LLED 462 Assignment 3: Digital Projects to Highlight Student Voice and Integrate Multiliteracies in the Curriculum.
Collaboration is a common theme in school these days. Connections between subjects allow students to form deeper understanding of the content and ultimately retain more of what they learn (Katz, 2012). However, as many teachers these days are already stretched for time, finding room in our schedules to plan collaborative projects with colleagues can feel like a big ask. High schools are particularly guilty in this area as subjects are often literally separated by room, materials, time, and teachers. One thing we can do is incorporate ADST (Applied Design, Skills and Technologies) into projects and lessons in other subjects, and your friendly local teacher-librarian can help with that.
Your teacher-librarian can introduce you and your students to digital tools that can broaden the possibilities for teaching and engage students in a wide variety of ways. As Frank Serafini (2012) points out, "print-based texts continue to dominate classroom reading experiences" while "the texts readers encounter outside of school continue to grow in complexity." Students are choosing from a wider variety of materials in their spare time, and we both can and should embrace a variety of technologies for instruction in schools. To not do so would leave them less prepared for the complex world in which we live. As Serafini (2012), referencing Kress states, "representational models other than written language is essential..[not some] marginal concern that could be taken up or not."
With a wide variety of technologies available, we can now teach in ways that weren't available before. As Katrina Schwartz (2016) says, "The real promise of education technology is to redefine how students learn." Using exclusively print-based texts in our classrooms means that only students who engage well with print-based texts will have a significant chance to learn. It is our obligation as teachers to provide learning opportunities for all students. As Marion and Oakley (2017) stated, referencing Tomlinson & McTighe, "[b]ecause creating digital multimodal texts involve multiple modes of meaning-making, necessitating multisensory engagement, it allows learners with diverse needs and preferences a range of options with regards to literacy processes and products - options that are fundamental to differentiated teaching."
Digital technologies can not only encourage learning in a wider range of students, but using digital technologies to create summative projects can engage our students with a larger audience. Digital projects can easily be shared online to a variety of audiences. This exposure can lead to a sense of connection and ownership of the project. Student creators often feel the need to create something significant, with purpose or impact and with quality, if they are aware it will be accessed publicly (Crampton et al, 2018). Project based assignments can include creating a website or a video uploaded to a viewing site like YouTube, but there are some lesser-known technologies I want to highlight.
Here I have given three examples of how these technologies can be connected to the curriculum, but each post also contains ideas for using the same methods to connect with other subject areas, focusing on high school curricular content. These tools could certainly be adapted in ways I haven't thought of. Use your imagination and get in touch with your local teacher librarian for ideas!
ADST and Math 9: Making Scale Models Using a 3D Printer
ADST and English Language Arts 8: Connecting Stories to the World Using Google's Tour Creator
ADST and Science 8: Using Glogster to Create Multimedia Posters Describing an Infectious Disease
Citations:
Crampton, A. E., Scharber, C., Lewis, C. J., Majors, Y. J., Majors, Y., & Ortlieb, E. (2018). "Meaningful and expansive: Literacy Learning through Technology‐Mediated productions". Journal of Adolescent & Adult Literacy, 61(5), 573-576.
Katz, J. (2012). Teaching to diversity: The three-block model of universal design for learning. Portage & Main Press.
Milton, M (ed.) & Oakley, G. (2017). "Engaging students in inclusive literacy learning with technology". Inclusive Principles and Practices in Literacy Education, Emerald Publishing Limited. (pp. 159-176).
Neilson, S. (2020a). Lesson Plan and Project: Making Scale Models Using a 3D Printer. Retrieved from https://svneilson.blogspot.com/2020/03/lesson-plan-making-scale-models-using.html
Neilson, S. (2020b). Lesson Plan and Project: Connecting Stories to the World Using Google's Tour Creator. Retrieved from https://svneilson.blogspot.com/2020/03/lesson-plan-and-project-connecting.html
Neilson, S. (2020c). Lesson Plan and Project: Use Glogster to Describe an Infectious Disease. Retrieved from https://svneilson.blogspot.com/2020/03/lesson-plan-and-project-use-glogster-to.html
Schwartz, K. (2016, June 22). Librarian approved: 30 ed-tech apps to inspire creativity and creation. Retrieved from: https://ww2.kqed.org/mindshift/2016/06/22/librarian-approved-30-ed-tech-apps-to-inspire-creativity-and-creation/
Serafini, F. (2012). "Reading multimodal texts in the 21st century". Research in Schools. 19(1), 26-32.
