TEACHERS:
As teachers, you can incorporate a
range of different multimodal texts into the classroom environment. This can be
achieved by combining basic devices such as ipads, computers, laptops and
interactive whiteboards. Interactive whiteboards can be used to demonstrate to
students both visually, linguistically and in an auditory manner how to do a
range of subjects such as maths, where students can visually see how to add or
subtract different numbers and English whereby students can see how to write a
letter, however it also enables them to come up and practice writing it
themselves. Interactive whiteboards can also be used to watch videos or
presentations the students may have created themselves. As the interactive
whiteboard focuses on more than one element of a semiotic system this means it
is a multimodal device.
As seen in the multimodal text examples, Youtube videos can be used in the classroom to engage the students in their learning. They enable teachers to educate students by focusing on both visual and linguistic elements of semiotic systems. The students can visually watch the video to see examples of how to do the tasks as well as the spoken and written explanations.
Blogs are another example of multimodal texts that can be incorporated into the classroom. They focus on the linguistic element of semiotic systems, and can be used in English classes. Blogs enable students to focus on their writing skills and allows them to express their opinions about a certain topic.
The New London Group believe that people will not learn unless they are motivated and believe that what they are learning will be of some interest them, (Cazden, Cope, Fairclough, Gee, Kalantzis, Kress and Nakata, 1996, p.85). They introduced a situated practice whereby teaching counterparts must take into consideration the “affective and sociocultural needs and identities of all learners,” (Cazden et al., 1996, p.85). Using multimodal texts, such as interactive whiteboards, reflects this practice as it enables you as a teacher to incorporate different styles of texts that you believe are most suited for your students and fulfils their individual needs and capabilities. When using multimodal texts consideration needs to be given to the age of the students and their level of understanding.
To use the multimodal texts, teachers will need to “prepare their students for new literacy practices and discourses,” (Walsh, 2010, p.216) and in doing so, they will need to help them develop the “capacity to produce, read and interpret spoken language, print and multimedia texts,” (Anstey & Bull, 2006, p.19).
As seen in the multimodal text examples, Youtube videos can be used in the classroom to engage the students in their learning. They enable teachers to educate students by focusing on both visual and linguistic elements of semiotic systems. The students can visually watch the video to see examples of how to do the tasks as well as the spoken and written explanations.
Blogs are another example of multimodal texts that can be incorporated into the classroom. They focus on the linguistic element of semiotic systems, and can be used in English classes. Blogs enable students to focus on their writing skills and allows them to express their opinions about a certain topic.
The New London Group believe that people will not learn unless they are motivated and believe that what they are learning will be of some interest them, (Cazden, Cope, Fairclough, Gee, Kalantzis, Kress and Nakata, 1996, p.85). They introduced a situated practice whereby teaching counterparts must take into consideration the “affective and sociocultural needs and identities of all learners,” (Cazden et al., 1996, p.85). Using multimodal texts, such as interactive whiteboards, reflects this practice as it enables you as a teacher to incorporate different styles of texts that you believe are most suited for your students and fulfils their individual needs and capabilities. When using multimodal texts consideration needs to be given to the age of the students and their level of understanding.
To use the multimodal texts, teachers will need to “prepare their students for new literacy practices and discourses,” (Walsh, 2010, p.216) and in doing so, they will need to help them develop the “capacity to produce, read and interpret spoken language, print and multimedia texts,” (Anstey & Bull, 2006, p.19).