I agree with Beth in regards to her statement “I believe it’s paramount children are exposed to multimedia and multimodal methods of learning, as it helps to challenge and implement creative cognition during lessons”. Studies in relation to multimedia learning have suggested that learners learn better with textual and pictorial representations, instead of only textual information (Mayer, 2005).
Personally, I find that I also learned better with the use of pictures, animations and other multimedia features, which demonstrates that multimedia is an obvious advantage to school performance. I found that I would concentrate more when multimedia features were used within my work. Would you agree that you were the same throughout school?
Mayer, R.E. (2005), The Cambridge handbook of multimedia learning, Cambridge University Press, New York.
I also believe that the use of multimedia and multimodal technology in primary schools is both important and beneficial to a child’s education. I feel that as we live in a time where technology is becoming increasingly used in every-day life, it is necessary to teach children from a very young age to use different forms of technology as they will be used regularly in their futures (Sears and Jacko, 2007). Additionally, it is important to recognise the extent to which children today are far more confident in using technology than in certain subject areas in schools. Therefore, integrating multimodal and multimedia technologies with the national curriculum could boost educational attainment as well as the individual child’s self-esteem and confidence as a learner (Beauchamp, 2016).
Beauchamp, G. (2016) Computing and ICT in the primary school. From Pedagogy to Practice. London: Routledge. Sears, A., & Jacko, Julie A. (2007). The Human-Computer Interaction Handbook Fundamentals, Evolving Technologies, and Emerging Applications (2nd ed., Human Factors and Ergonomics). Hoboken: Lawrence Erlbaum Associates.
In terms of children being exposed to multimedia and multimodal methods of learning, I also think it is essential and fundamental, especially in this day and age. Beauchamp have stated that presenting information for children in the classroom in different modes such as photographic slides, projectors and older media devices have always been in place. However, these different modes can now present ideas and resources for teachers a lot quicker, easier and have better quality (2013). There is evidence to show this as Hall and Higgins have suggested that when conducting an activity with year 6 pupils they seemed to enjoy the multi-media activities the most (2005). It is important to value the children’s views to ensure teachers are holding their attention while they learn and engage in activities. Multimedia and Multimodal aspects of technology are seen as an advantage for children (Beauchamp, 2013).
References
Beauchamp, G (2013). ICT in the Primary School from Pedagogy to Practice. Hoboken:Taylor and Francis.
Hall, I and Higgins, S (2005), ‘Primary School students’, perceptions of interactive whiteboards’, Journal of computer Assisted Learning, 21, p102-117.
I agree with Ryan's statement 'it is necessary to teach children from a very young age to use different forms of technology' as technology is relied on so much in today's society. Furthermore research suggests that children being exposed to multimedia and multimodal methods of learning, is beneficial for students’ academic performance and achievement. HyperStudio Projects are an innovative multimedia tool, that enables students to focus their attention on specific aspects of the curriculum. Digital-Me-Books are an example of a HyperStudio Project. Students can develop a HyperStudio stack which represents a book, by writing or illustrating ideas on cards. The cards then get scanned into HyperStudio, which enables student to watch and edit on the software. This method develops holistic skills and improves children’s cognition by enhancing their learning (Green and Brown, 2002).
Reference:
Green,D,G,. Brown, A. (2002) Multimedia Projects in the Classroom: A Guide to Development and Evaluation. Corwin Press.
In contrast to the belief that multimedia and multimodal technology should be used, it is important to remember that not all practitioners are comfortable or fully trained to use such technologies and would rather use dated forms of teaching such as using an ordinary whiteboard to convey their lessons (Leask and Norbert, 2005). However, it is crucial to recognise that it is the capacity and talent of the teacher and their skills as an educator that makes the most difference to a child’s education. This means that although technology can enhance a child’s learning through keeping them focused and interested, for example, it cannot replace and make up for a lack of passion and skills in a teacher (OECD, 2015; Ellis and Loveless, 2013).
Ellis, V., & Loveless, A. (2013). ICT, Pedagogy and the Curriculum Subject to Change. Hoboken: Taylor and Francis. Leask, M. And Norbert, P. (2005) Learning to Teach Using ICT in the Secondary School (2nd Ed.) London: Routledge.
