Multimodal and multimedia is a very common way of learning
these days throughout compulsory education. This way of learning is highly
beneficial to a child’s development in education as it allows the child to
engage more in the tasks as it seems to be a ‘fun’ way of learning for the
children. This type of learning allows the teachers to teach in many different
ways to help the children understand. ICT has many unique features which enable
teaching more beneficial, such as, speed, creativity, automation and
interactivity (Kennewell and Beauchamp, 2007).
The difference between multimodal and multimedia are
combining the different modes (multimodal) and then the way these modes are
displayed through media (multimedia) such as an app, website etc. There are
five different modes which are; visual, linguistic, spatial, gestural and aural
(Twiner et al, 2010).
Compulsory education these days involves using many apps on
the Ipads, most apps have multimodal learning included, and they enable
children to engage with all different modes and to feel more motivated. Children
can create their own stories by using ‘book creator’ and ‘story dice’, this
allows children’s imagination to expand. Classrooms are now bringing ‘skype’
into learning, a way of communicating, in my earlier post I mentioned
technology is becoming an issue for teachers as technology could possibly take
over. Skype has a stable audio quality and allows group video chats, I think multimedia
will become more popular in the future years (British Council, 2016).
However, multimodal and multimedia do have their challenges,
such as the internet isn’t strong enough to work properly, and the cost of the
technology, some schools may struggle to pay for Ipads, laptops etc. A big
issue with this way of learning is the teachers not being trained to teach the
children. Teachers tend to stick to the way they usually teach because they are
unaware on how to use the technology.
British Council, (2016) Teaching
English online: opportunities and pitfalls. (Online) Available at: https://www.britishcouncil.org/voices-magazine/teaching-english-online-opportunities-pitfalls
Accessed on 15/12/16
Kennewell, S & Beauchamp, G (2007) 'The features of interactive whiteboards and their influence on
learning', Learning, Media and Technology’. Swansea School of Education, UK.
Pp.231
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
I agree with your points that multimedia and multimodal has increasingly become a feature of teaching due to its extensive use in educational settings, from the use of posters and signs on the wall to technological gadgets in hand. All of which distribute information and new ways of learning. Especially the increased introduction of apps into children's curriculum. From personal experimentation with apps such as 'book creator' and 'story dice', I can recognise the benefits that having multimedia in classrooms can have because it was fun and easy but also enhanced creative thinking. But I also recognised that using these apps will diminish the basic writing and social skills of children with constant use because a pen/ pencil is being replaced with a finger.
ReplyDeleteBut in dispute with your point, that Teachers still use the traditional ways of learning due to their lack of capabilities to teach with technology, Carrington et al, (2009) said, "We believe that new teachers must be prepared to teach in schools that are embedded in a world where technologies, particularly portable digital technologies, are changing the ways in which we make meanings and engage with each other." This forms a concept that teachers are continuously required to learn to teach with technology due to the uncontrollable integration of technology in children's education, which is evident in the increased modes of media available to the children and teachers.
ReplyDeleteCarrington, V. & Robinson, M. (2009) Digital Literacies: Social Learning and Classroom Practices. UKLA. London: SAGE Publications.