English and ICT

ICT and Teaching Literacy – Promoting interactive use of ICT in whole class teaching

Given the increasing availability of interactive whiteboards, we feel that it is essential to develop students’ awareness of their potential to support the effective teaching of literacy, but also their limitations and potential drawbacks. We believe that it is useful to consider generic aspects of their use as well as how they support the teaching of literacy and the evaluation of software packages

Activity summary – Thinking about whiteboards

1. In exploring the effective use of the interactive whiteboard, we find that a useful starting point is the students’ own experience as learners on their current course. From this position they are able to reflect upon the different ways in which the interactive whiteboard is used and their responses to such teaching. Such discussion often draws attention to differences amongst the group, including levels of attention and participation and factors which influence these, for example aspects of presentation, delivery, use of questions and opportunities for interaction.
   
2. In addition to reflecting on the use of the whiteboard in imparting information students’ own level, we also incorporate its use within sessions to model teaching approaches. One example of this would be the modelling of shared writing by creating a text with the students on the interactive whiteboard. A session on shared reading might incorporate the comparison of two texts on a split screen using the highlighting facility to draw attention to common features. We find that the experience of participation in such simulated activities provides valuable opportunities for reflection the benefits and limitations of whole class teaching. It also reinforces awareness of the need for careful planning of such teaching sessions in order to engage and maintain the interest and attention of all the children.
    
3. During serial days in school, the students are asked to investigate the use of the interactive whiteboard in the teaching of English. This investigation involves the following:
   • Collecting examples of different facilities provided by the interactive whiteboard & the purposes for which they are used.
   • Talking to teachers about the facilities and strategies they find effective.
   • Identifying strategies used by teachers to engage and maintain the interest of children
     
4. Following this placement, the students work in groups to compile an advice sheet for other trainee teachers on effective planning for and use of whiteboard in the teaching of English. They also create a list of facilities with suggestions for their use in supporting this area of the curriculum.

Example of students’ advice list

Choose a text that interests you and will appeal to your class.

Make links with what they know

Plan timing - Don’t make the session too long.

Avoid over-using the same program or activity

Use props and other visual aids

Involve children in using the technology, holding resources etc.

Plan questions carefully - Avoid using too many closed questions

Plan questions some questions specifically to check and support the understanding of the least able

Plan some questions to challenge children

Target some questions at individuals – but use the child’s name at the end of the question
Don’t talk too much!

Break up your talk with opportunities for children to talk to partners or in small groups

Don’t make the session too long.

Praise children for their attention.

Establish class rules for whole class sessions and refer to them.

Plan where children will sit.

Could this session be carried out without using an interactive whiteboard? If not, why not? If so, why use the whiteboard?

Activity

The evaluation of packages available for using with the interactive whiteboard is also important. For example, students often encounter electronic books in use in the classroom. Their availability makes them an attractive option for students. We feel that it is important that they evaluate such texts critically and select them with care. This activity is used to encourage students to be aware of the limitations of such texts.

Activity summary – Books on-screen

1. Early in the course, our students are expected to create a database of children’s literature. During taught session and independent work they become familiar with different authors and illustrators and aware of the range of genres and the forms and style of illustrations and their varied role in relation to the printed text. They look closely at the structure of written texts and the use of language. They also compare a range of non-fiction texts books aimed at children of various ages, exploring their use of illustrations, retrieval devices, language etc.
2. Through such experience, students are encouraged to become confident and critical in evaluating texts for use in the classroom. They are expected to apply the same level of critical analysis to the evaluation of electronic books, which currently rarely seem to offer the same high standard of texts available in print. Students are also expected to consider whether electronic books are simply screen versions of print texts, or if they exploit the potential to extend the nature of the text by using sound, movement and non-linear reading paths.
    
   Example of evaluation sheet:
   

   Select an electronic book – Examples may be found at: http://www.naturegrid.org.uk/infant/bigbook.html Make notes under each of the following headings; Title: Author: Summary of plot/content: Illustrations Use of language Could this text be printed out? What difference would this make to its use? Overall comment on value for classroom use   When you have competed this evaluation, post it on the intranet for others to read.