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| Collaboration can lead to some incredible lessons. Image care of WeAreTeachers. |
Your teacher-librarian can introduce you and your students to digital tools that can broaden the possibilities for teaching and engage students in a wide variety of ways. As Frank Serafini (2012) points out, "print-based texts continue to dominate classroom reading experiences" while "the texts readers encounter outside of school continue to grow in complexity." Students are choosing from a wider variety of materials in their spare time, and we both can and should embrace a variety of technologies for instruction in schools. To not do so would leave them less prepared for the complex world in which we live. As Serafini (2012), referencing Kress states, "representational models other than written language is essential..[not some] marginal concern that could be taken up or not."
With a wide variety of technologies available, we can now teach in ways that weren't available before. As Katrina Schwartz (2016) says, "The real promise of education technology is to redefine how students learn." Using exclusively print-based texts in our classrooms means that only students who engage well with print-based texts will have a significant chance to learn. It is our obligation as teachers to provide learning opportunities for all students. As Marion and Oakley (2017) stated, referencing Tomlinson & McTighe, "[b]ecause creating digital multimodal texts involve multiple modes of meaning-making, necessitating multisensory engagement, it allows learners with diverse needs and preferences a range of options with regards to literacy processes and products - options that are fundamental to differentiated teaching."
 |
| Digital technologies open up possibilities! Image care of Axiell. |
Digital technologies can not only encourage learning in a wider range of students, but using digital technologies to create summative projects can engage our students with a larger audience. Digital projects can easily be shared online to a variety of audiences. This exposure can lead to a sense of connection and ownership of the project. Student creators often feel the need to create something significant, with purpose or impact and with quality, if they are aware it will be accessed publicly (Crampton et al, 2018). Project based assignments can include creating a website or a video uploaded to a viewing site like YouTube, but there are some lesser-known technologies I want to highlight.
Here I have given three examples of how these technologies can be connected to the curriculum, but each post also contains ideas for using the same methods to connect with other subject areas, focusing on high school curricular content. These tools could certainly be adapted in ways I haven't thought of. Use your imagination and get in touch with your local teacher librarian for ideas!
ADST and Math 9: Making Scale Models Using a 3D Printer
ADST and English Language Arts 8: Connecting Stories to the World Using Google's Tour Creator
ADST and Science 8: Using Glogster to Create Multimedia Posters Describing an Infectious Disease
Citations:
Crampton, A. E., Scharber, C., Lewis, C. J., Majors, Y. J., Majors, Y., & Ortlieb, E. (2018). "Meaningful and expansive: Literacy Learning through Technology‐Mediated productions". Journal of Adolescent & Adult Literacy, 61(5), 573-576.
Katz, J. (2012). Teaching to diversity: The three-block model of universal design for learning. Portage & Main Press.
Milton, M (ed.) & Oakley, G. (2017). "Engaging students in inclusive literacy learning with technology". Inclusive Principles and Practices in Literacy Education, Emerald Publishing Limited. (pp. 159-176).
Neilson, S. (2020a). Lesson Plan and Project: Making Scale Models Using a 3D Printer. Retrieved from https://svneilson.blogspot.com/2020/03/lesson-plan-making-scale-models-using.html
Neilson, S. (2020b). Lesson Plan and Project: Connecting Stories to the World Using Google's Tour Creator. Retrieved from https://svneilson.blogspot.com/2020/03/lesson-plan-and-project-connecting.html
Neilson, S. (2020c). Lesson Plan and Project: Use Glogster to Describe an Infectious Disease. Retrieved from https://svneilson.blogspot.com/2020/03/lesson-plan-and-project-use-glogster-to.html
Schwartz, K. (2016, June 22). Librarian approved: 30 ed-tech apps to inspire creativity and creation. Retrieved from: https://ww2.kqed.org/mindshift/2016/06/22/librarian-approved-30-ed-tech-apps-to-inspire-creativity-and-creation/
Serafini, F. (2012). "Reading multimodal texts in the 21st century". Research in Schools. 19(1), 26-32.
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