The Effectiveness of Technology in a Multiliteracies Approach

Jonathan Tepper

Ontario Institute for Studies in Education

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Some of the many challenges of using technology in the classroomoccur because the technology is often not meaningfully integrated with other literacies;educators assumethat technology, no matter how it is introduced to students,is authentic for all of them.After reading and reflecting on the courses selected articlesabout multiliteracies and new literacy(Hull & Schultz, 2002; Lankshear & Knobel, 2003; Roswell, Kosnik, & Beck, 2008),it became clear as to why technology does not always change educational practices in teaching.In my past roles as a grade 3 teacher, a middle and high school computer teacher, and an integration technology trainer I experienced the barriers of using technology personally and when working with other colleagues in the classroom. Particularly in the last five years, I have noticed that teachers abandon the use of technology (The New London Group, 1996)in the classroom because the expectation that it will transform classroom learning is not fulfilled, and the teacher and students do not necessarily make meaningful connections when using technology in their learning.The teachers understanding of technology is not the same as that of theirstudents. In many cases all parties use similar technology, but the way they use it and learn from it is substantially different.If technology is going to be used productively in the classroom, it needs to be implemented

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successfully on many levels: 1) the teacher must understand the technology and find it authentic or see the value of it in learning; 2) the teacher needs to envision how this technology can be introduced in the curriculum in a meaningful way; and 3) students need to see it as authentic for their learning.For these three factors to work successfully, the teacher and the studentsneed to work together and have an open dialogue about what they value in their learning. Otherwise the technology will not foster meaningful connections and discovery for both the teacher and students. As a classroom teacher and integration technology trainer, I believe that it is important to promote multiliteracies pedagogy[as] a central goal of teacher education (Roswell, Kosnik, & Beck, 2008, p. 151). Multiliteracies is a term that describes how sociocultural and linguistic theory [relates to] pedagogical principles and practices(Roswell, Kosnik, & Beck, 2008, p. 152) around literacy.The Roswell et al. (2008) article explains that literacy is ever changing and comes in many forms. Technology, being one of the emerging literacies in education, is increasingly becoming more important because it is part of the students world, but it brings challenges and tension to classroom learning because technology bring different purposes and values to the teacher and students.Specifically, the authors explain that, When technologies of meaning are changing so rapidly there cannot be one set of standards or skills that constitute the ends of literacy learning

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(Roswell, Kosnik, & Beck, 2008, p. 152).Because the variety of literacies is so broad, when possible, literacies should be paired up with each other, such as using digital story telling to learn about ancient civilizations, (http://video.google.com/videoplay? docid=4551685630987275505&hl=en) or designing wikis to propose solutions around evasive species in the Great Lakes (http://snc2dinvasivesproject.wikispaces.com/).These types of projects go beyond a discrete teaching model by blending many literacies in one assignment.Those involved in these types of assignment find them far more enriching and authentic than just learning technology, science, or social science by themselves. Studentsinvolved in these projectsdescribed them as being real and relevant.I remember a colleague telling me that a student in the digital story telling project described the experience as almost being there when she viewed her groups recorded script on the computer.Although not the only reason why these projects are successful, it is important to recognize that the technology piece was part of a larger landscapemultiliteraciesbecause it helped shape, change, and communicate other literacies, such as languages, history, and science (Roswell, Kosnik, & Beck, 2008, p. 152).Roswell et al. (2008), explain that multiliteracies can be many things, not just technology combined with another literacy, but also different modes of communication such as colloquial language, graphic communication,

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science, aboriginal languages, etc.(p. 152) blended together.The article further articulates that multiliteracies pedagogy is seen as something that enhances, modifies, and refines instead of being a novel or new approach.This makes sense because I describe classroom technology most often as something that enhances, modifies, and refines learning.In the case of the two multiliteracies examples mentioned previously, technology was successfully used to enhance, modify, and refine the investigation of ancient civilizations and evasive species. Technology is increasingly becoming a more important part of the students identity and by denying it in the classroom, it is also impeding them part of their identity in the classroom. Hull and Schultz (2002) argue that the distinction between life outside and inside the classroom should be minimal because both are equally important and inevitably connected to one another. Lankshear and Knobel (2003)explain that New Literacy Studies are a sociocultural approach to literacy (p. 23)with a secondary emphasis on emerging new forms of literacies.The authors note that information technologies are seen as literacy on two fronts: 1) technology used to transform language; and 2) the emerging sociocultural acceptance of new forms of literacy related to technology (pp. 24-25).Theyargue that information communication technology (ICT) is being stressed much more in school but question if this initiative is actually innovative or changing current literacy practices.The authors describe the act of integrating technology in the classroom as an old

