EDX3270 Assignment 1 – Sem 1, 2014 HD (34-40

)

Name: A (30-33 !)
• Synthesises evidence and identifies key perspectives from a broad range of literature • Demonstrates a breadth of understanding about literacies learning and contemporary theories • Literature is very well chosen for a breadth of content and referencing is appropriate • Demonstrates a breadth of understanding about the importance of literacies in learning • Makes supported claims about the links between the ideas and learning of the course and the literature • eflects critically, showing insightful understanding of literacies learning and pedagogy • Considers challenges and opportunities in using ICTs to support effective literacies learning • "nnotations and essay are structured in an organised and logical way • #rammar and spelling are accurate and proof$reading has been effective • "%" style and referencing is accurate and consistent

" (2#-2$ !)
• Identifies key perspectives and arguments from a range of literature • Demonstrates a developing understanding about literacies learning and contemporary theories • Literature is generally well chosen for a breadth of content and referencing is appropriate • Demonstrates a developing understanding about the importance of literacies in learning

Student No: % (20-2! !)
• Identifies some of the key arguments and perspectives from selected literature • Demonstrates superficial or limited understanding about literacies learning and contemporary theories • Literature could have been more carefully chosen for a breadth of content and referencing is sufficient • Demonstrates superficial understanding about the importance of literacies • Lists some links between the ideas and learning of the course and the literature, although these are generally superficial • Shows some understanding of literacies learning and pedagogy • Makes some reference to the important role of ICTs in literacies learning • "nnotations and essay have structure but contains inconsistencies • #rammar and spelling are generally correct although proof$reading has not been consistently effective • "%" style and referencing is generally accurate • Sound use of ICTs in multimodal presentation • Layout and design elements of presentation are not always clear or easy to navigate • ,asic reflections on ICT learning goals, learning outcomes and barriers to learning • Limited reflection on task e+periences and how it may inform future teaching

& (0-1$ !)
• Does not identify key arguments and perspectives from selected literature • Demonstrates a lack of understanding about literacies learning and contemporary theories • Literature is not well chosen or presented to show understandings and there is limited or no referencing • Demonstrates a lack of understanding about the importance of literacies

Demonstrates understandings about the place of literacies in learning across the curriculum and contemporary theories of language and literacies

Demonstrates critical reflection on a range of teaching strategies, resources, ICTs, pedagogies for supporting language and literacies development for students from diverse backgrounds

Demonstrates competence in and appropriate use of personal literacies, including structure, spelling, grammar, punctuation and referencing

• Critically and analytically synthesises evidence from a broad range of literature • Demonstrates a breadth and depth of understanding about literacies learning and contemporary theories • Literature is thoughtfully chosen for a breadth of content and referencing is comprehensive • Demonstrates a breadth and depth of understanding about the importance of literacies in learning and contemporary theories • Makes critically reasoned and supported claims about the links between the ideas and learning of the course and the literature • eflects critically, showing deep and insightful understanding of literacies learning and pedagogy • Carefully considers challenges and opportunities in using ICTs to support effective literacies learning for diverse learners • "nnotations and essay are structured in an organised, coherent and logical way • #rammar and spelling are accurate and proof$reading has been effective • "%" style and referencing is accurate and consistent • )ighly effective and very innovative use of ICTs in multimodal presentation • Layout and design elements of presentation are very clear and easy to navigate • Carefully nuanced reflections on ICT learning goals, learning outcomes and barriers to learning • Critical reflection on task e+periences and how it may inform future literacies teaching

• Makes clear, logical claims about the links between the ideas and learning of the course and the literature • !ffers some insights that show a developing ability to critically reflect on literacies learning and pedagogy • Describes some challenges and opportunities in using ICTs to support effective literacies learning • "nnotations and essay are generally structured in an organised and logical way • #rammar and spelling are mostly accurate and proof$reading has been mostly effective • "%" style and referencing is mostly accurate and consistent • #enerally effective use of ICTs in multimodal presentation • Layout and design elements of presentation are clear and mostly easy to navigate • ,alanced reflections on ICT learning goals, learning outcomes and barriers to learning • Some reflection on task e+periences and how it may inform future literacies teaching

• Shows limited understanding of the links between the ideas and learning of the course and the literature • Shows little or no reflection of teaching strategies, resources and pedagogies • Makes limited or no reference to the important role of ICTs in literacies learning • "nnotations and essay are poorly structured • &umerous grammatical and spelling errors and proof$reading is not evident • Inconsistent and'or incorrect use of "%" style and referencing • Inappropriate length • Limited use of ICTs in multimodal presentation • Layout and design elements of presentation are not clear • %resentation is inaccessible via link provided • eflections on ICT learning goals, learning outcomes and barriers to learning are unclear • -ery limited reflection on task e+periences and how it may inform future teaching

Demonstrates ICTs use in multimodal presentation and sharing(

• *ffective and innovative use of ICTs in multimodal presentation • Layout and design elements of presentation are clear and easy to navigate • Considered and balanced reflections on ICT learning goals, learning outcomes and barriers to learning • Careful reflection on task e+periences and how it may inform future literacies teaching

eflections on the development of ICT knowledge and its use to support literacies learning and teaching(

'a()e(*s +omments.

