1. Using Multimedia to Support Learning in Literacy
What is movie Maker?
Tracey Mardell

2. “It has become something of a truism that ICT is essential to any definition of what it means to be literate in the 21st century.” (Davies, H. and O’Sullivan, O p103)
Rose (2009) recommends, “Literacy, numeracy and ICT
should form the new core of the primary curriculum.” (p21)

3. Benefits of New Technologies
Greatest benefits are had in aspects of learning that are not measured in National Curriculum levels: creativity, collaboration, cooperation, autonomy, self-motivation, self assessment and enjoyment of learning. (Lachs, 2000)
“Environments that have been found to be most conducive for learning are those that reflect the embedded use of ICT across the curriculum.” (Yelland 2002 p93)
New technologies enable children to present their information in diverse ways, producing high quality work.
Warning: By constantly seeing ICT as ‘new’ we may unnecessarily be adding to its mystery and contributing to the fears of some primary teachers. Instead, we should welcome new technologies as extensions of familiar technologies. (Davies and O’Sullivan 2002 p103)
Benefits and examples of new technologies…and that of Movie Maker

4. Benefits of Using ICT in Literacy.
ICT is a tool to support and enhance children’s
literacy learning. (Rudd and Tyldesley 2006, p.30)
Children prefer to write on a screen rather than paper, allowing them to be more creative and manipulative with the text, whilst building self esteem. (Observations)
ICT can support and scaffold children’s literacy development, especially that of the EAL child. (DCSF 2009)
Using multimedia enhances the children’s reading, writing, speaking and listening, whilst promoting active learning.

5. Unit of Work: Traditional Stories
Traditional Stories is the second narrative unit of work taught within Year 2.
The unit has two outcomes:
Children will work towards their own written version of a traditional narrative.
Children will create a multimedia presentation combining words, images and sounds using presentation software, such as Photo Story 3, in the form of a traditional story.

6. How will new technologies, such as multimedia, support this unit?
Research suggests, a range of media leads to more effective learning through interaction with the child’s preferred learning style. (Sharp et al 2002 p79)
Digital photographs can help the child understand sequencing of stories.
Recording speech and sound allows the child to reflect on the process of oral communication. In return, it supports the emphasis on listening.
The combined elements of a multimodal text helps the child to better interpret it.
Manipulation of the text, allows the child to experiment with it’s structure and organisation.

7. Photo Story 3
Photo Story is a software program similar to Movie Maker. It allows users to create a presentation of digital photos adding effects, narration, music and text to create a multimedia presentation, a movie.
Easy to use, one click options.
Powerful tool for learners to express themselves.
It’s free!
Small selection of music.
Confident, prior experience.
(Demonstration of how to use Photo Story 3)
(Example of personal use)

8. Learning Objectives for Unit of Work
Speaking;
To tell real and imagined stories using conventions of a familiar story language.
To listen and respond.
To respond to presentations by describing characters, repeating some highlights commenting constructively.
Drama;
Present part of a traditional story or their own story for members of their own class.
Word recognition: decoding and encoding;
To read independently, with increasing fluency longer and less familiar texts.
To spell with increasing accuracy and confidence, drawing on word recognition, knowledge of word structure and spelling patterns.
To know how to tackle unfamiliar words that are not completely decodable.
To read and spell less common alternative graphemes and trigraphs.
To read high and medium frequency words independently and automatically.
Word structure and spelling;
To spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns including common inflections and use of double letters.
Understanding and interpreting texts;
To gather ideas and information from across a whole text, using simple signposts in the text.
To give reasons why things happen and or characters change.
Creating and shaping texts;
To draw on knowledge and experience of texts in deciding and planning what and how to write.
To select from presentational features to suit particular writing purposes on paper and on screen.
Text structure and organisation;
To use planning to establish clear sections for writing.
Sentence structure and punctuation;
To write simple and compound sentences and begin to use subordination in relation to time and reason.
Presentation;
To word process short narrative and non-narrative texts.
To plan and produce a multimedia presentation.

9. Phase 1: Reading, capturing text, immersion in the text-type.
Introduce children to the traditional story of Little Red Riding Hood.
(IWB shared reading texts)
Identify the features of a traditional story: How does the story begin/end? What are the characters like? (Highlight clues in text)
Discuss opposing characters from the narrative. (IWB model characteristic chart for good/bad)
Discuss and compose dialogue for different characters.
Use role play, hot seating, freeze framing. (Digiblue, Easi-speak)
Building connective work, discuss alternative words or phrases that can be used to add more tension to the story. (Connective word bank)
Assessment opportunities:
Teacher observation, questioning and discussing.
I can describe and reverse the characters from a traditional tale.

