Above is a link to my presentation I created using Prezi. This is an example of multimodality in a form of media that is not yet widely used however, I believe, should be.
References:
Beauchamp, G. (2013) ICT
in the Primary School From Pedagogy to Practice. Hoboken: Taylor and
Francis.
Beland, L., &
Murphy, E. (2016) ‘Ill Communication: Technology, distraction & student
performance’, Labour Economics, 41, pp.
61-76.
Choi, J. & Yi, Y. (2016) ‘Teachers'
Integration of Multimodality into Classroom Practices for English Language
Learners’, TESOL Journal, 7(2), pp. 304-327.
Cutrim-Schmid, E. (2008) ‘Potential Pedagogical Benefits and
Drawbacks of Multimedia Use in the English Language Classroom Equipped with Interactive
Whiteboard Technology’, Computers & Education, 51(4),
pp. 1553-1568.
Hall, I., & Higgins, S. (2005) ‘Primary School Students'
Perceptions of Interactive Whiteboards’, Journal
of Computer Assisted Learning, 21(2), pp. 102-117.
Lauer, C. (2009) ‘Contending
with Terms: "Multimodal" and "Multimedia" in the Academic
and Public Spheres’, Computers and Composition, 26(4), pp.
225-239.
Porter,
E. (2016) Identifying Your ADHD Triggers.
Available at: http://www.healthline.com/health/adhd/adhd-trigger-symptoms#1
(Accessed: 12 January 2017).
Twiner, A. et al. (2010) 'Multimodality,
orchestration and participation in the context of classroom use of the
interactive whiteboard: a discussion', Technology, Pedagogy and Education,
19(2), pp. 211-223.
Weiss,
M. et al. (2011) ‘The screens
culture: Impact on ADHD, ADHD Attention Deficit and Hyperactivity
Disorders, 3(4), pp. 327-334.
I would add to Bethany's comments in her Prezzi by saying that Multimedia allows children to link subjects together and use their innate knowledge to grow new learning neurons and overcome synapses (Rother, 2014, Zainal & Deni, 2012). This is vital for children who struggle to attain and interact in lessons (Beauchamp & Kennewell, 2010). However, students interactivity must be encouraged by the teacher throughout lessons in order to increase their attainment (DfEE, 1998). In previous experiences, I have seen children use multimedia and become invisible learners as they have used a tablet for example to claim they are doing work when actually, they are using the tool to procrastinate (Prosser, 2014). However, this is where the benefits of multi-modality can be used to engage the pupils. We did this during a workshop when we presented different modes of media to introduce an activity such as reading a story. This made me realise that if a teacher plans effectively, multimedia and multi-modality can be used to do amazing things for children of all ages and in particular, the invisible child (Beauchamp, 2012).
ReplyDeleteBeauchamp, G (2012) 'ICT in the Primary School : From Pedagogy to Practice'. Hobroken: Taylor & Francis.
Beauchamp, G. Kennewell, S. (2010) 'Interactivity in the classroom and its impact on learning', Computers & Education, 54(3), pp. 759-766.
DfEE, (1998). The national literacy strategy. London: DfEE.
Rother, M. (2014) How We Learn - Synapses and Neural Pathways. Available at: https://www.youtube.com/watch?v=r1sDjWfDa4w (Accessed: 13 January 2017).
Zainal, Z. I., Deni, A. R. (2012) 'Advancing aesthetic literary experience through a multimedia project', Literary and Linguistic Computing, 27(2), pp. 215-226.
Adding to the benefits of multimodal learning, Muñoz-Luna and Becerra-Vera (2013) show that music can help children develop their linguistic intelligence when studying English, with words and music combing to show the multiple modes of learning available.
ReplyDeleteVongpaisal et al., (2016) also weigh in on multimodal learning as they write that dance routines can aid the learning of songs when this technique is used by deaf children. The children who listened and danced learned more effectively than the children who only listened, thus proving the positive effects of multimodal learning.
References
Muñoz-Luna, R., and Becerra-Vera, B. (2013) ‘Teaching english through music: A proposal of multimodal learning activities for primary school children. Meeting: Journal of Research and Innovation in Language Class, 22, pp. 16-28.
Vongpaisal, T., Caruso, D., and Yuan, Z. (2016) ‘Dance Movements Enhance Song Learning in Deaf Children with Cochlear Implants’, Frontiers in Psychology, 7, pp. 1-11.