries
of literacy. The Australian Journal of Language and Literacy, 33 (1), 65-
76, Retrieved from academic search.
This paper describes approaches to conceptualising the complexity of digital texts
and their access, production and distribution and the opportunity to create spaces
where students could interact socialise and learn in both the real and virtual world.
These conclusions are drawn from two case studies of year eight and year nine
students, by where the opportunities provided by the incorporation of computer
games is highlighted. The teaching of critical perspectives and reading through to
production and design creates engagement, interest and success from students as
they learn to become multiliterate though adapting and applying to multiple forms
texts.

7. Borsheim, C., Merritt, K., & Reed, D. (2008). Beyond Technology for
Technology’s Sake: Advancing Multiliteracies in the Twenty-First Century. The
Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82 (2),
87-90. doi:10.3200/TCHS.82.2.87-90
This article discusses the importance of educators to prepare students for the
realities of the technological world, to enable full participation in public,
private, and work environments in the 21st century. The text discusses
multiliteracies, the term originating from the New London Group, and the
technological shift which has impacted the nature of the use and interactions
of text within the 21st century. The article explores and supports concepts of
the expectations of a multiliterate person with a focus on adapting teaching
to the impact of technology, rather than adapting technology to teaching.
Furthermore, the authors express their underlying beliefs of developing
motivated, innovative and multiliterate students which is one of a holistic
nature.

8. Church, A. (2012). Eight habits of highly effective 21st century teachers.
Issue nine NZ interface; Supporting the use of ICT in learning. Retrieved
March 23, 2012, From
http://www.interfacemagazine.co.nz/articles.cfm?c_id=10&id=28
In this article, Andrew Churches discusses his views on what makes a highly
successful educator in the 21st Century. The article covers eight key areas to
such success, which include; Adapting, being visionary, collaborating, taking
risks, learning, communicating, modelling behaviour and leading. In
discussion of each point, there is great emphasis on educators that are student
centric, holistic and able to adapt with any change and lead students with
confidence to give the best possible learning environment. The article
discusses ICT’s and the efficiency and efficacy of their use, not only to teach
students but also for self-reflection of educators.

9. Godinho, S., & Molyneux, P. Learning Online: Multiliteracies and inquiry-based
digital pedagogies for the middle years The University of Melbourne, 2479, pp 1-15.
Retrieved March 18 from http://www.aare.edu.au/10pap/2479GodinhoMolyneux.pdf
This paper explores the role of digital pedagogies and electronic resources
in the middle years of schooling and the need for digital learning
resources to deepen multimodal textual competencies. Great emphasis is
placed on the implementation of a multiliteracy pedagogy and its
importance in a society, by where the spoken, written and electronic texts
of the classroom, home and community are becoming increasingly
complex and multimodal, employing a combination of audio, spatial,
visual and gestural communicative modes. Digital resource models have
been presented such as The Venom Patrol website which explores the best
practice around digital pedagogies.

10. Henderson, R. (2008). It’s a Digital Life! Digital Literacies, Multiliteracies and
Multimodality [electronic version]. Literacy learning: The Middle Years, 16(2), pp.
11-15.
This paper explores the use of digital technology in today’s society, highlighting
numerous facts and figures which show that majority of young people have
become technology savvy, through the prolific use of mobile phones, internet
and computer games. The text identifies the need for a change in literacy
pedagogy, identifying that students literate strengths and capabilities are
developed at home and thus for the educator, success will evolve from finding
pedagogical approaches that help students make connections between home and
school literacies. The paper draws on the fundamental beliefs of Kalantzis &
Cope and the New London Group and uses the four resource model as a helpful
tool for preparing literacy learning.

11. Leung, KP. & Watters, JI. (2005). Enhancing Teachers’ Incorporation of ICT in Classroom
Teaching Faculty of education, University of Hongkong , School of mathematics, Science
and Technology Education, Faculty of education, Queensland university of technology
Australia. pp 1-8. Retrieved April 20 from eprints.qut.edu.au/1674
This paper reflects on a program which was undertaken to give educators an
insight into the incorporation of information communication technologies and
its effectiveness in having a holistic approach in the teaching of literacy’s. As
the article suggests, the uptake by teachers of ICT’s in the school classroom has
been slow on a worldwide basis, with many schools being identified as having a
teacher-centred and teacher-directed approach to schooling. This result has been
partially blamed to the many barriers of teaching, such as having a large amount
of content to teach, in a specified time in order for preparation of exams. The
results show that teachers became more motivated at adopting ICT’s as they
enhanced their own knowledge and skills.

12. When deciding on a common ground to which articles I could link. I discovered through reading many text,
that there is a strong focus on the changing of literacy form traditional to multi-modality and multiliteracy
approaches. Being very naive to the importance of change in the 21 st century, I first started with the article;
Computer games- pushing at the boundaries of literacy. This article reflected my initial understanding of
transforming from traditional forms of literacy to multimodal. A negative impact on the next generation was
my belief. However as I have engaged further into the course I have gained a sense of rediscovery. Technology
will inevitably be our future and therefore as teachers we need to accommodate the new information and
communication technologies in the context of literacy education (Ljungdahl 2010). By reshaping ourselves as
educators and engaging in a range of digital literacies, we are providing an optimal learning environment for
students so they are able to be competent and confident in the 21 st century.
The articles I selected draw attention to multiliteracies and pedagogical frameworks to support educators in the
21st century. Evidence is provided of the numerous benefits in using technology in teaching writing, and how
the inclusion of technology into the classroom will ultimately enhance student engagement as well as stimulate
their learning to seek and apply knowledge. The annotations highlight the requirements of a multiliterate
student; which is someone who is socially and cognitively literate with all modes of communication (Anesty &
Bull, 2006).