10. Phase Two: Planning, writing and re-drafting
Return to the traditional tale of Little Red Riding Hood
(IWB shared reading texts)
Discuss how characters behave if their roles in a narrative are exchanged. (Saved characteristic chart, role play reversal)
Plan an alternative traditional story, using identified features but reversing character’s role. (IWB, story map model plan)
Write a short alternative traditional story using connectives to indicate time and tension. (IWB model writing story using planning map, recapping work on connectives.)
Assessment opportunities
Self-assessment, peer evaluation,
marking and feedback.
(I can use connectives when writing
my own version of a traditional tale.)
“The immediate priorities for literacy are... further promoting the use of ICT as a
tool for improving the teaching of literacy.” (Excellence and Enjoyment, 2003 p24)

11. Story Map (IWB and planning resource)

12. Phase Three: Leading to a multimedia presentation.
Introduce children to the multimedia presentation of The True Story
of Little Red Riding Hood, where the humour of the narrative is enhanced by the way in which the images and the words interact.
Discuss how words, sounds and images can convey different information to a reader. (IWB, LRRH presentation, character comparison chart)
Demonstrate how images and sounds can tell a reader a different version of the story. (IWB model on frame plan sketches to represent photos, use ccc to help)
Children to plan and write their own multimedia story, adding dialogue and images to their written narrative.
Model use of Photo Story 3, Digital Blue, Easi-speak, upload/import photos and sounds, saving project.
Assessment opportunities
Teacher observation, paired response, peer and self-evaluation, (engage children in reviewing process).
I can use text, images and sound to create a multimedia presentation.

13. Assessment
Observations of children composing, redrafting, editing and presenting their stories using multimedia as a tool, supporting ICT capability in developing ideas and making things happen, and exchanging and sharing information.
Observations of children collaborating, problem-solving and using higher-order thinking skills.
“It is only by observing a child on a computer that one can discern how much learning is taking place.” (Davies and O’Sullivan 2002 p108)
Quality of the presentation. “…usually well beyond that expected of young children.” (Yelland 2002 p92)
Observations and completion of presentation evidence child’s word processing skills.
Use of digital cameras, voice recorders and presentation software to produce a multimedia presentation.
“Supporting a child’s learning with ICT involves making ongoing assessments and tailoring intervention, including extra help with specific ICT skills…”(Davies & O’Sullivan 2002)

15. Evaluation
Photo Story 3 creates a visually more stimulating presentation than PowerPoint. Transitions of images create a movie effect engaging the child, however this can distract from any accompanying text.
Photo Story 3 is easier to use than Movie Maker, which has a similar interface, therefore making it more child-friendly. Both programs require considerable technical skill and can be time-consuming, but with careful preparation and a frame plan delays can be avoided.
The use of Easi-speak sound/voice recorder is a tool that can support speaking and listening, however children will need some practise using them. Time to play with them has been considered within the unit of work/resource, likewise for the Digital Blue camera.
This resource/unit of work will support and develop children’s understanding of features of traditional stories. It will extend children’s reading, writing, speaking and listening skills as well as their ICT skills. Furthermore it will engage interest, motivate learning, appeal to all learning styles, allow the teacher to model effectively and share text.

16. Bibliography
Davies, H. and O’Sullivan, O. (2002) “Literacy and ICT in the Primary Classroom” In Loveless, A. Dore, B. (Ed) ICT in the Primary School Maidenhead: Open University Press
DCSF (2003) Excellence and Enjoyment: A Primary Strategy (Accessed 02/12/09)
DCSF (2009) “ICT for EAL” In The National Strategies: Inclusion. (Accessed 02/12/09)
Lachs, V. (2000) Making Multimedia in the Classroom: A Teacher’s Guide. London: Routledge Falmer
Rose, J. (2009) Independent Review of the Primary Curriculum: Final Report
(Accessed 07/12/09)
Rudd, A. and Tyldesley, A. (2006) Literacy and ICT in the Primary School: A Creative Approach to English London: David Fulton Publishers
Sharp, J. Potter, J. Allen, J. Loveless, A. (2002) Primary ICT: Knowledge, Understanding and Practice 2nd Ed. Exeter: Learning Matters Ltd.
Yelland, N. (2002) “Challenges to Early Childhood Curriculum” In Loveless, A. Dore, B. ICT in the Primary School Maidenhead: Open University Press