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Literacy Online. Every child literate - a shared responsibility.
Ministry of Education.

Literacy and elearning.

Literacy and e-learning

e-Learning enables learning opportunities to be tailored to students’ individual needs and interests, improving achievement and increasing engagement. In Literacy, this may mean using e-Learning to raise literacy levels; using devices or software to engage reluctant learners with texts; or creating self managing learning opportunities to suit different learning pathways.

Pedagogy and e-Learning:

  • e-Learning and collaborative/co-constructive pedagogies appear to be linked.
  • Using these pedagogies – that also foster interaction and co-operation - appear to lead to effective learning and better teacher/student relationships.
  • Learning in an e-Learning-rich environment may make peer and collaborative learning opportunities easier, thus supporting students’ cognitive, affective and social interactions. These ways of working may lead to improved educational outcomes.
  • The prevalence of e-Learning technologies as natural ways of working in technologically-rich New Zealand schools point to ways in which traditional learning (literacy, numeracy) can be achieved in highly motivating ways. Some of these schools demonstrate both the power of an authentic audience for students’ work, and how a school’s prevailing ethos about the social and pedagogical frameworks important to learning, becomes a critical factor for success.

e-Learning and implications for New Zealand schools: a literature review (2010)

e-learning in the classroom

Goal setting and reflection: Literacy learning supported by Google docs
Students share how they record their literacy goals and reflections on Google docs, which are shared with their teacher and peers. They describe the benefits of using this tool for collaboration, ease of access, and specific feedback.

Stop motion animation to promote literacy
Sue Martin uses stop motion animation with her students to promote narrative skills, particularly sequencing and retelling. After teaching them how, her students now work independently during reading time in the animation corner for about 10-15 minutes at a time. She encourages student self and peer reflection by asking questions at the end of each session. Parents provide positive feedback via the class blog.

Student ownership of reading goals supported by QR codes
Konini School teacher, Vicki Pimenta shares her approach to using the literacy progressions for raising student achievement in reading. By including student voice and encouraging the students to know where they are and what their next step is going to be, students own their learning. In the classroom she uses QR codes to help them with this.

Useful resources

Find your eTools
This  Google Doc, from the  Blended e-Learning Literacy VLN, will help when selecting eTools for specific learning intentions for writing.  It is set out with the learning intentions of the deep and surface features of writing across 3 levels of the primary school.

Engaging students in Writing
A selection of digital tools and tips to help engage and extend literacy learners in the classroom.

Tips and tricks
A selection of pages from the Blended e-Learning Literacy VLN about   editing, organising your ideas, and developing student vocabulary.

Professional readings

Breathing E-learning into the Literacy Learning Progressions: This wiki captures teachers’ ideas about how ICTs can support and extend teaching and learning in reading and writing, through suggested uses of ICTs linked to the Literacy Learning Progressions.

Using digital tools to build literacy skills across the curriculum
Access to tools that can support literacy across the curriculum are increasingly at student’s fingertips. As part of a Universal Design for Learning approach, choices and supports for all students are built into the learning design at the outset. Consequently, students should have access to tools that personalise learning and match their needs and preferences across the curriculum. Here are three ideas teachers and students can use to support this approach.

Literacy teaching and learning in e-Learning contexts
This report presents the findings of a research project on literacy teaching and learning in e-Learning contexts carried out by CORE Education and the New Zealand Council for Educational Research (NZCER) for the Ministry of Education in 2009.

Assistive technology – Meeting a literacy challenge
Read how the Connected ICT PD Cluster provides literacy support to akonga/students who have specific learning disabilities, through the use of assistive technologies, in this reflective summary.

Raising literacy levels using blended e learning: A design based approach in New Zealand
This paper reports on a design based intervention in urban primary and secondary schools serving culturally diverse students from low socio-economic (SES) communities. It creates further evidence about how new technologies and blended e-learning are being implemented in low SES classrooms and the relationships with valued student outcomes.

Enabling e-Learning
View school stories, snapshots of learning, and resources that show how schools are using technologies to support collaboration, personalised learning, and authentic learning experiences within the English learning area.

e-Learning: Teaching A VLN group that explores how and why we use ICTs as part of effective teaching and learning.

Published on: 09 Feb 2016




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