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EDX3270 /ite(a+ies Edu+ation Sem 1, 2014 Assignment 1 &ame. Christopher )etherton Student &o. 1121/1/311

Annotations
Multimodal presentation link. http.'' 4Copy'paste a te+t copy of your annotations here5

Essa0
Technology is everywhere in the 0/st century( It is incorporated within everyday life and is a big part of how humans learn and grow( ,efore technology6 literacy, reading and writing were done manually( &ow however, thanks to the integration of information communication and technologies 7ICTs8 within the curriculum, technology is providing a big support for literacy learning( It is 9uestioned whether or not it is a good idea to integrate so much ICTs with literacy, the effectiveness of the learning transferred and transformed by ICTs and whether it is better to learn from literature rather than technology( Therefore investigation focusing around the benefits of ICT integrated literacy will be a main focus with regards to the gained advantages of using ICT with literacy( In this century, young students in schools already take ICT learning for granted, believing that we may have had this form of learning since we started to learn at the beginning of everything 7:arschauer, /;;;8( Students< perceptions of ICT learning must be changed so they understand and appreciate the approaches teachers make to aide in learning through technologies( )owever, for this to happen, teachers alike must understand their perceptions of literacy technologies( =rom their early learning they may have taken printed te+t for granted, believing it has been around since the beginning( This perception of upgraded literacy from printed te+t to on screen te+t has actually remained the same6 it is >ust being used differently to portray the same meaning from the te+t( Lankshear, Snyder, and #reen 701118 e+plain that using ICTs in schools does not harm the way the learning has occurred( Incorporation of ICTs allows students to still glean the same information if it were spoken or written in print form( The incorporation of ICTs within literacy is >ust another way to learn and do literacy, students will still 3

be learning about the same meaning of the intended learning goal but in a different way( The perception in which new technologies has changed literacy learning must be changed, the cycle of new technologies taking over old forms is a negative view and must not been seen this way but in a positive way where literacy learning is still occurring by a new form of learning$ through the multiliteracies pedagogy 7,ull ? "nstey, 011@8( Cope ? AalantBis 7011;8 report findings from the multiliteracies pedagogy and the incorporation of ICTs within literacy learning as beneficial for students to make meaning through the divergent literacy practices( The pedagogical framework allows users to engage with the integrated literacy approach, not as a receptor of knowledge but, as an interactive learner of literacy( The &ew London #roup 7/;;@8 e+plains that literacy is not >ust about reading and writing( Thanks to the incorporation of ICTs, literacy is more than >ust interacting with te+ts as it has been perceived to be traditionally( ,y incorporating ICTs in literacy, users of this developed learning approach gain better use of their cultural and linguistic literacy knowledge to use in social practices and for future e+ploits( )ealy 7011C8 e+plains the importance of learning through the multiliteracy approach and embracing the changes ICTs bring to literacy( Literacy is used everyday within the changing society and careers are changing so more focus is on employable people who are multiliterate( Cleaners must now be able to read chemical bottles for the >ob where as in the past6 cleaners may not have needed to be employed for literacy skills but for the physical cleaning( It is because of the integrated approach of ICTs within literacy that aide in students learning literacy and grasping a more confident approach for using ICTs for the future( "lso by incorporating ICTs for cultural uses within literacy 7Loveless ? *llis, 01128 allows students to communicate efficiently by using technologies to in regards to literacy( This is an important aspect of teaching young students literacy, not >ust as a means for future employment, but as a social and cultural tool for lifelong learning within each individual( :ebb 701/08 also encourages the integration of ICTs within literacy not as another Dtool< for learning literacy but as a means to e+plore literature through engaging pedagogical strategies and communicate understandings through ICTs( The teaching strategy allows students to e+plore literature and discuss the events of the te+t socially through technological means 7Ahine ? =isher, 01138( "s well as the social and cultural aspects that benefit an ICT integrated approach to literacy6 researching, analysing, and evaluating technological resources are valuable skills to hold when analysing digital te+ts 7:inch et al, 01/08( Students must use both ICT and literacy knowledge when analysing digital te+ts for information to then be able to effectively communicate( ,y using these literacy skills to navigate ICT resources, students become more effective analysts of digital resources and information 7:ingEan, 01//8(

