ICTs in English
ICTs in English: Overview
Literacy in Information and Communication Technologies (ICT) is fundamental
to life in our modern technological society. To equip students to be literate
life long learners and global citizens of the 21st century we must successfully
integrate ICT into both the English curriculum and English pedagogical
practice.
ICT is a valuable tool to enhance teaching and learning. For teachers ICT
is a professional resource, a mode of classroom delivery, and a source of valid
and valuable text types. For students, ICT provides opportunities to
communicate more effectively and to develop literacy skills including skills in
critical literacy. It is a valuable tool for researching, composing and
responding, and viewing and representing in English.
However, if all students are to have the opportunity to develop ICT skills
and achieve English syllabus outcomes, issues of equity and access to
technology must be addressed.
The ETA acknowledges the importance of Information and Communication
Technology (ICT) to the English curriculum. The purpose of this paper is:
- To
advocate an increasingly authentic use of ICTs in teaching and assessment
- To promote
the study of ICT based texts as valuable text types
- To provide
practical guidance to teachers based on a theoretical understanding of the
purposes and advantages of using ICTs
- To
heighten awareness of the issue of equity and access to ICTs in our
classrooms
What are ICTs?
The Board of Studies in its cross-curriculum content requirements has
embedded ICT into the English syllabus as follows:
Information and
Communication Technologies (ICT) content in English enables students to develop
and apply skills, knowledge and understanding of ICT in their composing,
responding and presenting, and as part of the imaginative and critical thinking
they undertake in English. The ICT content has been incorporated into the
content of this syllabus to ensure that all students have the opportunity to
become competent, discriminating and creative users of ICT and are better able
to demonstrate the syllabus outcomes of English through the effective use of
ICT.
In their study of English, students are able to apply their existing knowledge
of word processing, multimedia, ways of formatting and presenting texts, simulation
software, graphics and electronic communication and further develop their
skills, knowledge and understanding of these technologies. They learn about the
ethics of information communication through technology. (7-10 Syllabus, p9)
At Stage 4, students are required to use specified tools and functions of
word processing for composing. Skills include:
- importing
images and graphics into folders and documents
- formatting
documents
- desktop
publishing using graphics in a multimedia presentation or webpage,
evaluating appropriate layout and design principles for a specific
audience.
At Stage 5, students are required to learn about forms of digital
communication such as video conferencing. They are also required to develop the
skills of creating, importing and manipulating graphics for composing (7-10
Syllabus p9)
The manner in which ICT was embedded into the English syllabus in its final
stage has been controversial with many believing that if ICT is to be genuinely
embedded across the curriculum then the outcomes and competencies should be
generated as a natural part of the syllabus development process rather than
inserted in the final stages of syllabus development. (Leet, 2005). However
despite these criticisms of the process and concerns about equity and access,
there can be no doubt about the importance of ICTs in English.
ICT as a mode of classroom delivery
Avoiding the ICT trap
Students encounter ICT in many areas of their lives and it is essential
that we provide them with opportunities to explore the technology and encourage
them to use it as a learning tool.
However it is important that teachers avoid the trap of using technology for
the sake of it, or in order to check the technology box on their faculty
registration sheet, or as an add-on to a lesson.