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wine in new bottles syndrome, whereby long standing school literacy routines have a new technology tacked on here and there, without in any way changing the substance of the practice (p. 29).The examples that the authors provideof teachers guiding students to create slick looking papers and the use of a slideshow to share stories, were all too familiar to me as well.These observations definitely support the view that technology that is not strategically introduced or co-constructed between the students and teacher will only reinforce existing practices instead of modifying, enhancing, and refining new practices. When the interaction between the students and teacher is limited, technology alone does not fill in that vital authentic gap, as some educators assume.Some examples that I have observed are: the use of slideshow presentations to transmit important information to the students; uploading electronic resources on the internet and expectingthat students will understand the information because it is online; educators producing glossy worksheets and activities on the computerwith the belief that theywill increase students desire to learn the material.

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In each case the technology did not modify, enhance, or refine pedagogical practices. The end result was that students were not engaged and the teacher continued to use the technology minimally orabandonedthe technology because of disinterest or lack of progression in learning.Unsure of the cause, one can speculate that these types of things happen because there is a lack of understanding of the technology and to some degree an unwillingnesson the part of teachers to learn from their students or colleagues because they fear that they will not be seen as experts or have control in the classroom.Intentionally or not, students are also traditionally viewedas the learner side of the education spectrum;in order to effect real change, teachers must adapt and change theirpedagogical approaches to be inclusive and meaningful for their students.Hull and Schultz (2002)explain thatwe need to provide teachers with a way to imagine changing their pedagogy and curricula rather than assume students themselves had to adapt and change (p. 16). Although not the focus of this paper, it should be recognized that another important factor of using technology in learning is lack of access.Students or teachers who are excited by technology may not have access to computers or the Internet, or in some cases, access at home is available but classroom resources are limited.Whatever the case, the availability of computer resources impacts the level and comfort of a multiliteracies approach.This can be further complicated by

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socioeconomic factors, which determine that some students in the same class will have varying levels of technology resources at home.Even if highly motivated, teachers need to be sensitive about economic diversity and they should only integrate technology in ways that do not exclude or alienate students from learning. I believe that most teachers, if given a chance, would embrace technology in the classroom and develop a vision of how it could be used successfully in learning if they were given the resources and support that they requiredand if they would be willing to learn with the students.Roswell et al. (2008) discuss how new teachers, although they understand the importance of multiliteracies in the classroom, are challenged implementing it because they do not understand sufficiently the pedagogical approach being advocated in the preservice program (p. 161).I have observed similar results with teachers introducing technology in other disciplines because they have difficulty knowing how to integratetechnology in a constructive way.This may be due to being distracted by the techno slickness, the lack of familiarity of the technology, the superficial understanding of pedagogical concepts, or a combination of any of these things. When technology enhances, refines, or modifies learning, it uses a multiliteracies approach where the teacher pedagogically introduces it

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strategically in the classroom.Some additional examples, not in any particular order,that I have observed are: 1. An online grade 11 asynchronous discussion on Shakespeareusing a cooperative learning jigsaw method; 2. The use of asynchronous listening and speaking role-playing using a voice threaded discussion board in grade 10 French; 3. An anonymous asynchronous discussion about body image for grade 6 girls; 4. Grade 8 history students using social bookmarking for online research; 5. Grade 3 students and teachers evaluating and critiquing school software for future use in their learning; 6. Electronic portfolios for a grade 12 independent physical education course using a blog type technology. The examples aboveillustrated a willingness on the part of the teachers to learn the technology and an established pedagogical approach, because it was part of their learning landscape (Tosh & Werdmuller, 2004) orlifeworlds (The New London Group, 1996), (with the exception of the last example in which there was a disconnect between the students and teacher which will be discussed later in this paper).Both terms are used to describe part of the students learning experience
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because a lifeworld is a term used to describe apersons private life (The New London Group, 1996, p. 65)and the learning landscape, although arguably not exclusive to technology, describes the students unique engagement and connection to their learning and using technology(Tosh & Werdmuller, 2004). In the first example, students were engaged in discussion boards because they were maintaining discussions with other students outside of their class in an effort to become experts on different Shakespearean devices to share with their classroom peers.The teachers who wanted to go beyond using the schools online environment as a resource saw an opportunity to transfer an established cooperative learning strategy that they were already comfortable with in the classroom to the online environment, in order to address the need for students to engage and communicate with others outside of their class.After this lesson was completed, students requested that the discussion area be maintained, so that they could share and discuss ideas.The only challenge was that teachers found the reading and tracking of the online discussions intense and time consuming, but a valuable investment nonetheless because of student response and the ability to cover material meaningfully outside of class time. One could argue that teachers who use technology in the classroom and strategically link it to the curriculum are more inclusive because many students already use technology to connect with others, learn, play, and explore in their day-