13. The articles also discuss the importance of educators to prepare students for the realities of the technological world.
The advantages of ICT integration, combined with multiliteracy pedagogies will inevitably prepare the ‘I’ generation
of students for the 21st century workforce. The four resource model developed by Freebody and Luke, which became
evident through many of the articles, provides educators with a frame work that allows them to combine technology
and traditional pedagogical methods; to effectively incorporate literacy into a subject specific area.
The greatest discovery I made through reading each text, was that literacy is everywhere, with the types of literacy
changing between the community, home and the classroom. Therefore an underlying importance to effectively teach
students is the ability of the educator to reshape their pedagogical methods to engage students and enhance their
learning. In addition all facets of a child’s life play an influential role; so it would only be a positive result for parents
to also be committed to support literacy leaning.
To conclude; just as I was naïve, many of the traditionalists in the education system will be faced with the challenge of
the inclusion of technology and the importance of teaching multiliteracies across all KLA’s. However our role as
teachers is to prepare students for a world that is becoming multimodal and technologically based and to ensure they
will be well adapted as they enter a workforce that will inevitably be dependent on technology.

14. Previous to this subject, I was
unaware that to undertake an
assignment that included researching,
analysing and application of text,
through the use of books and internet,
and then to further present this in a
multimodal form, was being
MULTILITERATE.

15. The goal of this assessment under my own
interpretation was to gain an understanding of what it
means to be multiliterate and how and why is it
important. For me, successful learning comes through
gradually incorporating new information and
practicing it. As a reflection of my own learning, I
wanted to develop a presentation that was simple and
as a teacher, it would be an effective way to introduce
how to prepare a multimodal presentation.

16. I chose to present the assignment through power point presentation. This decision was
made on the basis of being familiar with the program and also to meet my objectives as
a teacher; introducing multimodal presentation for the first time. The steps I took in
creating the presentation; coincided with the way I would teach a class.
•Just as I would do to equip students with a range of general strategies, I completed my
assignment on word, developing part of the formatting such as 1.5 line spacing and
converting text into same font and word size.
•Using the shortcut of copy and paste I then applied the text to PowerPoint presentation
•Keeping in mind the learning objective, I incorporated transitions between slides and
developed confidence in animation of text and type of text.
•I then explored and played around with the program, looking at audio and video, which
was very interesting.

17. The greatest barrier for me through this learning
experience was linking the presentation to the internet
and finding an appropriate webpage to use. As an
educator it would be important to teach this, considering
it as one of the main objectives of this task. For this task
I used slide share. Overall this experience was very
much a learning procedure, but one that that has given
me confidence as an educator in the world of
technology!!!!

18. Anesty, M., & Bull, G. (2006). Teaching and learning multiliteracies: changing times changing literacies (pp. 56-81).
Newark, DE: Interantional Reading Association
Beavis, C., & O’Mara, J. (2010). Computer Games-pushing the boundaries of literacy. The Australian Journal of
Language and Literacy, 33 (1), 65-76, Retrieved from academic search.
Borsheim, C., Merritt, K., & Reed, D. (2008). Beyond Technology for Technology’s Sake: Advancing Multiliteracies
in the Twenty-First Century. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82 (2), 87-
90. doi:10.3200/TCHS.82.2.87-90
Church, A. (2012). Eight habits of highly effective 21 st century teachers. Issue nine NZ interface; Supporting the use
of ICT in learning. Retrieved March 23, 2012, From
http://www.interfacemagazine.co.nz/articles.cfm?c_id=10&id=28
Godinho, S., & Molyneux, P. Learning Online: Multiliteracies and inquiry-based digital pedagogies for the middle
years The University of Melbourne, 2479, pp 1-15. Retrieved March 18 from
http://www.aare.edu.au/10pap/2479GodinhoMolyneux.pdf
Henderson, R. (2008). It’s a Digital Life! Digital Literacies, Multiliteracies and Multimodality [electronic version].
Literacy learning: The Middle Years, 16(2), pp. 11-15.
Leung, KP. & Watters, JI. (2005). Faculty of education, University of Hongkong , School of mathematics, Science
and Technology Education, Faculty of education, Queensland university of technology Australia. pp 1-8. Retrieved
April 20 from eprints.qut.edu.au/1674
Ljungdahl, L. (2011). Multiliteracies and Technology. In Winch, G., Johnston, R.R., March, P., Ljungdahl, L.&
Holliday, M. (Eds.), Literacy Fourth Edition: reading, writing and children's literature. pp 399-417 Oxford University
Press, South Melbourne Australia
Poulter, S. (2008). Smarter games dumber children, The Courier-Mail, 12., Retrieved from academic site
Santoro, N. (2004). Using the four resources model across the curriculum. In A. Healy, & E. Honan (Eds.), Text next:
new resources for literacy learning (pp. 51-67). Newtown, NSW: Primary English Teaching Association.