I agree with Ryan’s statement “not all practitioners are comfortable or fully trained to use such technologies”. Dockett, Perry & Nanlohy (1999) believe that in the absence of guidance and training on how best to use available technology, staff will make their own decisions about the extent of involvement of technology within their lessons. This may provide evidence for why some teacher’s tend to use dated forms of teaching, and less advanced technology, which may affect a child’s learning negatively.
Reference:
Dockett, Perry & Nanlohy. (1999). Cited in; Bolstad, R. (2004). We have the technology, now what? Practitioners learning to use ICT in early childhood educational settings. The role and potential of ICT in early childhood education. 37-51.
I believe it is important to consider that multimedia and multimodal teaching, increases the ability for children to engage with lessons and with peers (Beauchamp, 2013). Multimodality is not a new concept, generations have used modes to symbolize ideas through speech, sounds, visuals and movements (Bearne, Wolstencroft and Litteton, 2007). The Interactive Whiteboard (IWB) is a pedagogical approach of incorporating multimodal learning into the curriculum. Annotations on the Interactive White Board of a frozen frame from a DVD, is an example of multimodality, this allows discussion and pupil participation, which enhances children’s learning (Twiner et al, 2010).
References:
Beauchamp, G. (2013) ICT in the Primary School from Pedagogy to Practice, Hoboken: Taylor and Francis.
Bearne, E. and Wolstencroft, H. (2007) Visual Approaches to Teaching Writing Multimodal Literacy 5-11. SAGE.
Twiner, A., Coffin, C., Littleton, K., & Whitelock, D. (2010) ‘Multimodality, orchestration and participation in the context of classroom use of the interactive whiteboard: A discussion’. Technology, Pedagogy and Education. London: Routledge.19(2), pp. 211-223.
I agree with Bethan that there are advances associated to technology within education, in particular multimodal capabilities. The role of play has become extremely significant in recent years for the basis of teaching children, especially in the early year’s sector. Using features of ICT to do this can be very useful as children are able to play and learn at the same time through video and computer games. This does not have to be just for individuals it can also be helpful for class activities. This way of learning for children can be seen as an advancement as they are still learning and engaging while playing. However, many would argue this is sometimes a distraction to children as when at home they want to spend their time playing games that are not educational (Morgan, 2010). What are your opinions on this?
References
Beauchamp, G (2013). ICT in the Primary School from Pedagogy to Practice. Hoboken:Taylor and Francis.
Morgan, A (2010), ‘Interactive whiteboards interactivity and play in the classroom with children aged three to seven years’, European Early Childhood Education Research Journal, 18 1, p93-104.
This ‘emaze’ presentation highlights of how a teacher could use this area to develop the modern child’s mathematical skills in a fun and engaging way. This is multimodal as the teacher uses an interactive whiteboard as a form of multimedia which engages pupils through visual effects, sounds and bold, colourful texts while requiring the students to interact with the presentation to enhance their learning (Kennewell and Beauchamp, 2007; Hockly, 2013). https://www.emaze.com/@ATRTILTF/good-morning-kids
Hockly, N. (2013). Interactive whiteboards. Elt Journal, 67(3), 354-358. Kennewell, S., & Beauchamp, G. (2007). The features of interactive whiteboards and their influence on learning. Learning, Media and Technology, 32(3), 227-241.
I agree with Bethan’s main statement that indicates the importance of multimedia and multimodal teaching in regards to students’ engagement within lessons, and engagement with peers. As well as this advantage to education, teachers are also able to use multimedia and multimodal teaching in order to present an idea in a variety of ways to ensure that their pupils understand it. It can also be used to make work much more interesting and motivating to students (Beauchamp, G. 2013). I do, however, also agree with Lucie. I believe multimedia and multimodal technology may also be a distraction as well as an advantage to education. With personal experience, I found that in lessons where technology was being used, my peers and myself would get distracted easily and would not complete the work that was set.
Beauchamp, G. (2013) ICT in the Primary School from Pedagogy to Practice, Hoboken: Taylor and Francis.
Multimedia and Multimodal methods are not always beneficial in relation to education, there are also disadvantages. In terms of teachers, when they prepare a multimedia lesson they need to be able to manage the classroom. If the lesson allows the student to complete their learning at their own pace it can sometimes prove difficult. This can be down to students having to share multimedia sources/ computers or students possibly not being as capable with technology as others. This then results in the students having to spend more time learning to work the resources other than focusing on their tasks (Sosnowski, 2016). I can imagine this is a problem that occurs in many schools as all children have different capabilities in relation to multimedia and multimodal methods.
