Although film is widely regarded as an important component of the English language arts, its importance and role in the teaching of English and in developing English language arts curricula has been debated for ages. The moving film image was first created around 1890 by scientific researchers such as William Dickson and Thomas Edison, who […]
In this article the four pedagogical components outlined by the New London Group (1996)—situated practice, overt instruction, critical framing, and transformed practice—were used to focus attention on the case studies of three beginning teachers and their use of digital media (particularly the creation of a digital literacy autobiography) in an English language arts methods class and their subsequent and transformed use of digital media with their own students in the classroom. Their shifting perceptions of multiple literacies were explored, as well as how these shifts in thinking helped shape or transform their ideas about teaching and learning language arts. Through the analysis of the three case studies, four persistent themes were identified related to students’ use of digital media both in the program and in their teaching practice. Specifically, these themes focus on the performative, collaborative, and multimodal affordances of digital media, and they tap into the potential for using digital media as “identity texts” in student learning.
University researchers, teacher candidates, language and technology instructors, student learners, and families from diverse backgrounds partnered in an invitational teaching/learning experience—middle school student learners teaching their VIPs (very important persons) how to create stories and construct digital movies with reference to their family history. Prior to a university-based workshop, 2 weeks of structured activities using the Model of Digital Storytelling (Figg, 2005) focused on rich language development, oral history, and movie-making technology in a community-based summer enrichment program designed for underachieving student learners. Teacher candidates facilitated the workshop interaction between student learners and their VIPs. Data sources included interviews, exit surveys, reflective journals, research field notes, and student/parent-created artifacts. All participants were positively impacted through this digital storytelling process. Noted improvement of writing and technical skills, increased motivation due to VIP involvement, and greater awareness of future educational opportunities for student learners were among the key findings of this study.
This paper describes the results of a pilot study conducted in Ireland to examine the effectiveness of an online book review project. The project focused on the production of book reviews by primary school children in the form of digital video. The videos created were uploaded to a password protected website, which was available to the schools involved in the project. A total of six primary schools took part in the project, and children from infant level (4/5 years) up to sixth class (11/12 years) across the schools completed book reviews. The project was carried out over a 6-month period, and almost 100 book reviews were uploaded to the website. The primary aim of this study was to ascertain if and how the concept of online book reviews might be used in Irish classrooms.