What the research tells us
Research indicates that to implement ICT successfully in their classrooms
teachers must ...understand what visual literacy is and rethink what
learning to read and write means in the 21st century. (Goodwyn et al 1997;
Reid et al, 2002)
The research also indicates that ICT is most effective when embedded in the
curriculum, and integrated into units of work (Dickinson, 1998). English
teachers can maximize the impact of ICT in their classrooms by ensuring that
they and their students use ICT as an integral part of lessons, present ideas
dynamically, and use a range of media. (Becta, 2006). ICT should be integrated
in such a way as to require purposeful application and meaningful engagement
with the technology. For example:
while pupils
are using a desk top publishing package to create a school newspaper they are
also developing their ability to communicate more effectively. This provides
both a context and a meaning for the ICT activity. Taking the IT out of context
and teaching IT skills separately, not only decontextualises ICT but also
places additional burdens on curriculum time. The use of ICT therefore should
be a meaningful part of an activity where it is used to consolidate or extend
pupils' learning. (Lewisham ICT Training for Teachers,2006)
To implement ICT successfully in their classrooms teachers also need to:
- identify
how ICT can be used to meet specific objectives within the English
curriculum to improve pupils attainment (Moseley et al,1999)
- understand
that successful use of ICT depends on other factors such as pupils’ work
in the classroom away from the computer, discussions between pupils and
between pupils and their teacher, and the ways in which pupils interact
with each other at the computer (Mc Cormick and
Scrimshaw,2001 cited in Becta, 2005)
ICT and learning modalities: meeting student needs
Because of its interactive and dynamic nature, ICT has the potential to
meet the needs of individual students by providing opportunities to direct their
learning and to pursue information, or complete tasks, in ways which meet their
own interests and needs. (Computer based technologies in English KLA, 1997, p6)
In particular the integration of technology into the English classroom
represents a paradigm shift to acknowledge the importance of the emerging
technological learning style which is increasingly becoming the fourth learning
modality for students of the click and go generation.
These technological learners:
- are
mechanically oriented
- know how
to use technological tools without formal instruction
- enjoy
using a video camera
- obtain
much of their information electronically
- like
integrated learning activities
- would like
to learn everything via a computer
- spend much
of their time on the computer or playing video games
- know how
to work with and use new software and hardware
- interact
and communicate with others via e-mail and/ or the internet
- understand
how to integrate various technologies ( Coil, 1999)
Using ICT enables English teachers to tap into this learning style and the
dominant youth culture. Many modern ICT texts can also be used as a starting
point for the exploration of traditional texts (Smithson, 2005). For example,
an interactive site such as the virtual tour of the Globe Theatre site allows
us to bring Shakespeare’s world to life.
Using ICT as a classroom tool has many other benefits because ICT :
- provides
highly motivational activities for students …Initially computer-based
activities can provide stimulus to undertake tasks that students may
otherwise avoid
- links to
other learning and to real-world situations and experiences that reflect
gender & cultural diversity
- increases
opportunities for student interaction and decision making…This interactive
process has the potential to cater for individual learning styles
- makes
complex tasks more manageable …in some cases these activities require the
development of new skills
- makes
repetitive tasks more interesting
- illustrates
complex processes or concepts
- provides
access to resources…increases the need for students to develop critical
thinking and effective information processing skills
(DET Computer Based Technologies in the English KLA, 1997, pps 6-7))
ICT also enables a representation of language as a symbolic system.
Furthermore the use of well-designed ICT environments can help pupils grasp
abstract concepts such as imagery, literary relations, and morphology.
(Interactive Education, 2006).
The teacher as facilitator
ICT has many benefits for the classroom teacher. Using presentation
software enables teachers to show ideas dynamically (Moseley et al 1999), and
deliver content effectively. For example,
CD-ROMs make
vivid multimedia worlds available and store large amounts of information … that
teachers suddenly have at their fingertips. (McKnight
(2002)
Most importantly however, the use of ICTs in the classroom signals a shift
from the conventional position of power held by the teacher to a more
collaborative approach to learning. Generally computer based activities allow
the teacher to assume the role of facilitator whilst students take on an
increasing responsibility for their own learning The use of computer-based
technologies can shift the emphasis of activities away from the teacher and
towards the students, enhance social interaction, (DET Computer Based
Technologies in the English KLA,1997, pps8- 9), and be empowering especially
for students with low traditional literacy skills (Interactive Education,2006)
Teachers can use a range of teaching tools such as discussion boards,
forums, email, raps, web quests, video and digital photography, e movies, and
even mobile phones as tools for delivery of class program. This opens
reciprocal dialogue between members of the class community and may be extended
to the school community at large through activities such as bloggs and wikis,(
Kinzie, 2005, pB01)
ICTs and the English classroom
The use of ICT in the English classroom extends beyond its motivational
value to address key outcomes of the syllabus, and allow students to become
competent users as well as consumers in English.