References
Sosnowski, J. (2016). Advantages & Disadvantages of Schools Using Multimedia. Available: http://education.seattlepi.com/advantages-disadvantages-schools-using-multimedia-3099.html. Last accessed 9th January.
I agree with Lucie in regards to multimedia and multimodality having some downfalls when being integrated with everyday teaching. For example, an unexperienced teacher may place too much emphasis on their multimedia which may have a detrimental effect on their teaching as their priorities could become out of order. Furthermore, in some cases the multimedia being used may only provide basic information in regards to learning areas and may cause eager pupils to lose focus on the task at hand. To overcome this, teachers should only use multimedia and multimodal technologies as part of a lesson, ensuring that it doesn’t overshadow the skills of the teacher (Bao and Zhao, 2009).
Feng Bao, & Fengzhi Zhao. (2009). Application and Research of Multimedia Technology in Modern Teaching. Asian Social Science, 4(7), Asian Social Science, 01 February 2009, Vol.4(7).
I agree with Lucie’s statement. There are obvious disadvantages and drawbacks in relation to multimedia and multimodal teaching methods. The initial application of technology within classrooms proved to be problematic, due to teachers and practitioners having to learn about, and how to use, the software, teach the students how to use the software, and adjust their teaching styles in order to integrate multimedia and multimodal teaching into their lessons (Sewell and Denton. 2011). However, multimedia has provided new and effictient ways to represent concepts through the use of different media formats, such as animations, narratives, text and graphics, which is an obvious advantage to enable students to stay focused and engaged in lessons (Anastopoulou, Sharples and Baber. 2011).
Anastopoulou, A, Sharples, M and Baber, C.. (2011). An evaluation of multimodal interactions withtechnology while learning science concepts. British Journal of Educational Technology . 42 (2), 266–290.
Sewell, W.C and Denton, S . (2011). Multimodal Literacies in the Secondary English Classroom. The English Journal. 100 (5), 61-65.
I agree with Beth in regards to her statement “I believe it’s paramount children are exposed to multimedia and multimodal methods of learning, as it helps to challenge and implement creative cognition during lessons”. Studies in relation to multimedia learning have suggested that learners learn better with textual and pictorial representations, instead of only textual information (Mayer, 2005).
ReplyDeletePersonally, I find that I also learned better with the use of pictures, animations and other multimedia features, which demonstrates that multimedia is an obvious advantage to school performance. I found that I would concentrate more when multimedia features were used within my work. Would you agree that you were the same throughout school?
Mayer, R.E. (2005), The Cambridge handbook of multimedia learning, Cambridge University Press, New York.
I also believe that the use of multimedia and multimodal technology in primary schools is both important and beneficial to a child’s education. I feel that as we live in a time where technology is becoming increasingly used in every-day life, it is necessary to teach children from a very young age to use different forms of technology as they will be used regularly in their futures (Sears and Jacko, 2007). Additionally, it is important to recognise the extent to which children today are far more confident in using technology than in certain subject areas in schools. Therefore, integrating multimodal and multimedia technologies with the national curriculum could boost educational attainment as well as the individual child’s self-esteem and confidence as a learner (Beauchamp, 2016).
DeleteBeauchamp, G. (2016) Computing and ICT in the primary school. From Pedagogy to Practice. London: Routledge.
Sears, A., & Jacko, Julie A. (2007). The Human-Computer Interaction Handbook Fundamentals, Evolving Technologies, and Emerging Applications (2nd ed., Human Factors and Ergonomics). Hoboken: Lawrence Erlbaum Associates.
In terms of children being exposed to multimedia and multimodal methods of learning, I also think it is essential and fundamental, especially in this day and age. Beauchamp have stated that presenting information for children in the classroom in different modes such as photographic slides, projectors and older media devices have always been in place. However, these different modes can now present ideas and resources for teachers a lot quicker, easier and have better quality (2013). There is evidence to show this as Hall and Higgins have suggested that when conducting an activity with year 6 pupils they seemed to enjoy the multi-media activities the most (2005). It is important to value the children’s views to ensure teachers are holding their attention while they learn and engage in activities. Multimedia and Multimodal aspects of technology are seen as an advantage for children (Beauchamp, 2013).
DeleteReferences
Beauchamp, G (2013). ICT in the Primary School from Pedagogy to Practice. Hoboken:Taylor and Francis.
