Like Carol, I really didn't experience technology in school - even in university very few students had computers of  their own. For me, making the leap to technology in class is huge, but exciting. I was amazed in both my placement and previous kindie experience to watch 4 year olds with very little English clamour to play on the computer. All the students - no matter what their literacy/math level were eager to play the games. Kids love the movement, activity, and instant gratification available when they use technology. Since these kids were born into this environment, we must adapt our teaching in order to fully engage them. 

    Our students are very comfortable using technology and we must provide opportunities to use it. I loved how Diana (digital storytelling) used a book as the starting point of her lesson and broadened it to include all the modes of literacy. What a great way to engage each child. Certainly not every child would be truly engaged in each and every modality, but at least one modality would be appealling. So, kids who weren't keen on having the story read to them, might really enjoy making a sandwich or participating in making the digital story. There is something in this activity for everyone and for each kind of learner (auditory, visual , kinesthetic, etc). I think we constantly have to think of modifying our lessons- and implementing them- in order to engage our students. And just a note on "round robin reading" - I do hope never ever to see it again in a classroom. It is not that hard to spend a little bit of time every few days with each child for individual guided reading. So much more effective and much less intimidating.

Wendy

New digital technologies and literacies are important today in our lives as teachers.   Everyone is on the internet and actively using and looking up websites.  Students are already very familiar with various types of technology, and it is important to keep them safe and aware of how technology is used and how it changes.  When I was a student the only technology available was a projector.  Today, students love to use technology and by incorporating it in the classroom it may help the learning process.  SmartBoards, analyzing websites and using programs such as Photo Story will keep children interested in learning.

     After viewing the two cases, I think the students are using all of the multimodality modes, such as audio, visual, linguistic, spatial and gestural.  I wasn’t surprised when I listened to the video about the children who looked a website that promoted information that was not real, but would attract children of their age.  They believed it was real and by finding out that it wasn’t, they opened up their minds to new information and awareness.  I think that making them aware of these situations are crucial to the new age of learning.

Also, I think that by working with digital technology in the classroom, such as websites, there are so many links that can be added or discovered by exploring and clicking that this will keep the children interested and they won’t get bored as easily, if ever.

Thanks, Carol

Growing up in the early 1980's, I remember the first VCR that we got when I was about 12. This was the newest thing to have in your house. From there, my parents bought us a Nintendo 64 which we played games like PacMan and others. My parents sent us to 'Computer Camp' which taught us how to create images that were printed off in long strips of computer paper. I remember going to a friends house and they had the latest game of Donkey Kong. Technology for my students will be so much more advanced than what I grew up doing. Some of the concerns for me as a parent and future teacher will be the exposure to the internet and cyber bullying. As a teacher, I would make sure that the appropriate use of the internet was incorporated into my classes as well as making the internet an amazing educational tool. From an educational view, I like the example that Lauren used in her video about exploring the internet sites using an 'adventure' type program. This is an amazing 'hook' for the students to get involved and interested in the internet, but delivered in a way that was educational and safe. It will also be a great way to 'make the story come alive' as used for an example in the first video.

I think the two videos that I watched touched on all aspects of the multimodal model. In our classrooms, we are educating students with multiple intelligences as well as a variety of learning styles. I think that the multimodal model allows the teacher to educate all levels of students while being able to accomodate all learning styles such as; auditory, kinesthetic and visual. 

I am very excited to use the technology that we are learning here at UOIT and bringing it into the classroom. What amazing teachers we will all be!

Shelley

     As I reflect on my experiences with technology, I can say that it wasn't a focus in both primary and highschool.  The typewritter was our only means of technology.  As I advanced into the post-secondary level of education I was introduced to computers but only for wordprocessing purposes.  It wasn't until I worked in the school system with children with Special Needs, that I realized how important the use of the computer was.  The educational programs designed for these children were brilliant, and they learned so much more.  The programs stimulated their minds rather than paperwork and group activities.  It was used for communication purposes with children who were non-verbal and didn't possess social skills.  Now that I have been introduced to programs that I didn't know existed to enhance the curriculum further, I am excited to learn these new skills.

     After reading the articles on multiple literacies, I can definitely see the advantages to digital storytelling.  I like the fact that it enhances student's skills in critical thinking, expository writing, and media literacy.  I liked the quote "IF it ain't on a page, it ain't on a stage" because it highlights the importance of developing a story through stages and incorporated the essential skills of writing as a process.  Although digital storytelling is exciting, I believe that the students must learn the basic skills first, and use this program as an extention to their end result.  I agree that sometimes the students spend to much time making the images interesting and they lose the story.  I could definitely use this program for the children with exceptionalities, because although they would need assistance they could produce something that shows their new found knowledge, and showcase it for everyone to see.  They take great joy in showing off their work and this process of using multiple literacies can accomodate for their multiple intellgences that they can be underestimated for.