Research suggests that incorporating ICT into the English curriculum can:
- improve
writing and reading skills
- develop
speaking and listening skills
- support
collaboration, creativity, independent learning and reflection (Becta,2003a,
Becta,2003b, VTC,2003) (cited in Becta 2005)
As an interactive and collaborative medium, ICT allows responding,
composing, and publication to be easily shared and offers students the
opportunity to explore the language of texts more creatively and develop as
speakers, writers and readers for an ever widening range of purposes and
audiences. ICT can enable students to:
- access
information and respond to a widening range of texts
- organise
and present information in a variety of forms
- broaden
the range of audiences for their work
- compose a
widening range of texts for a broad range of purposes
- compose
for real audiences. ICT can support them in their choice of genre for
audience and purpose.
- identify
key characteristics and features of text
- develop understanding
of language and critical literacy (Becta,2006,ICT in the Curriculum)
Composing ICT Texts
Using ICT changes the nature of composing and allows the writing process to
become more fluid.
Students
creating both traditional and multimodal texts using ICT will often attend to
the visual and spatial qualities of text creation early in the design process
as in selecting fonts, templates or choosing images. (Interactive
Education, 2006)
ICT enables students to organise and present information in a variety of
forms and compose their own work more easily and professionally.
Word-processing software allows them to access tools professional editors use,
and to manipulate text in ways that previously were difficult or unmanageable.
Using such tools allows students to reflect and self-edit and encourages them
to conference on screen and respond critically to other students' writing. (Mc
Knight, 2002). Presentation software such as Powerpoint provides useful
tools for performance, creates a more fluid environment for communicating a
message, and elevates a speech to a more filmic medium. (McKnight 2002)
ICT provides the tools for composing and publishing a range of both
conventional and multi-media texts so that students read, compose, and
transform texts in novel and challenging ways. Production of texts might
include emailing for a range of communication purposes, word processing written
responses, designing websites, using desktop publishing packages and video
editing packages, using programs such as Photostory and Moviemaker, and using
animation software packages.
In the publication of texts, the Internet allows publication and
collaboration in ways that were previously closed, or too expensive or
time-consuming. (McKnight, 2002)
ICT enhances composing in English by allowing students to
- plan,
draft, revise and edit their own and others’ writing using a word
processor and other desktop publishing packages
- share and
collaborate in the writing process
- use
hypermedia to write up, lay out and present their work for publication on
the Internet
- transform
different media into one text
- email for
a range of communication purposes
- design
websites using informative/ persuasive texts
- publish
writing in a variety of forms
- use video
editing programs and programs such as Photo Story , Movie maker and
animation software packages
- integrate
digital photography and video into their texts
- integrate
different media into one text
- communicate
with a wider group of people in a range of forums (e.g. via e-mail,
newsgroups, online conferencing raps) and hence promote collaborative
learning .
Responding to ICT Texts
ICT in the English curriculum has changed the nature of texts, the process
of reading and responding to texts, and the ways in which students access
texts.
Multi media texts challenge the notion of the English language and literacy
as being about words, sentences and texts types. The verbal aspect of
communication is only part of what is being communicated in a multi-media text.
There is often
a tension between the verbal act of meaning-making, and the meaning which comes
from layout and from other resources intrinsic to the materiality of digital
texts ( e.g.hyperlinks) (Interactive Education,2006)
Reading multimedia texts therefore requires new ways of reading and new
reading skills. These include the ability to read images, icons, hyperlinks,
formatting conventions and site maps. (PETA, 2006)
ICT has also changed the ways in which students access texts. ICT allows
students to access an ever widening range of texts including non-linear texts.
It enables them to extend their information sources, to use search strategies
to locate and read significant parts of texts quickly and accurately, and to
use the Internet, CD-ROMs and web quests to help with research during an
investigation.