Hall, I and Higgins, S (2005), ‘Primary School students’, perceptions of interactive whiteboards’, Journal of computer Assisted Learning, 21, p102-117.
I agree with Ryan's statement 'it is necessary to teach children from a very young age to use different forms of technology' as technology is relied on so much in today's society. Furthermore research suggests that children being exposed to multimedia and multimodal methods of learning, is beneficial for students’ academic performance and achievement. HyperStudio Projects are an innovative multimedia tool, that enables students to focus their attention on specific aspects of the curriculum. Digital-Me-Books are an example of a HyperStudio Project. Students can develop a HyperStudio stack which represents a book, by writing or illustrating ideas on cards. The cards then get scanned into HyperStudio, which enables student to watch and edit on the software. This method develops holistic skills and improves children’s cognition by enhancing their learning (Green and Brown, 2002).
DeleteReference:
Green,D,G,. Brown, A. (2002) Multimedia Projects in the Classroom: A Guide to Development and Evaluation. Corwin Press.
In contrast to the belief that multimedia and multimodal technology should be used, it is important to remember that not all practitioners are comfortable or fully trained to use such technologies and would rather use dated forms of teaching such as using an ordinary whiteboard to convey their lessons (Leask and Norbert, 2005). However, it is crucial to recognise that it is the capacity and talent of the teacher and their skills as an educator that makes the most difference to a child’s education. This means that although technology can enhance a child’s learning through keeping them focused and interested, for example, it cannot replace and make up for a lack of passion and skills in a teacher (OECD, 2015; Ellis and Loveless, 2013).
ReplyDeleteEllis, V., & Loveless, A. (2013). ICT, Pedagogy and the Curriculum Subject to Change. Hoboken: Taylor and Francis.
Leask, M. And Norbert, P. (2005) Learning to Teach Using ICT in the Secondary School (2nd Ed.) London: Routledge.
I agree with Ryan’s statement “not all practitioners are comfortable or fully trained to use such technologies”. Dockett, Perry & Nanlohy (1999) believe that in the absence of guidance and training on how best to use available technology, staff will make their own decisions about the extent of involvement of technology within their lessons. This may provide evidence for why some teacher’s tend to use dated forms of teaching, and less advanced technology, which may affect a child’s learning negatively.
DeleteReference:
Dockett, Perry & Nanlohy. (1999). Cited in; Bolstad, R. (2004). We have the technology, now what? Practitioners learning to use ICT in early childhood educational settings. The role and potential of ICT in early childhood education. 37-51.
I believe it is important to consider that multimedia and multimodal teaching, increases the ability for children to engage with lessons and with peers (Beauchamp, 2013). Multimodality is not a new concept, generations have used modes to symbolize ideas through speech, sounds, visuals and movements (Bearne, Wolstencroft and Litteton, 2007). The Interactive Whiteboard (IWB) is a pedagogical approach of incorporating multimodal learning into the curriculum. Annotations on the Interactive White Board of a frozen frame from a DVD, is an example of multimodality, this allows discussion and pupil participation, which enhances children’s learning (Twiner et al, 2010).
ReplyDeleteReferences:
Beauchamp, G. (2013) ICT in the Primary School from Pedagogy to Practice, Hoboken: Taylor and Francis.
Bearne, E. and Wolstencroft, H. (2007) Visual Approaches to Teaching Writing Multimodal Literacy 5-11. SAGE.
Twiner, A., Coffin, C., Littleton, K., & Whitelock, D. (2010) ‘Multimodality, orchestration and participation in the context of classroom use of the interactive whiteboard: A discussion’. Technology, Pedagogy and Education. London: Routledge.19(2), pp. 211-223.
I agree with Bethan that there are advances associated to technology within education, in particular multimodal capabilities. The role of play has become extremely significant in recent years for the basis of teaching children, especially in the early year’s sector. Using features of ICT to do this can be very useful as children are able to play and learn at the same time through video and computer games. This does not have to be just for individuals it can also be helpful for class activities. This way of learning for children can be seen as an advancement as they are still learning and engaging while playing. However, many would argue this is sometimes a distraction to children as when at home they want to spend their time playing games that are not educational (Morgan, 2010).
DeleteWhat are your opinions on this?
References
Beauchamp, G (2013). ICT in the Primary School from Pedagogy to Practice. Hoboken:Taylor and Francis.
