Produce a short power point presentation which demonstrates your knowledge about a planet of your choice. Share your power point with the class.
Students will use Microsoft power point to produce a short presentation (10 slides max) about a planet of their choosing. They should be encouraged to use a range of media including pictures, film clips and audio where possible. Depending on the level of the students they can be asked to provide more or less information. It is also important that the teacher accommodates for students who do not have good computer skills as these students will require more help putting together their presentation.
Today's students find this new world of digital learning to be very motivating (Chen, 2010). Teachers are responsible for motivating students to learn and allowing students to use technology is a fantastic way to do this. The International Reading Association recognises that using technology can strengthen literacy skills, specifically multimodal literacy skills, by providing stuents with the opportunities to integrate video, images, text and audio to present a unified message (IRA, 2014). Research recommends explicit teaching of multimodal literacy so that students understand how various modes can be used to develop dynamic multidimensional texts that effectively communicate messages to different audiences. (Callow, 2008; Hassett & Curwood, 2009; Leu et al., 2004).
Today's students find this new world of digital learning to be very motivating (Chen, 2010). Teachers are responsible for motivating students to learn and allowing students to use technology is a fantastic way to do this. The International Reading Association recognises that using technology can strengthen literacy skills, specifically multimodal literacy skills, by providing stuents with the opportunities to integrate video, images, text and audio to present a unified message (IRA, 2014). Research recommends explicit teaching of multimodal literacy so that students understand how various modes can be used to develop dynamic multidimensional texts that effectively communicate messages to different audiences. (Callow, 2008; Hassett & Curwood, 2009; Leu et al., 2004).
Apply Artefact: Click on the link to the left to see an example of the type of presentation that could be put together for this question. This presentation focuses on Saturn.
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References
Chen, M. (2012) If Technology Motivates Students, Let’s Use It! Retrieved on the 6th of August, 2014 from http://www.edutopia.org/blog/motivating-students-technology
Callow, J. (2008). Show me: Principles for assessing students’ visual literacy. The Reading Teacher, 61(8), pp. 616–626.
Hassett, D.D., & Curwood, J. (2009). Theories and practices of multimodal education: The instructional dynamics of picture books and primary classrooms. The Reading Teacher, 63(4), 270–282.
International Reading Association (2014). Using Glogster to Support Multimodal Literacy. Retrieved on the 13th August, 2014 from http://www.readwritethink.org/professional-development/strategy- guides/using-glogster-support-multimodal-30789.html
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R.B. Ruddell, & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1570–1613). Newark, DE: International Reading Association.
Chen, M. (2012) If Technology Motivates Students, Let’s Use It! Retrieved on the 6th of August, 2014 from http://www.edutopia.org/blog/motivating-students-technology
Callow, J. (2008). Show me: Principles for assessing students’ visual literacy. The Reading Teacher, 61(8), pp. 616–626.
Hassett, D.D., & Curwood, J. (2009). Theories and practices of multimodal education: The instructional dynamics of picture books and primary classrooms. The Reading Teacher, 63(4), 270–282.
International Reading Association (2014). Using Glogster to Support Multimodal Literacy. Retrieved on the 13th August, 2014 from http://www.readwritethink.org/professional-development/strategy- guides/using-glogster-support-multimodal-30789.html
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R.B. Ruddell, & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1570–1613). Newark, DE: International Reading Association.