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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 student teachers' 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
- Ask student teachers to reflect on their experience as learners and observers.
- Simulation of classroom teaching using a whiteboard.
- Evaluate examples of classroom practice.
- Groups work to produce guidelines for effective use of the interactive whiteboard.
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- In exploring the effective use of the interactive whiteboard, we find that a useful starting point is the student teachers' 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.
- In addition to reflecting on the use of the whiteboard in teaching at student teachers' 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 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 on 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.
- During serial days in school, the student teachers 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.
- Following this placement, the student teachers work in groups to compile an advice sheet for other student 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 texts that interest 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 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?
| Facility: |
Use in teaching English |
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| Highlighting |
Identifying:
- common features in two similar texts
- specific use of language – e.g. persuasive use of language, rhymes, connectives
- key points
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| Moving text |
Re-ordering a text in draft form
Ordering a jumbled poem
Sequencing words/actions/pictures
Adding prefixes and suffixes to develop understanding of meaning of words/spelling |
| Deleting text |
Removing unwanted words from draft poem
Removing unimportant points from non-fiction text in preparation for note-taking
Removing complex vocabulary to simplify text |
| Zooming in on text |
Gradually revealing picture |
| Gradually revealing text/image |
Encouraging use of questions and inference and deduction |
| Split screen |
Comparisons of two texts to identify similarities eg in structure and use of language
Comparison of differences between texts e.g. with same focus for different audiences
Comparison of text before and after redrafting/editing |
| Access to internet |
Use as focus for comprehension activity
Modelling use of website
Provides model for creation of website |
| Display text/image with sounds/animation |
Stimulus for writing – e.g. add seaside sounds to picture of beach
Draw attention to punctuation |
| Annotate image |
Add words to describe image in preparation for writing
Annotate features of text – e.g. website |
 
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