Morgan, A (2010), ‘Interactive whiteboards interactivity and play in the classroom with children aged three to seven years’, European Early Childhood Education Research Journal, 18 1, p93-104.
This ‘emaze’ presentation highlights of how a teacher could use this area to develop the modern child’s mathematical skills in a fun and engaging way. This is multimodal as the teacher uses an interactive whiteboard as a form of multimedia which engages pupils through visual effects, sounds and bold, colourful texts while requiring the students to interact with the presentation to enhance their learning (Kennewell and Beauchamp, 2007; Hockly, 2013).
Deletehttps://www.emaze.com/@ATRTILTF/good-morning-kids
Hockly, N. (2013). Interactive whiteboards. Elt Journal, 67(3), 354-358.
Kennewell, S., & Beauchamp, G. (2007). The features of interactive whiteboards and their influence on learning. Learning, Media and Technology, 32(3), 227-241.
I agree with Bethan’s main statement that indicates the importance of multimedia and multimodal teaching in regards to students’ engagement within lessons, and engagement with peers. As well as this advantage to education, teachers are also able to use multimedia and multimodal teaching in order to present an idea in a variety of ways to ensure that their pupils understand it. It can also be used to make work much more interesting and motivating to students (Beauchamp, G. 2013). I do, however, also agree with Lucie. I believe multimedia and multimodal technology may also be a distraction as well as an advantage to education. With personal experience, I found that in lessons where technology was being used, my peers and myself would get distracted easily and would not complete the work that was set.
DeleteBeauchamp, G. (2013) ICT in the Primary School from Pedagogy to Practice, Hoboken: Taylor and Francis.
The following newspaper article discusses whether or not technology and digital devices are a distraction to children in the 21st century.
Deletehttp://www.independent.co.uk/life-style/gadgets-and-tech/features/age-of-distraction-why-the-idea-digital-devices-are-destroying-our-concentration-and-memory-is-a-a6689776.html
Multimedia and Multimodal methods are not always beneficial in relation to education, there are also disadvantages. In terms of teachers, when they prepare a multimedia lesson they need to be able to manage the classroom. If the lesson allows the student to complete their learning at their own pace it can sometimes prove difficult. This can be down to students having to share multimedia sources/ computers or students possibly not being as capable with technology as others. This then results in the students having to spend more time learning to work the resources other than focusing on their tasks (Sosnowski, 2016). I can imagine this is a problem that occurs in many schools as all children have different capabilities in relation to multimedia and multimodal methods.
ReplyDeleteReferences
Sosnowski, J. (2016). Advantages & Disadvantages of Schools Using Multimedia. Available: http://education.seattlepi.com/advantages-disadvantages-schools-using-multimedia-3099.html. Last accessed 9th January.
I agree with Lucie in regards to multimedia and multimodality having some downfalls when being integrated with everyday teaching. For example, an unexperienced teacher may place too much emphasis on their multimedia which may have a detrimental effect on their teaching as their priorities could become out of order. Furthermore, in some cases the multimedia being used may only provide basic information in regards to learning areas and may cause eager pupils to lose focus on the task at hand. To overcome this, teachers should only use multimedia and multimodal technologies as part of a lesson, ensuring that it doesn’t overshadow the skills of the teacher (Bao and Zhao, 2009).
DeleteFeng Bao, & Fengzhi Zhao. (2009). Application and Research of Multimedia Technology in Modern Teaching. Asian Social Science, 4(7), Asian Social Science, 01 February 2009, Vol.4(7).
I agree with Lucie’s statement. There are obvious disadvantages and drawbacks in relation to multimedia and multimodal teaching methods. The initial application of technology within classrooms proved to be problematic, due to teachers and practitioners having to learn about, and how to use, the software, teach the students how to use the software, and adjust their teaching styles in order to integrate multimedia and multimodal teaching into their lessons (Sewell and Denton. 2011). However, multimedia has provided new and effictient ways to represent concepts through the use of different media formats, such as animations, narratives, text and graphics, which is an obvious advantage to enable students to stay focused and engaged in lessons (Anastopoulou, Sharples and Baber. 2011).
DeleteAnastopoulou, A, Sharples, M and Baber, C.. (2011). An evaluation of multimodal interactions withtechnology while learning science concepts. British Journal of Educational Technology . 42 (2), 266–290.
Sewell, W.C and Denton, S . (2011). Multimodal Literacies in the Secondary English Classroom. The English Journal. 100 (5), 61-65.