Presentation on theme: "Case Study One Digital Language Experience Approach Jan Turbill University of Wollongong"— Presentation transcript:
Case Study One Digital Language Experience Approach Jan Turbill University of Wollongong email@example.com
What is DLEA* Based on Language Experience Approach –What can be said can be written down –What is written down can be read –Children drew/painted, teacher scribed –DLEA introduces the digital camera to capture the experiences –Images downloaded into powerpoint to make digital books –These can be put into school’s intranet for all classes to read * Labbo, Eakle and Montero (2002)
Meet KD Kindergarten D is one of 5 Kinders in a large multicultural urban school Most children come from non-English speaking backgrounds Most begin with little or no English
We all go home at 3 o’clock. One Day in KD Week 1
Using DLEA in Green Week with KD Mrs D uploaded each photo into Powerpoint She printed hard copy with only the photo and no text A copy was made for each of the four literacy groups Citation: Turbill, J. (2003, March). Exploring the potential of the digital language experience approach in Australian classrooms. Reading Online, 6(7). Available: http://www.readingonline.org/international/inter_inde x.asp?HREF=turbill7/ http://www.readingonline.org/international/inter_inde x.asp?HREF=turbill7/
Group work Mrs D placed the hardcopy sheets randomly on floor for group to see With teacher support children ordered the sheets, constantly talking about the experiences they had had Children helped the teacher create a caption Children observed teacher modeling the writing of their captions Mrs D worked with each group to create their own digital book NB all pictures of children have been removed from this powerpoint
Green Week in KD Koala Group Emily, Stephie, Edwina, Jason, Connor, Kevin, Jacky, Terry, Calvin
The affordances of DLEA Digital books can be added to class website Children choose to read and re-read books Children learning more technology skills Teacher creating activities using digital books -sequencing activities -Word recognition, phonics
Traditional literacy skills being learnt Reading and writing are connected ‘Concepts of print’ Reading is a meaning-making process Letter/sound relationships (phonics) Vocab development English grammatical structures and word order Using context (visual images) to predict words/word meanings Oral language development And more!!!!
We needed a knife and a board to chop the celery.
We needed a knife to add the cream cheese to the c_ _ _ _ _ _ boat. Then we put in a t_ _ _ _ _ pick for the mast.
I like to write on the chalkboard. I like to write on the chalkboard
Everyday technologies provide many ‘affordances’ Digital cameras (have to work and be charged!) Powerpoint program Printer (has to have ink and paper!) Provide many new practices for enhancing literacy learning
Case Study Two Slowmation Case Study Two Slowmation
What is slowmation? Adapted from animation process - claymation Involves researching, planning, storyboarding, sequencing frames Designing models in 2 dimension Taking digital photos using tripod Working collaboratively Using Quicktime Pro to make the movie
Garry Hoban’s Slowmation site UOW http://edserver1.uow.edu.au/slowmation/ Garry’s site has examples and a Manual The class teacher was part of an Action Learning Team exploring ‘engaging students’ learning in subject English’ We used the materials to learn how to ‘do’ slowmation
Meet Ms Jane from Sunny Beach School 30 Grade 5/6 children in beachside suburb - mixed ability Teacher’s focus was a unit on Natural Disasters Literacy focus: writing a factual report, researching, notetaking … Children had been grouped to research a specific aspect - eg. tectonic plates, earthquakes, the core of the earth, volcanoes They used internet and library to gather information With teacher modeling and support, children wrote group reports on their particular focus
Getting Grade 5/6 Started Mrs Jane shared with her students the slowmation movie she had made Shared with students that they were going to make a movie that represented the report they had researched and written Each group given sequence chart to develop their storyboard Sequence is 2 frames per second - so lots of photos needed to create animation Materials provided - large coloured cardboard, play dough, coloured paper, sticks, leaves, straw … Tripods and digital cameras available
What did we learn Students had to have a deep understanding of the meaning of their ‘bit’ to create their visuals and animation They had to collaborate successfully for it to ‘work’ They found it easy to use the digital cameras and Quicktime Movie Pro. These were part of their everyday technologies They were highly engaged in the task and proud of their collaborative product
What surprised us Teacher learned a great deal about students’ understanding of the concepts The degree of engagement and deep learning that occurred The substantive conversations among students about content, procedure, audience Their ability to reflect on their work, evaluate it & make recommendations for improvement The creativity!
What we realised Student understandings were deepened through transfer of knowledge in new semiotic system They had to ‘slow’ their thinking and actions in order to create the sense of movement That slowmation was a technological structure that provided ‘affordances’ for deep learning, creativity and a sense of achievement for the students It is a great evaluative tool for the teacher
To sum up: Using everyday technologies in our classrooms enhances student literacy learning They add value to our teaching of literacy Everyday technologies are easy to use and our students usually know how to use them Everyday technologies engage students’ learning. They are comfortable with these technologies Teachers become confident users who want and need to use the technologies Literacy involves multimodal texts
Contact: firstname.lastname@example.org My thanks to the children and teachers at Hurstville Primary School Leumeah Primary School South Coogee Primary School My thanks to the children and teachers at Hurstville Primary School Leumeah Primary School South Coogee Primary School