ICT also enhances responding by allowing students to compare the way
information is presented in a range of texts; identify and engage with the key
characteristics and features of text types; discuss the merits and limitations
of particular text types; evaluate the validity, accessibility and relevance of
information sources and investigate ways in which reading strategies are
adapted to suit different texts.
Increasingly ICT provides a forum for student discussion, with sites such
as book rap which allows students to respond to a range of texts on sites which
in themselves are valid and valuable text types.
In the areas of speaking and listening, research evidence about ICT in the
English classroom also suggests that the computers can be effective catalysts
for responding both at the screen and away from it by providing focused
opportunities for talk (Becta , 2006, ICT in the Curriculum). Lankshear and
Knobel (2006) also discuss the new social relations opened up by ICTs that have
the potential to change personal and social interaction in the classroom,
including with respect to the role of the teacher.
Studying ICT based Texts
The new literacy
In order to fully understand the place of technology and ICT based texts in
the English curriculum, it is necessary to examine the ways in which the new
technologies have redefined literacy and to understand the implications of this
for English pedagogy.
Literacy is now understood as being far more complex than coding and
decoding written texts. Its definition has expanded from traditional notions of
reading and writing to include the capacity to read and write multimodal texts
(Buckingham 1993a cited in Pelletier,2005) and to understand what is entailed
in their operation, reception, and production (Beavis,2006).
The new literacy encompasses the notion of multiliteracies and critical
literacy. Lemke (1996), for example, suggests that at least four new literacies
will be required for the new information age :
- multimedia
authoring skills
- multimedia
critical analysis
- cyberspace
exploration strategies
- cyberspace
navigation skills (Lemke 1996:4) (cited in
Beavis 2006)
The new literacy also encompasses the view of literacy as dynamic and
evolving rather than static so that what it means to be literate is
continuously being redefined (Leu,2000). As new technologies emerge,
proficiency in the new literacies will become essential for our students'
literary futures. (di Sessa,2000; Dresang & McClelland,1999: Leu &
Kinzer, 2000; Reinking, McKEnna, Labbo & Kieffer,1998; Tapscott,1998)(cited
in Coiro,2003).
Our syllabus now focuses on many forms of literacy (writing/reading,
speaking/ listening, viewing /representing) and the syllabus rationale outlines
the role of ICT as follows:
They (students)
become imaginative and confident users of information and communication
technologies, understanding their impact on society. These skills allow them to
develop their control of language in ways that will help them in lifelong
learning, in their careers and in life. (English 7-10
syllabus p7)
Whilst the traditional literacy skills will continue to be the basis of our
English curriculum, the influence of technology means that we must continuously
review our notion of what it means to be literate in the 21st century where our
students have already developed technological literacies such as mobile phone
technology and text messaging which operate according to a very different
dynamic from those established in conventional educational practices
(NATE,2006).
We must develop in our students the ability to respond to and compose
multimodal texts and to critically engage these texts.
ICT Texts
ICT texts combine modes and media. They work in a dynamic, collaborative
and interactive medium and may exist simultaneously in several media. These
texts are electronically generated, and use electronic sources of information
such as the Internet. Electronic texts include such diverse texts as web pages,
emails, blogs, hypertext, interactive text and computer games. These texts have
unique features and may:
- be
non-linear in structure
- be
composed by many authors
- encourage
different kinds of reader interaction
- have a
spatial dimension (Becta,2006, ICT in the Curriculum)
Meanings in these texts may be conveyed through combinations of:
- texts
which are sometimes fluid and temporary
- still and
moving images such as photographs, animations, video, computer graphics
- sound such
as music or voice-overs (Becat,2006, ICT in the Curriculum)
Electronic texts can be characterised as hypertextual networks that
explore new types of story grammar and a variety of new formats. They require
different comprehension processes and a different set of instructional
strategies. (Goldstone,2001: Reinking et al 1998)(Coiro, 2003). These texts
provide opportunities to enhance critical literacy as many ICT based texts have
a history of use in the 'real world' and can be used as a point of departure to
develop critical or resistant perspectives.