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to-day lives.By using technology that is familiar to them, it will help them build from what they already know and use itfor future learning(Roswell, Kosnik, & Beck, 2008, pp. 160-161). In the next example, students recorded themselves role-playing different characters in French class, demonstrating how students can perform without the stress of acting in front of a live audience.Both the teacher and the student were excited about recording themselves in a discussion board format because it gave them an opportunity to rehearse and perform together or independently with their partners.The teacher was equally excited because she could revisit the student recordings, respond, and model spoken language easily with her students.Traditionally when using a discussion board most think of reading and writing, but when combined with listening and speaking, its usecan enhance learning and make it a more meaningful experience. The New London Group (1996) discusses the importance of other modes of meaning (p. 80)such as audio meanings.They explain that in some cases,certainmode meanings can be more frequentor sometimes more important than other forms of meaning, but when combined, using multiliteracies in different modes can transform and engage learning in more than one way(pp. 80-82). In the third example, the students and teachers took a risk by using anasynchronous discussion boardfor anonymous messaging about

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body image and the impact of self-esteem and media.The students completing a health unit showed discomfort and a reluctance to talk about their body in front of their peers and teacher.Recognizing the importance of connecting with the health unit and the students self image, the teacher demonstrated how they could send anonymous messages and pose a question about how they felt about themselves and their bodies.To begin, a few students out of forty girls shared their unhappiness and their discomfort about their bodies because of unrealistic demands from media, family, and peers.After the initial messages, a catharsis occurred,where many students shared stories and feelings about their body images and the external pressures from the world around them.Students were ableto develop the capacity to speak up, to negotiate, and to be able to engage critically with the conditions of their working lives(The New London Group, 1996, p. 67).The teachers were able to create a safe place for the students to learn using a medium with which the girls were familiarwith inside and outside of the classroom. Another technology with which students are becoming increasingly familiar is social networking.A teacher in a grade eight history class confronted with the task of teaching research skills decided to use a social bookmarking tool to help educate students aboutthe pitfalls of using open web search engines in their research.Many students, when introduced to independent research,tend to gravitate

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towards Google, where they float on top of vast amounts of information and are required todistinguish fact from fiction.The teacher, recognizing this dilemma,introduced a bookmarking tool for the group to help model, monitor, and learn with thestudents in their project.As a class, all were able to view each others bookmarks and openly discuss the validity of resources found on the Internet.The students and teacher were also able to share their research with each other and give helpful tips about how to find relevant information. By using social bookmarking for research, teachers and students learned from each other and co-constructed together in the classroom(Roswell, Kosnik, & Beck, 2008), providing relevance by using a technology that was already part of the students learning landscape (Tosh & Werdmuller, 2004). In the fifth example, theteachers wanted to learn more about the software installed on the computers in the classroom.Instead of evaluating the software themselves before allowing the students to use the computers, the teachers asked the students to become experts by completing an evaluation form for eachpiece of software they explored on the computer.Students and teachers were able to become agents of their own learning (The New London Group, 1996).The teacher collated the software evaluations on a spreadsheet and then shared the results with the students to discuss which pieces of software were fun, easy to use, and relevant in their learning. The end results were that teachers had a sense of direction as to what software was available to support

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the curriculum, and the students developed expertise and ownership of what they wanted to use for their own learning. In the final example, students used an electronic portfolio to reflect on and share their experiences with each other in a grade twelve physical education class.Because the course was an independent course designed for athletic students who were unable to commit to a traditional timetable, the teacher introduced a blog type tool to track student experiences from a distance and to promote student interaction.The students found the online portfolio easy to use and enjoyed reflecting on their experiences online.Compared to the previous examples though, many of the students didnt connect with the technology and found it difficult engaging with others using the portfolio tool.Although the technology was meaningful to the teacher and supported a curricular framework, the students ultimately didnt find the electronic portfolio personally relevant or connected to their learning.In their final portfolio interviews, many students commented that theyenjoyed the course overall,itsflexibility, and to some degree the freedom of the online portfolio, but also commented that the portfolio didnt encourage peer interaction and they thought of it as an obligation something they needed to complete to pass the course.These observations were only possible becausethe students highly respected their teacher and felt comfortable discussing the effectiveness of the blog like tool in the course.Even though the online portfolio combined

