Virtual School English - ICT and Literacy Development

I had some expectation this week to observe virtual school students taking the oral reading portion of their course exam for Senior English, however, I haven't heard back regarding appointments my host teacher with a couple of students. Because of the nature of the Senior English course in the virtual school, at this time, most are done with the course and ready to graduate from their traditional school. My host teacher is still working to see several through to completion in the next few weeks, but their contact is now sporadic and often unscheduled, making it difficult for me to observe regularly.

Not to be deterred, I am continuing my research of virtual school English and how literacy, both traditional and information and computer technology (ICT) literacy are used in and developed by online learning. According to an article by Phil Taylor in a 2002 edition of Literacy Today, there are "exciting opportunities" offered by ICT "for creativity and collaboration, particularly in developing students' literacy" (available at http://www.literacytrust.org.uk/Pubs/taylor2.html). Taylor notes that while digital tools like Microsoft's Word and PowerPoint programs have been available for years, "limited access" for some students and teachers means "we do not use them as intended."
Explaining further, Taylor writes:

A word processor is really a thinking tool for drafting, organising and presenting ideas, although we sometimes end up using it to 'type up work in best'. This is why the ability to touch-type, while desirable, is not essential. You only need to type as fast as you can think. With widespread use of networks and email, new ways to monitor and assess students' ICT-based work are possible. For example, word-processed work can be emailed to a teacher, who (in Microsoft Word) can use the reviewing tools to insert comments for improvement before sending it back. The reviewing tools (on the reviewing toolbar) also allow changes to be tracked as writing is developed.

Students in virtual school use this type of tool regularly and the teachers are constantly "monitoring and assessing" student ICT-based work, including using reviewing tools. However, many teachers in the traditional school have no idea that these type of tools exist, more than 10 years after they became widespread, and if they do, even less know how to use them effectively with students.

Taylor goes on to explain other uses of ICT literacy that help develop traditional literacy: Reading and writing, including critical reading skills. For example, he discusses how students might use word-processing or mindmapping (like Inspiration, see http://www.inspiration.com/), to think about story elements, such as creating idea/element hierarchies in a linear outline format. This is often done in my own school as part of a reading initiative, for which all of the teachers have received training. However, that training, though presented with software such as PowerPoint, did not include using ICT tools to develop literacy skills. No, instead we mostly do it with good ole' pen and paper, or, at the most, chart paper and poster board, maybe even with colored markers or dry-erase boards! Oo-wee! How modern, engaging and interactive.

At any rate, I digress...Going back to Taylor and moving away from low-tech methods of literacy instruction, he notes that animation and video-editing software (such as ProShow Producer - see http://www.photodex.com/products/producer/ or Corel's Ulead software - see http://www.corel.com/servlet/Satellite/us/en/Product/1175714228541), helps further students' creative use of ICT and thus, literacy instruction. For example, Taylor shares how students in London (England) used video editing software for studying the novel Great Expecations by using clips from the more recent film version (with Ethan Hawke and Gwyneth Paltrow, I highly recommend checking it out) to create their own trailers, "adding sound tracks and text overlays. "In doing this," he says, "They were able to draw out the key moments in the narrative and build an overview of the story."

If students in the virtual school English class were to do this type of project, they could easily create and share their work using the computer, the same tool they use for most of their coursework. They don't even have to get up to go to the store to buy posterboard! Further, the virtual school teacher could access and assess this work using the computer, making it much easier to add as an assignment option, which is aided by the ease of use and management for both teacher and student.

When I think about all of the non-engaging and unrealistic ways we still do literacy instruction in the traditional English classroom, using tools that are commonplace in the virtual school class seems to make so much more sense for aligning instruction with the world outside of school. In higher education or the workplace, students are far less likely to use pen and paper, or markers and chart paper alone to demonstrate understanding or convey information. Just think, what business proposal or presentation is done with chart paper and markers these days? Further, I think about the management of cumbersome projects and paperwork teachers have to endure. Having assignments done and submitted in digital form eases grading, organization and, in my opinion, recordkeeping. It is much easier to set up and back up digital "folders" on a hard drive, CD-ROM or flash drive, or server rather than have custodians find some old filing cabinet to move into your room because your old one is full of old student work and assessments you haven't looked at in months to years, but were told to keep as "evidence."

Focusing on literacy, however, the proliferation of digital resources over the past decade has allowed for many authoring tools to be available the masses. The main problem, though, is getting these tools into the hands of students. Even in virtual school, most students are limited to what they already have on their computer or those that are shareware/freeware. Still, for the virtual school English class, students are engaged with the option of creating these videos as forms of assessment, if they so desire. And these type of tools can result in students having, communicating, and displaying a deep understanding of narratives. That is, helping to develop their literacy skills in real, meaningful, current, and authentic ways. Praised be that.

Reference.

Taylor, P. (2002). "Using ICT to develop literacy." Literacy Today. Dec. 2002. Accessed April 12, 2008. Available at: http://www.literacytrust.org.uk/Pubs/taylor2.html