RM Winter 2017

Structural Constraints. Many of the challenges to student learning noted by the teacher were challenges to the organization and structure of class. Several conversations with the teacher focused on finding the time to have students meaningfully work on their multimodal storytelling projects. She addressed this issue by creating an iPad Project Guide and iPad Time Cards. As documented in her lesson journal, “A guide was created to outline the project task. This enabled students to guide their own instruction at an appropriate pace. An iPad time card holder and iPad time card were attached to each student’s desk. This provided the date and time for the students to work on their project. Students had to bring their time cards to the iPad area and place them in the receptacle in order to begin the task. This was helpful in managing all students and the completion of the SKITCH project.” Additionally, the teacher had a classroom board dedicated to the current multimodal storytelling project and each child had a folder that shared when they were to have access to the iPads. Discussion and Implications Technology provides access to these literacies, but teachers need support to become effective technology users allowing them to integrate technologies to development multimodal literacies of their students. Professional developments, therefore, need to support teachers to be successful with this endeavor. The theoretical framework of the TPACK model compliments the formative design of the study contributed to a successful multimodal storytelling experience. As suggested by the results, the teacher demonstrated strengths in each of the three major TPACK areas. Mrs. T. used her pedagogical, content, and technology knowledge to develop opportunities for students to meet grade-level standards and communicate learning and understanding in multimodal ways. When she felt she was weak in an area, the researchers were able to work with her and contribute strategies, ideas, and supports. While she began with an initial knowledge of technology, her knowledge in multimodal literacies increased with use, reflection, and guidance from the researchers. Participation in the research afforded Mrs. T the opportunity to learn more about technology applications available to support student learning. As indicated by the data, she was willing to be a part of change and use technology in her classroom. Perhaps, as teachers consider implementing multimodal storytelling, it may be beneficial to form a support group of teachers with similar goals to use multimodal storytelling. The collective strengths of a team interested in implementing multimodal literacies in the classroom likely outweighs that of an individual. As suggested by Donelly (2012) the willingness collaborate with other motivated educators contributed to successful application of multimodal storytelling. Willingness to be an agent for change did not come without its share of limitations and challenges. Juxtaposed, the factors that acted as roadblocks to success lay outside

Ms. T. introduced Skitch to students and allowed them to practice using the icons to create a Skitch with science content. Please see Appendix A for an adapted version of the handout. The handout shared here was adapted for general application. Eventually, students demonstrated that they could work independently and in small groups to take ownership of their learning through the projects. For the second SKITCH project, Ms. T indicated that she arranged cooperative learning groups. The participant’s student-centered focus on student learning resulted in marked changes in the instructional environment. Such that, Ms. T. created handouts, instructional guides, graphic organizers, and centers to support the multimodal learning. Ms. T. positioned multimodal learning within evidence-based instructions and differentiated the lessons based on students’ needs. Ample choice of technology: Using the right app to do the job. We begin by stating the obvious: there are a lot of educational apps available. Sorting through them takes time. Some apps can be downloaded for no cost, while others provide free, basic versions with the paid option to upgrade. Therefore, we consider the vast number of apps available both a triumph and a challenge. Although we provided a list of apps and suggestions, we did not require that Ms. T use any particular app and instead let her select which app she thought would best meet the needs of her classroom. Mrs. T. selected the app that fit the purpose of the project. Students created narrative stories in an app where they wrote and selected/uploaded/took pictures, they annotated picture or series of annotated pictures for expository writing. Challenges that Inhibited the Instruction. Limited Resources. A theme that was intertwined throughout conversations was use of the limited resource of time and hardware. As this was the first time implementing multimodal storytelling in the classroom, there was a learning curve as the teacher became familiar with the apps available and how to develop expectations and routines in the classroom for students. Once the function of an app had been mastered, it is easier to generalize that app to another project or unit than to teach a new app that demands a new learning curve. Ms. T. implemented multimodal storytelling in her third grade classroom with two student iPads. This was a concern of Ms. T., as stated in her SKTICH journal, “How will I manage this lesson with the large classroom? How will I ensure that each student gets an opportunity to use (the app)?” Limited hardware acted as a barrier to Ms. T’s ability to implement multimodal storytelling. Overabundance and Appropriateness of Applications. Another challenge which relates to time is the sheer amount of apps available for multimodal storytelling. For this study alone we looked at over 20 apps. Each app has strengths and limitations in design and ease of use. The challenge was to select an app that students could effectively learn to use so that they may work independently or in small groups. Multiple the volume of apps with time required to identify student friendly app equals a challenge difficult to overcome for my time-strapped teachers.

Reading Matters Research Matters

| 26 | Reading Matters | Volume 16 • Winter 2016 | scira.org

CLICK HERE TO RETURN TO TABLE OF CONTENTS

Made with