Computer games as Text: Computer games are multimodal
texts with interactive narrative structures. These games play a significant
role in the lives of many of our students and can be used as springboards into
related texts and issues (Beavis, 2006). However as products of the new
technology and examples of the new literacy, they are valuable texts for study
in their own right since they combine design and visual elements with
traditional narrative techniques.
Computer games use narrative conventions such as point of view and plot
structures in new environments and make many allusions to traditional texts (Mc
Knight 2002). They draw upon film, graphic design, myth, imagery and
iconography and are intensely intertextual in their references, utilising and
reshaping for their own purposes older stories and references, symbols and
associations (Beavis,2006). In the classroom we can tap students’ interests in
games to teach techniques and perspectives of traditional literacy and
literature study.
Studying computer games also enables students to explore relationships
between visual language, design, verbal language, and meaning. It develops
their understanding of narrative techniques making them more aware of how texts
work and more reflective about the reading process and themselves as
readers. (Beavis,2006)
In addition such texts can enhance critical literacy study by providing a
forum for the discussion of the appeal of the texts, their dominant values or
ideologies, their positioning in relation to the main characters, and the
particular issues raised by the game ( Beavis,2006)
Implications of ICT and the new literacy for English teaching
The syllabus requires students to become competent, discriminating and
creative users of ICT who are better able to demonstrate the syllabus outcomes
of English through the effective use of ICT. (7-10 Syllabus, p9)
If we are to succeed in this and produce students who contribute critically and
responsibly to a changing society, then we must take into account the complex
ways in which information and communication technologies are influencing and
changing literacy practice (Snyder, 2001). This requires a broader definition
of literacy to encompass the literary practices associated with the screen
based technologies. Such literacy is concerned with understanding how
the different modalities are combined in complex ways to create meaning.
(Snyder, 2001)
Within our curriculum and our classrooms, we must go beyond traditional notions
of reading and writing and text types to provide our students with
opportunities to develop skills, including skills in visual literacy, which
will enable them to engage with an increasingly broad range of texts including
multimedia texts.
Multi media texts challenge the notion of English language and literacy as
being about words, sentences and traditional texts types and genres. They
require new ways of reading and writing. Often the verbal aspect of
communication is only part of what is being communicated and much of the
meaning derives from the visual aspects of the text and from other resources
intrinsic to the materiality of digital texts. (Interactive Education,2006)
. These texts require new reading skills which involve competency in areas such
as reading combinations of images, symbols & icons, formatting conventions,
text, words, and site maps.
Using ICT also changes the nature of writing both in the production of
traditional and multi-media texts. Furthermore the creation of multi-media
texts require a different set of skills from those of traditional writing and
students must be provided with the opportunity to develop skills in composing
these multi-modal texts.
Using ICTs in assessment
Whilst the ability to operate the technology eg use a word processor is
basic to assessment of ICT in English, the authentic integration of assessment
must encompass more than an assessment of basic technical skills and the
ability to use the technology as a tool. Such assessment must involve assessing
the ways in which students respond to and compose ICT texts and include their
understanding of how the texts operate in their social and cultural contexts
An assessment schedule could for example include the following:
Basic Technical skills
- Composing: a checklist of basic technical skills such as the ability to use
certain hardware eg a digital camera or software eg word processing,
email, publishing packages, Powerpoint, Photostory or Moviemaker
- Responding: a checklist of basic ”reading” skills /cyberspace navigation skills
eg use of hyperlinks, icons, site maps
- Research/
cyberexploration skills: eg using a search engine,
locating specific information on the web
Literacy skills
- Responding:
A knowledge and understanding of the distinctive features of
multimedia texts eg the relationship between visual text, written text and
design/layout
The formulation of a personal response to the text
- Composing: The application of this knowledge and understanding of the
distinctive features of multi media texts to the composition of such texts
for a range of audiences and purposes
Critical literacy skills
- An
understanding of how the composer’s choices of representational medium
(text, image, sound, multimedia), transitional mode (print, electronic,
spoken) position the reader, gives the text authority, and conveys values
and meaning
The authentic integration of ICT into English assessment is problematic in
an environment where many schools and many students have poor or limited access
to computers. In such cases the “testing” of skills using pen and paper would
seem inadequate and counter-productive. Real assessment can only occur when
students have the opportunity to use the technology to develop essential skills
and literacies.
