Multimedia and Multimodal can be adapted in a variety of
different pedagogical learning paths. This in turn will enable the pupil to
understand the topic which increases the child’s intrinsic and extrinsic
motivation (Twiner et al, 2010). Multimodal within a class room environment allows
children to collaborate ideas to develop their critical thinking. This style of
teaching is influenced by the Donald’s Report; the increase in the use of
technology develops the child to be more of a critical learner (CSCJES, 2015). Multimodal within the classroom is very
effective for children with Special Educational Needs. The use of the smart
interactive whiteboard is extremely beneficial in developing the child’s fine
motor skills. The learner has to use their fine motor skills in order to
achieve the whiteboard work (Thomas and Schmid, 2010). This aspect of
technology is effective for dyslexic learners because they are required to
undertake continuous writing which develops the child’s cognitive development (Hall,
2009). This is influenced by Piaget Stages of Cognitive Development and
Vygotsky Zone of Proximal Development (Hall, 2009). Multimedia
and multimodal can be used within the Foundation Phase to present key ideas in
a variety of different ways for the target audience and for a variety of
different pedagogical learning paths (Rudd and Tyldesley, 2006).
Reference list
CSCJES.org. (2015). Initial Highlights of the Donaldson
Report. Online at:
http://www.cscjes.org.uk/getattachment/34a3bdcf-370f-4c92-aa1c-29500bea443c/Initial-Highlights-of-the-Donaldson-Report.pdf.aspx.
Accessed: 28th December 2016
Rudd, A. and
Tyldesley, A. (2006) Literacy and ICT in the Primary School: A Creative Approach
to English. London: David Fulton.
Hall, W. (2009). Dyslexia in the Primary Classroom (Achieving QTS Cross-Curricular Strand
Series). London: SAGE Publications
Thomas, M., & Schmid, E. (2010). Interactive whiteboards for
education : Theory, research, and practice. Hershey PA: Information
Science Reference.
Twiner, A. , Coffin, C. ,
Littleton, K. and Whitelock, D.(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
As mentioned previously, I strongly agree with the Donaldson Report (2015) as he understands the importance of literacy through his areas of learning and technology, indicating that multimodal is efficient within a classroom environment (Evans, 2015). Although, as technology is being used in a classroom, this does not encourage students to interact and may affect their cognitive engagement (Ioannou et al, 2016).
ReplyDeleteReferences
Evans, G. (2015). The Donaldson Report: An at-a-glance-guide. Online at: (http://www.walesonline.co.uk/news/wales-news/the-donaldson-report-an-at-a-glance-guide-8713671). Accessed 11th January 2017.
Ionannou, A,. Vasiliou, C,. & Zaphiris, P. (2016) Problem-Based Leaning in Multimodal Learning Environments: Learners' Technology Adoption Experiences. Journal of Educational Computing, 54(7), pp. 1022-1040.
The use of technology within the classroom can develop the child’s cognitive ability. It is used to scaffolds the child’s individual learning plan (Hall, 2009). The use of technology allows the teacher to adapt their learning approach to the child’s individual learning requirements. The information is processed by using different educational programmes (Watson et al, 2010). This form of multimodality is especially beneficial to children with Special Educational Needs and children with Additional learning needs. The technology is used to aid and support them with their education (Watson et al, 2010).
ReplyDeleteReference list
Hall, W. (2009). Dyslexia in the Primary Classroom (Achieving QTS Cross-Curricular Strand Series). London: SAGE Publications
Watson, A., Ito, M., Smith, R., & Andersen, L. (2010). Effect of assistive technology in a public school setting. The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association, Volume 64(1), pp18-29.
I strongly agree that multimodal within the classroom is very useful for children with special educational needs, multimodal learning is evident in education for all children in the classroom. Literacy is changing and young children are increasingly exposed to communication tools and situations that are multimodal (Hill & Nicolas 2006). The multimedia principle is a cognitive theory studied in depth, which states words and graphics are more conducive to learning instead of just text or graphics alone. (Richard Mayer 2008). Do you think that using multimedia and multimodal strategies within education will progress children’s learning?
ReplyDeleteReferences
Kress, G. (2001). Multimodal teaching and learning. 1st ed. London: Continuum.
Sites.google.com. (2017). Multimedia Principle - Cognitive Theory of Multimedia Learning. [online] Available at: https://sites.google.com/site/cognitivetheorymmlearning/multimedia-principle [Accessed 12 Jan. 2017].
I strongly agree that multimodality strategies will develop the child’s learning. The technology allows the practitioner to adapt the information which is being processed and deliver the information in different learning approaches according to the child’s individual needs (Rudd, 2006). This is a very beneficial approach especially for the dyslexic learner as they need to process and deliver information differently (Hall, 2009).
DeleteReference list
Rudd, A. and Tyldesley, A. (2006) Literacy and ICT in the Primary School: A Creative Approach to English. London: David Fulton.
Hall, W. (2009). Dyslexia in the Primary Classroom (Achieving QTS Cross-Curricular Strand Series). London: SAGE Publications