CREATE
- Studies found It was evident that students’ knowledges were not always used within the classroom context. Computer games, for example, were not regarded by the teachers as relevant to school learning. (Henderson, 2008; Honan, 2008).
- However, as Gee’s (2003) work has highlighted, computer games can provide opportunities for developing creative problem-solving and higher cognitive skills and for learning new literacies.
- Within classrooms, students’ knowledge's about technologies and multimedia can provide “powerful tools of engagement” that bridge home and school practices and open up the possibilities for building “an expanded range of performative, entertaining, collaborative literacy practices” (Kerkham & Hutchison, 2005, p. 117).
- SO what next?
- There needs to be a focus on creating an environment with a focus on developing students' deep understanding in worthwhile and meaningful contexts. This will require students to use higher order thinking that goes beyond simple recall, recognition and reproduction to analysis, evaluation and production of ideas and performances.
- It isn't simply enough to merge iPads and computers into classroom activities and literacy groups and rotational circles, they need to support the learning, pedagogical processes and transform learning.
- BE CREATIVE
- CREATE LESSONS WHICH ALLOW STUDENTS TO BECOME INVOLVED
- LET STUDENTS CREATE OPPORTUNITIES TO LEARN
Resources
Many year 2 students struggle with the foundation literacy concepts of text types as they begin to move to writing more structured texts and develop their writing skills. Grasping the differences between recounts, narrative and procedural texts at this early stage is fundamental as it forms the basis for the following practices over the coming years.