F

=rom the thesis the integration of ICTs in literacy learning should be focused on the impact of students using ICTs in regards to literacy, the cultural and social aspects of using ICTs with literacy for the future as well as the importance that literacy and ICTs have for future career goals of young students( )owever, the focus on an integrated literacy curriculum containing ICTs should not be seen as >ust another resource to teach literacy, but as a way for students to communicate effectively through literacy and ICTs( Students and teachers should understand the importance that the two components have together and the way the two areas complement each other in learning( Teachers should understand that technology is not >ust a tool to teach young students literacy Deasily< but as a way to communicate effective literacy learning through digital devices and pedagogical strategies(

,e1e(en+es
"nstey, M(, ? ,ull, #( 7011@8( Teaching and learning multiliteracies: changing times, changing literacies 7pp( 2@$ C/8( &ewark, Delaware. International eading "ssociation( Cope, ,(, ? AalantBis, M( 7011;8( Multiliteracies . new literacies new learning, Pedagogies : an International Journal, 4 738, /@F$/;2( )ealy, "( 7011C8( Multiliteracies and diversity in education: New pedagogies for expanding landscapes South Melbourne, -ic. !+ford Gniversity %ress( )enderson, ( 7011F8( ecognising difference. one of the challenges of using a multiliteracies approachH( Practically Primary, ! 708, //$/F( etrieved from "I *ducation database( Ahine, M(, S(, ?=isher, D( 701138( Technology"rich #earning environments: $ future perspective( Danvers, M". :orld Science %ublishing( Lankshear, C(, Snyder, I(, ? #reen, ,( 701118( Teachers and techno"literacy: Managing literacy, technology and learning in schools( St Leonards, &S:. "llen ? Gnwin( Loveless, "( ? *llis, -( 7011/8( I%T, pedagogy and the curriculum: &u'(ect to change Milton %ark, !+ford. outledge=almer( Santoro, &( 7011F8( Gsing the four resources model across the curriculum( In "( )ealy, ? *( )onan 7*ds(8, Text next : new resources for literacy learning 7pp( 2/$@J8( &ewtown, &S:. %rimary *nglish Teaching "ssociation( 2

The &ew London #roup 7/;;@8( " pedagogy of multiliteracies. designing social futures( )arvard *ducational +eview, ,, 7/8, @1$;3( etrieved from *ES database( :arschauer, M( 7/;;;8( *lectronic literacies: #anguage, culture, and power in the online education Mahwah, &E. Lawrence *rlbaum inc( :ebb, "(, 701/08( Teaching literature in virtual worlds: Immersive learning in *nglish studies Milton %ark, !+ford. Taylor ? =rancis( :inch, #(, Eohnston, (, March, %(, L>ungdahl, L( ? )olliday, M( 701/08( #iteracy: +eading, -riting and %hildren.s #iterature 7Fth ed8( South Melbourne, -ic. !+ford Gniversity %ress( :ing Ean, L( 701//8( :rite :ays. Modelling -riting /orms 73rd ed8( South Melbourne, -ic. !+ford Gniversity %ress(

Se-1-,e1-e+tion on 2%3 /ea(ning
Gpon reflection of the assessment, one critical learning ob>ective was. allowing ICTs to be incorporated effectively through the learning process and understanding the effective benefits of using ICTs with literacy learning( =rom the learning >ourney, barriers revolving around ine+perienced use in online websites had to be overcome( This was done through e+perimenting and learning of the different online resources, through trial and error and searching through websites help menus for online assistance( Though daunting to in9uire about help through an online help menu, the advice was beneficial to aiding in the development and production of the online website created( Through the assessment understanding that incorporating ICTs through literacy is not >ust Danother way< of teaching literacy through an engaging Dtool< but through a rich source of information that allow students to fully engage in and communicate effectively through( "lthough technology is forever changing, the ways in which ICTs are used should remain the same within a classroom conte+t( ICTs should be encouraged to be used socially to communicate ideas through literacy means( It is seen as an effective way of e+panding literacy learning in new and interesting ways for the future(

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"s a future teacher, I must also change the way I perceive ICTs within the classroom and my e+pectations for teaching literacy in new ways for the future( Literacy is an effective way we communicate within our day to day lives, >ust as we interact with ICTs daily( It is important to incorporate both to effectively teach the two harmoniously( "s a future teacher I must be accepting of technological change for the benefit of my future students, not see ICTs as an easy way to teach things, but as a communicative process to educate students through literacy and technology(

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