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The Forgotten Years: Why Years 3, 4 and 5 demand attention in a digital age Rosie Kerin University of South Australia AEU Primary Years Conference 11 July.

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Presentation on theme: "The Forgotten Years: Why Years 3, 4 and 5 demand attention in a digital age Rosie Kerin University of South Australia AEU Primary Years Conference 11 July."— Presentation transcript:

1 The Forgotten Years: Why Years 3, 4 and 5 demand attention in a digital age Rosie Kerin University of South Australia AEU Primary Years Conference 11 July 2008

2 Four steps this morning: 1.The bigger picture of phases of schooling 2. Profiling students in Years 3, 4 & 5 3.Digital voices and experience in Years 3, 4 & 5 4. Reconceptualising and rebadging Years 3, 4 and 5 R

3 R innocence and entryinterventionliteracy and numeracy rich family partnershipsmedia - parents and teachers 11

4 R ‘..return and restoration of childhood before the fall...the continued crisis in early print literacy has become a default stalling tatic by educational systems that are unable to come to grips with generationally and practically with multiliteracies and increasingly alien and alienated student bodies.’ (Luke & Luke, 2001)

5 adolescence Middle Years reviews transitions media - problems teacher education programs conferences, publications ` R

6 ‘The innocent childhood no longer exists - this is the world in which early adolescents are already forming identities, acquiring knowledge of their community and learning to participate in civic life. This the world of increasing ‘risk’ at all levels’ (Carrington, 2006, p. 14). ` R

7 entry to adulthood senior secondary reviews certification/graduation Success for All, Future SACE pathways to careers ICAN, SAYES media attention-skills and futures R

8 How can you build on the work of the PY3-5TA to correct the amnesia? The risks associated with early years, middle years and senior years are constantly before us. So, what are the risks associated with forgetting Years 3, 4 and 5? R

9 345 Learners and Technology: 7-11 (Becta, 2008) Research conducted by Institute of Education’s London Knowledge Lab, across Most school use: information and picture retrieval Most home use: games, chatting, digital photography and Passive consumption dominant mode of engagement most exciting - games - and least exciting - work

10 345 Learners and Technology: 7-11 Becta (2008) recognised complexity and inequities across schools ‘...a need for genuinely learner-driven methods to be used which can provide young people with sufficient space to think about and reflect on their ICT use’ (Cranmer, Potter & Selwyn, 2008, p.41) See

11 345 Literacy after the early years: A longitudinal study Comber, B., Nixon, H. & Pitt, J (2002) What was working for young people: “...children had access to and appropriated many literate practices and learning strategies that their teachers modelled and made important. We saw children emerging as strategic learners with skills and dispositions that should stand them in good stead...’ For ongoing reflection and strategic work: equity and access to literate practices that count respect for diversity and anticipation of needs of those in poverty develop capacity for critique

12 345 Learners and Technology: 7-11 Becta (2008) recognised complexity and inequities across schools ‘...a need for genuinely learner-driven methods to be used which can provide young people with sufficient space to think about and reflect on their ICT use’ (Cranmer, Potter & Selwyn, 2008, p.41) See

13 ‘Participatory culture shifts the focus of literacy from one of individual expression to community involvement’ Henry Jenkins et al (2005) play performance simulation appropriation multitasking distributed cognition collective intelligence judgment transmedia navigation networking negotiation 345

14 345 We are at the very beginning of a new market -- we have products customers see value in, creators who love what they are doing, and a path to making sure that people can pay for it all to keep going. With a little foresight and planning between the incumbents and the start-ups, we can ensure we have the opportunity to keep it this growing this way.

15 Participatory culture (Jenkins, 2005) appears to emerge as a particularly significant factor in the lives of contemporary children in Years 3, 4 and 5. Across new digital experiences, creation and collaboration we can see the development of new media literacies and movement beyond familiar home and school environments and communication practices. R

16 Effective, ethical productive engagement with new and emerging technologies R

17 consolidation of alphabetic literacies and numeracy with : critical engagement and exploration of (digital) media that are targetted at this group fusion and synchronisation with digital literacies in Years 3, 4 and 5 R

18 Early years - alphabetic literacies and numeracy Middle years - collaboration, engagement and authentic learning Senior years - retention and pathways to the future R

19 Need to stake a claim, and rebadge The mystery years... the transition... the bridging years... the connected years... the prime years. Participate in a movement to highlight the significance and contributions of your phase of schooling. R

20 Discourses of risk: students in Years 3, 4 and 5 are at risk of being ‘virtually forgotten’ Need to match the intensity and scope of big business and technological innovations Participate in a regeneration of interest in Years 3, 4 and 5 by those who don’t teach there. R

21 345 Some links to follow: Tibetian’s Children’s Village - A place of refuge in Dharamsala, India:http://www.bridgesweb.org/schools/schools_tcv.html#http://www.bridgesweb.org/schools/schools_tcv.html# Club Penguin - Bad Day Spore - new game/world new game/world Not any oldNot any old book - Shoe Box Digital Story: My picture - Shoe Box Digital Story: Story: ACMI Digital Stories, Woodleigh School, Victoria (Year 3/4), Winner Screen It Primary School Category - Animation - Animation GGraphic re virtual worlds Virtual worlds pie graphs Jackie Marsh blog:http:digitalbeginnings.blogspot.com/ Primary Proud: Years 3-5 Survey, August-September 2007, DECS httpwww.primaryyears.sa.edu.au/years.sa.edu.au/

22 References Association of Virtual Worlds (2008). The Blue Book: A Consumer Guide to Virtual Worlds.www.associationofvirtualworlds.com Atkinson, S., & Nixon, H. (2005). Locating the subject: teens ninemsn. Discourse: Studies in the Cultural Politics of Education, 26(3), www.associationofvirtualworlds.com Carrington, V. (2002). The middle years of schooling in Queensland: A way forward. A Discussion Paper prepared for Education Queensland. Carrington, V. (2006). Rethinking Middle Years: Early adolescents, schooling and digital culture. Crows Nest, NSW: Allen & Unwin.ulum/middle/docs/carrington.pdf Carrington, V. (2006). Rethinking Comber, B., Nixon, H. & Pitt, J. (2002) Literacy after the early years: A longitudinal study. Australian Journal of Language and Literacy, 25(2), pp Crafter, G., Crook, P. & Reid, A. (2006). Success for All: Ministerial Review of Senior Secondary Education in South Australia. Cranmer, S., Potter, J. & Selwyn, N. (2008). Learners and Technology: Institute of Education - University of London, UK. Institute of Educati Jenkins, H. with Clinton, K., Purushotma, R., Robinson, A. J. & Weigel, M. (2005). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. An occasional paper on digital media and learning for the MacArthur Foundation A93B-1D0C07C7B6C1%7D¬oc=1 of Participatortoc=1 Luke, A. & Luke, C. (2001). Adolescence Lost/Childhood Regained: an Early intervention adn the Emergence of the Techno- Subject. J ournal of EaLuke, A. & Luke, C. (2001). Adolescence Lost/Childhood Regained: an Early intervention adn the Emergence of the Techno- Subject. J ournal of Early Childhood Literacy, 1(1), Marsh, Jackie See for AATE/ALEA presentation, Adelaide, 8 July,


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