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Blue (contexts:multiple literacies)

Page history last edited by PBworks 14 years, 8 months ago
Everyone here brings up excellent points. As implied by the ‘Can we act it out?’ article, we future teachers must move away from the archaic forms of teaching where teachers just preach to a class and do not expand outside the box. In our classroom management class we learned that a student’s most memorable experience of school is something that they were involved in and enjoyed immensely. Most of the time this will fall in the realm of recess, a school play or the social aspect of lunch time, but this does not have to be the case. Something as simple as incorporating the power point games, learned in tech class, into a lesson plan will allow students the freedom to have fun and learn a great deal. In many cases the students will learn even more as they are fascinated by the presentation of the material and not bored by it. In addition to this, jenny brings up an excellent point. Not only will the incorporation of technology or drama make a lesson more interesting, it will allow for learners of all types to better understand the material presented. This is crucial in the teaching world today in that not only will students learn more effectively in the classroom, their most memorable moments of their school careers could change from recess with friends to the amazing lesson taught by a great teacher.
Eric Radtke
I really liked what Jenny mentioned about teachable moments, as teachers we must be aware with the social culture in our classrooms and with our studetns.  We all are very different and therefore learn in various ways.  The article, "can we act it out" mentions how through Tag reading students are able to flourish in their learning styles, which brought light to the multiple intelligence theory.  Each individual would then be able to be strong in some/all components of their learning.  This was an interesting article as I recently found out that I was a bodily kinesthetic learner, which was mentioned in the article, I can see my self in the future using this approach as it is hands on and benefical to students.  Through tag reading students have control, taking turns, asking for help when needed, weaker readers have support.  As a student in the primary grades I used to be terrified at the idea of having to read infront of my teacher.  However today this pressure can be elivated by having partners, which are not only at school but you can call at home as wel. This way the learning also continues at home!  Today digital technology is everywhere, as teachers including this in the language arts program will be benefical for our students.  Some ways of using techonology in lanaguage arts could be through drawings, poetry, typing reflective journals, making signs for dramatic area the list is endless!
I wonder though can we over stimulate students with the different types of learning and learners?  While trying to include one type of learner, is the other learner bored? Not able to retain information?  Can we really keeep a balance?
Fozia Iqbal


Our discussion and reading on multiple literacies was very interesting for me.  I often stayed away from the use of technology because I thought that it would be the technology that would become the focus rather then the content.  However after reading the article on digital story telling I realized that this is not always the case.  The focus of the story was on the story itself, the planning, mapping, editing, and writing of the story.  The technology become a way of displaying the story not the whole story.  The use of technology enhanced the story telling and made it more real and come to life.  The digital story telling still focued on the story telling process just modified how the story is told.



I would have to agree with you Maryann, I feel that the concept of multiple literacies can be a bit daunting when you first approach it, or even think of approaching it. Although I did not read the same article as you, I feel that the idea of integrating drama into the classroom with story reading is very similar to bringing technology into the classroom for this subject. I felt that it helped both the teacher and the students to grow, and helped facilitate real life connections for the students. Through being able to act out the stories and the scripts the students could use their own interpretations and personalities to bring their characters and their 'parts' to life. Much like the technology in the classroom, the drama changed the way the story was told but did not take anything away from the lesson or the content of the story. I hope to be able to be this adventurous in my classroom, as I loved to act things out and take on roles as a child, and when given the opportunity I always felt that both myself and the class thrived on the challenge. As a teacher, I hope I can translate this passion into the classroom and facilitate a well integrated lesson, as this multiple literacies approach seems to be a definite positive for the classroom, especially in terms of constructivist learning, and helping the students to make real life connections.



Lindsay, it was interesting to see how these two articles related so closely to each other even though they focused on different aspects of literacy ideas.  By using drama as you explained the students can use their creativity in expressing their story in a different way.  Not all of us are comfortable expressing our stories or feeling through technology so by incorporating the idea of drama gives students yet another option that steps away from the conventional paper and pensil tradition.  Great points Lindsay!




The “Can we act it out?” article helped highlight the importance of listening to the students and embracing teachable moments. I hope that as a teacher I am able to embrace the moment and be flexible enough to explore various learning opportunities, even if the do stray from my plan and are outside my comfort zone. I agree with both Maryann and Lindsay in that the integration of both technology and drama into literacy can provide opportunities for differentiated learners succeed.

Jennifer Gordon





With the development of digital technologies we have the ability to connect with people we can not visit see face-to-face on a regular basis.  Communication technologies play a huge role in my life (e-mail, MSN, webcams etc…) help me to keep in touch with my boyfriend and my sister while they are away at school and I am at home.  Digital technologies now obviously play an even more important role in my life as a student at UOIT.  I think the application of technologies to the classroom is important as it will interest a wider range of students, and can be used to teach students for whom ‘traditional’ teaching methods simply do not work. 


I liked how the videos explained how the Internet could be used to teach a lesson on critical reflection, and how Photostory was used to present an assignment.  The use of technology could be taken even further with integration into all subject areas, as mentioned in the posts by Lindsay, Maryann and Jennifer.  Students could act out a familiar story and have it recorded – they could be taught how to direct, how to edit, as well as scripting, staging, acting, and how to give constructive criticism.  At the end they could all have a copy of their class play on DVD or CD for them to keep.   With this form of instruction, every student has a chance to learn as they will all be intrigued by at least one aspect of the process.


- Fiona



The development of technology in my life has grown exponetially. It seems like every grade that I have been in since grade 2, technology has slowly but surely made its way into the classroom. I remember one program that was used a lot when I was in grade 6. It was a self assesed test on books you had read on your spare time. If you passed the test you aquired points used towards to buying gifts for yourself. Since then, technology has pretty much dominated my ability to communicate and access information. My dependancy is almost a crutch. 


As for applying technology towards my students, I feel the possibilties are only becoming more endless. Since being here in UOIT, I feel photostory would be the one that I feel my students would enjoy thoroughly. Not only creating a story or adapting a story into its application, but also having the children create a story together as a group. I think it would open not just literary skills, but so many other skills on top of that with this application. Art, drama, creativity, group work, reading, writing, science, math and social studies can all be wraped up with this tyoe of technology. 


I also want to comment on Fozia's excerpt on the fact that we may be 'overstimulating' the students. I aggree with this concept. I think the ability to teach the student with the various individual kinds of learning with relation to technology is at an overload. I think it would be nice if we could find specific types of technology application in order to incompass the entire class without leaving any students with different learning habits behind.  


Jay Mercier

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