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written reflection, images, videos, and links to peers portfolios, the students may not have accepted this technology as authentic because it either wasnt part of their existing lifeworld or it was competing with an existing social network that they were already using to share ideas.Since a portfolio can be a very private experience, prescribing a single method such as in this example may risk losing student engagement. One of the challenges of connecting with students authentically through technology is that the communication used by the learner is very personal, and sometimes private.Roswell et al. (2008) identify that having a close teacher-student relationship will help foster multiliteracies in the classroom successfully because it fosters mutual respect and interest in student lives (p. 160).Although I agree with the authors observations, educators need to be cognizant of the students lifeworlds, if they plan to use technology to foster authentic relationships with their students. Online technologyis an excellent tool to achieve authentic engagement for all ages and levels, and to share interests, ideas, and events with one another.However, in the classroom, it can also cause problems with issues of privacy and professional integrity due to the technologies openness and immediacy.Facebook (http://www.facebook.com) is a prime example, because it integrates the users interests and connections in one place, regardless of orientation, occupation, hobbies, and personal connections.The problem of introducing a new social networking tool, such as the online

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portfolio,is it wascompeting or trying to replace the students existing social tools of choice such as Facebook.A possible solution would be to allow the students themselves to decide what tool they want to use for their portfolio.The teacher would need to be open to this change, require support from her students, and have a desire to learn new technologies.Almost as quickly as technology literacy meanings morph and emerge so do peoples lifeworlds change and become increasingly complex.People are no longer identified by belonging to a few groups but rather by being a dynamic member of many groups (The New London Group, 1996, p. 71).This can be seen in Social Networking, where individuals identify themselves as being part of an institution, business, ethnicity, sexual orientation, personal relationship, etc. in an online community. One of the greatest challenges to integrating technology is the resistance to change. Lankshear and Knobel (2003)explain that a new literacies approach such as technology integration is difficult because[s]chool routines are highly regular forms of practice that are intimately linked to what we call the deep grammar of schooling, as well as to aspects of policy development and imposition, resourcing trends, professional preparation and development, and so on(p. 30).The authors explain that the traditional framework of school routines is the main reason for the barriers of technology integration in education.According to Lankshear & Knobel (2003):

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Not surprisingly, teachers look for ways to fit new technologies into classroom business as usual.Since educational ends are directed by curriculum, and technologies are mere tools, the task of integrating new technologies into learning is often realized by adapting them to familiar routines.(p. 31). Teachers tend to focus on technology literacy as a separate topic, a silo from other literacies, and they also tend to focus on skills such as desktop management, word processing, and photo editing.One of the reasons educators view this approachas an easier option is it is often linear or mechanical in nature.Much of it requires additional time for setup because the resources are not properly in place or scarce.Based on discussions with my peers,access, support, and condition of technology are important factors. However, if proper support and resources are in place, I believe that multiliteracies are an effective approach to learning technology.Reflecting on past examples, student and teachers learn best when technology is part of their lifeworld, when they are able to openly discuss differences within and across groups, and when technology ispart of other literacies.This can be optimally achieved when the teacher uses an existing pedagogical approach such as cooperative learning, role-playing, project based-learning,and thematic instruction in their teaching. The New London group describe pedagogy as...a

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teaching and learning relationship that creates the potential for building learning conditions leading to full and equitable social participation(The New London Group, 1996, p. 60). Teachers must be strategic in choosing the best strategy when using a multiliteraciesapproach.Educators who embrace multiliteracies in their teaching must also realize that [m]ultiliteracies also create different kinds of pedagogy, one in which language and other modes of meaning are dynamic representational resources, constantly being remade by their users as they work to achieve their various cultural purposes (The New London Group, 1996, p. 64).As an advocate of technology, one needs to realize that there is not a single defined set of strategies for teaching technology, and that the initial strategies used in teaching technology, or any literacy for that matter, may need to change as the needs of the learners, both students and teachers, change.

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References
Christensen, L., & Kankainen, S. (2008, 01 16). Pioneering research shows Google Generation is a myth . Retrieved 07 31, 2008, from The British Library: http://www.bl.uk/news/2008/pressrelease20080116.html Hull, G., & Schultz, K. (2002). Locating literacy theory in out-of-school contexts. In G. Hull, & K. Schultz (Eds.), School's out: Bridging outof-school literacies (pp. 11-31). New York: TCPress. Lankshear, C., & Knobel, M. (2003). The 'New Literacy Studies' and the Study of New Literacies. In New literacies: Changing knowledge and classroom learning (pp. 23-49). Buckingham: Open University Press. Roswell, J., Kosnik, C., & Beck, C. (2008, June). Teacher Education. Fostering multiliteracies pedagogy through preservice teacher education, 19(2), pp. 151-164. The New London Group. (1996). A pedagogy of multiliteracies: design social futures. Harvard Educational Review, 66(1), pp. 60-92. Tosh, D., & Werdmuller, B. (2004, July 15). Elgg blog: Ben Werdmuller's blog. Retrieved July 17, 2008, from Elgg: blog: http://eduspaces.net/bwerdmuller/files/61/179/Learning_landscape .pdf

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