Multimodal

As describe by Sam Byrne in a recent post and also shown within a video link given by Aiden Martin, multimodality can come in many forms. Teachers are now able to use sounds, text, and graphics (these are examples of multimodality) through the form of multimedia, videos, books, animations, images and audio, to make lessons more engaging for pupils (Beauchamp, 2013).

As shown below in previous posts, are some examples of vodcasting, podcasts and powerpoints (Prezi). These examples show how teachers can use new technology to engage their pupils with learning. Another benefit which is suggested by De castell and Jensen (2004) is that using these types of skills and technology can break up the constant reading of text, by learning information in new ways. This could be in the form of moving slide shows of information (as seen in Bethany Bakers Prezi) or by the use of podcasts and vodcasts.

As describe in Milner’s (2007) study. Some teachers can be reluctant at first to using these new forms of technology and believe that print-based text is the best way to improve literacy. However, when they used digital videos they were satisfied that the same skills were being used and learned as they would, using text books. A similar study by Hagood, Provost, Skinner and Egelson (2008) showed comparable results as teachers who held the same view of using text books and hand writing for literacy, were also satisfied with the results of including multimodal in lessons plans, however, found it inconvenient to prepare.  

Reference:

Beauchamp, G. (2013) ICT in the Primary School From Pedagogy to Practice. Hoboken: Taylor and Francis.

De Castell, S. and Jenson, J. 2004. Paying attention to attention: New economies for learning. Educational Theory, 54(4): 381–397

Hagood, M. C., Provost, M., Skinner, E., & Egelson, P. (2008). Teachers' and students' literacy performance in and engagement with new literacies strategies in underperforming middle schools. Middle Grades Research Journal, 3, 57–95.

Miller, S. M. (2007). English teacher learning for new times: Digital video composing as multimodal literacy practice. English Education, 40(1), 64–83.