ICT and issues of access and equity
There can be no doubt as to the importance of ICT to English. However its
integration into the curriculum raises serious questions concerning access and
equity and the following issues must be addressed:
- access to
ICT within and amongst schools
- access to
ICT in students’ own homes
- access to
effective models of ICT teaching and learning
- skilling
teachers in ICT
The Board of Studies in its cross curriculum content requirements for
English states that:
The ICT content
has been incorporated into the content of this syllabus to ensure that all
students have the opportunity to become competent, discriminating and creative
users of ICT and are better able to demonstrate the syllabus outcomes of
English through the effective use of ICT. (7-10
Syllabus, p9)
It is patently obvious at this point in time, that not all students have
the same opportunity to access technology and achieve these outcomes. There is
inequitable access within and amongst public schools, between public and
private schools, and in access to ICT in our students’ homes.
Within schools, the question of actual physical access to ICT must be
addressed:
..Despite
government rollouts no school has computers in every classroom. For security
reasons alone most schools have moved to a "computer laboratory"
approach so questions of physical access to computers to teach these
competencies are very real. (Leete, 2005)
In addition the differences in resource levels which exists amongst public
schools and between the public and private sector schools raise serious
concerns. It is self evident that wealthier schools will have higher levels and
intensities of ICT resources (Anderson, 2005, p147) and reports from countries
around the world including Australia establish beyond question that schools
in economically disadvantaged areas do not have the same levels of ICT
resources as schools serving higher socio-economic groups. (Anderson, 2005,
p148).
Likewise students in economically disadvantaged areas have correspondingly
lower levels of home ownership of computers and associated technologies such as
the internet (Anderson, 2005, p148) and this places them at further
disadvantage.
Increasingly too concern is being expressed about access to effective ICT
models since new evidence clearly shows that the ways computers are used has
a profound effect on student outcomes. (Wenglinski, 1998 cited in Anderson,
2005, p148). In particular effective models have been identified as those which
encourage students to engage with ICTs for higher order learning and provide
students with what Jonassen (2000) describes as mindtools or cognitive
tools. (Anderson, 2005, p145). According to Papert (2004), it is this aspect of
technology, its potential to extend the ability of humans to solve problems
creatively, that is most beneficial, especially to socio-economically
disadvantaged students. (Anderson, 2005, p145).
The discussion of access and equity, therefore, must be broadened to
include a debate about access to effective models of ICT for teaching and
learning. Such an approach moves the debate from counting computers, examining
the technology budget, and calculating the number of hours which students spend
on computers to a consideration of differentiating between the different
ways in which the technology is used (Anderson, 2005,p146)
This is particularly important for students who are affected by
socio-economic disadvantage. These students have only one” shot” at using
ICT to enhance their educational development, and that one “shot” is at school.
If the school adopts a less beneficial model of ICT as identified by
Wenglinski’s study (1998) then the gap between disadvantaged students and the
rest of the student population can be exacerbated. (Anderson, 2005. p148)
Finally in order to address the issue of access and equity, there is still
much work to be done to skill teachers in the new technology. Research
indicates that teachers need to have adequate ICT skills, regular use of ICT
equipment, and access to reliable technical support if they are to use ICT
effectively in the English classroom. (Moseley et al 1999).
Until concerns about equity and access are addressed and more is done to
skill teachers in technology, the mandatory inclusion of ICT in the curriculum
remains a contentious issue and requirements that students… learn about
forms of digital communication such as video conferencing (Syllabus 7-10,
p9) are meaningless for the great majority of students who do not have access
to even basic technology on an ongoing daily basis.
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