Amy Cook

 I remember when I was growing up literacy was taught by having a book read aloud to me.  From time to time the class would take part in a reading activity called "round robin" where each student was asked to read aloud.  I personally hated this method of reading and plan to never use it with my future students.  Yet the idea of going to the complete extreem of this type of reading, where technology and digital story books are the main focus is a little daunting.  This is not because I don't feel that it is an effective tool for learning, but more so because I am so excited to use the tools that are available- I just have to learn how!! I do believe that technology and multimodality are an important part of teching students in today's classroom.  Not all students learn the same way and I think that a multimodal approach will only help students that have difficulty learning with a piece of paper and pencil.  Digital technology is also an exciting way to teach students as it gives them an opportunity to experiment and develop something unique. 

The articles on multiple literacies helped me to see all the possibilities for digital story telling in the classroom.   As not all students will learn the same way, this could be an effective tool for assisting students that have trouble with literacy.  It opens the door to learning how to read not just words but images, media, music etc. 

Andrea Paglialunga

  Digital technologies have changed drastically over the course of my life, and have come to take on a very prominent role. I, like Andrea, can remember books being read aloud to me as a child. Now, we have books on CDs, and lots of other activities that relate to the books on CD Roms, websites, etc. When I was out on practicum, I saw my AT play a book on CD for the students, and turned the pages in the book, so the children could see the pictures. This would have been unheard of in the time that I was in JK/SK. I  think that it is a great idea, as long as the teacher does not solely rely on this. I really enjoy the printed word, and the feeling that comes with curling up with a good book.

    We use digital technologies everyday in our lives now. Let's take today, for example. Today I will be reading articles online, visiting and reading websites, interacting with others in a digital community, and plenty more. Here, as I am typing this, I am participating in a form of digital storytelling, and digital literacy. It truly is everwhere.

    I feel that it is important that students be aware of the technologies available, and be exposed to the benefits surrounding them. I enjoyed the video clip pertaining to the pamphlet that was introduced to the 2nd grade class. The students were then asked to go and visit different sites on-line that deal with the same themes. I think that this is a great way to expand the activity, and help children become more media literate, and digerate as well. This kind of learning appeals to all kinds of learners. Visual learners can read the pages, or see the pictures to help build their knowledge. Aural learners can listen to the sounds and what is being said. When it comes to websites, and other digital technologies, kinesthetic learners can experiment, and try things in order to build their understanding.

    After seeing both the videos for this topic, and reading the article "Using Picture Books to Support Young Children's Literacy", I believe that it is possible to combine the two approaches, and create a happy medium, that is adaptable to fit the needs of your students.

Christine McGoveran

Oh Andrea, how I can relate to an extreme dislike for "round robin" in the classroom! I was very very shy in elementary school, and I remember shaking with fear as my turn approached in round robin reading activities. The funny thing is; I had very strong reading skills from a very young age. When I was at home, I read to my parents and friends like a little chatterbox! While I think that it is great to give students opportunities to develop public speaking skills, I do not think that it is effective to do so in a whole class format. I would never ever use "round robin" in my classroom, but I do think that it is effective to have students read to one another in smaller groups.

Thinking back to when I was in elementary school, I think I would have been thrilled if we had had the technology to create digital stories. The digital story format would have allowed me (as a shy student) to develop a voice in the classroom, without having to deal with the fear of standing up in front of my class to do so. The digital format offers students an opportunity to generate something that they are proud of, which perhaps, if complimented by peers, would encourage a quieter student to eventually work up the courage to speak up in the classroom-almost like a communication bridge. I guess it could  be argued that a student is hiding behind the technology in some cases, but they way I look at it, they need to start somewhere-better to communicate digitally than not at all! I do agree with Amy however, that it is important that students do not "lose the story" by focusing too much on the digital presentation, and not enough on the story.

Finally, like Carol and Shelly (actually, all of you really!) I am really excited to make multimodal literacy a focus in my future classrooms. The more outlets and tools that students have to take in and process information, the better chance they have of retaining the concepts that are taught to them.  Every student has a unique learning style, and the more tools that a teacher has to reach them, the more effectively they can do their job.

Lindsay Tyo