Enhancing Writing & Creativity through

ICT

Karen.yager@det.nsw.edu.au

Imagination Meaning Action Innovation

Goal 1:• Australian schooling promotes equity and excellence:

promote personalised learning that aims to fulfill the diverse capabilities of each young Australian.

Goal 2:• All young Australians become:successful learnersconfident and creative individualsactive and informed citizens

National Curriculum Goals

ConsiderationsGlobal skills required for the 21st century workforce:

Critical thinking Problem solving Innovation CollaborationCreativityConnectivism through technology

Global citizens

ConsiderationsQuality learning enables

students to:

Engage

Examine and explore

Enrich and extend

Create and construct

Apply

Communicate and share

Reflect and evaluate

Global citizens

21st Century Pedagogy - Connectivism Capacity to know more is more critical than what is currently

known Ability to see connections between fields, ideas, and concepts

is a core skill Learning is a process of connecting information sources Learning and knowledge rests in diversity of opinions Learning may reside in non-human appliances Decision-making is itself a learning process Currency (accurate, up-to-date knowledge) is the intent of all

connectivist learning activities Choosing what to learn and the meaning of incoming

information is seen through the lens of a shifting reality

Why ICT?‘Today’s digital kids think of information and

communications technology (ICT) as something akin to oxygen: They expect it, it’s what they breathe, and it’s

how they live; They use ICT to meet, play, date, and learn; It’s an integral part of their social life; It’s how they acknowledge each other and form their personal

identities’ (John Seely-Brown).

Warning!!!“Students often find it difficult to maintain

balance between the design and technology aspects of the creative learning process. Technology can become an obstacle to

learning, especially when a student is first exposed to a new and/or novel technology.

The student may become too focused on the technology and neglect the need for

developing creative ideas…creativity drives technology” (Mohler).

Warning“Technology does not directly change

teaching or learning. Rather, the critical element is how technology is

incorporated into instruction” (Bracewell and Faferriere (1996)

We can connect with our students by incorporating technology in

assessment.

The Research Coyle and Colvin’s research

concludes that the brain is phenomenally plastic, and that we construct ourselves through behaviour. As Coyle observes, it’s not who you are, it’s what you do.

Hattie & Dinham’s research attests to the significance of direct instruction and scaffolding the learning

Creativity is connected to what is already known

Marry Creativity & Innovation Deep knowledge & deep understanding Integrate problematic knowledge and include student direction Process first then product Create the environment for creativity

CREATIVITYFLUENCY - generating many ideasFLEXIBILITY - shifting perspective easilyORIGINALITY - conceiving something newPURPOSE- Vision AUDIENCE - ContextELABORATION - building on other ideasEVALUATION: Critical reflection

Creativity Pose questions or

state learning goals Teach explicitly the

skills and knowledge Integrate open-

ended, authentic assessment

Encourage risk-taking Use technology

Why ICT & Writing?

Confidence: spelling and handwriting

Vocabulary: synonyms, definitions

Refinement: Editing, spell check, peer marking, publishing

Creativity: Images, sound, video clips…

Improving WritingTo improve the quality of student writing: Explicitly and systematically teach the structure

and language demands of the writing task Focus on audience and purpose Explicitly teach the thinking processes involved in

writing Immerse students in examples of the required

style of writing Model and jointly construct texts • Use guided and independent practice • Employ peer and self reflection

Creativity Start with concepts

not texts:CharacterisationRepresentationContextualisationNarrative VoiceCraft or ArtistryPerceptionAppropriationHybridity

FocusTopic/Subject/Context/Outcomes

Concept + Key Question or Essential Learning StatementOverarching idea of the unit

(Deep knowledge)Key Ideas + QuestionWhat students will learn

by the end of the unit(Deep knowledge)

Key Ideas + QuestionReflect intent of the

outcomes and concept(Deep knowledge)

Key Ideas + Question(Deep knowledge)

Outcomes and Assessment(Deep understanding, Problematic knowledge, Higher-order thinking, Explicit quality criteria)

Demonstration of key learning ideas - Not too many!

Pre-testing/Pre-assessment (Background knowledge - connections to prior learning)Brainstorming, Graphic organisers – KWL, mind mapping, Y chart, Lotus diagram. Quiz

Teaching StrategiesLearning Activities

Scaffolds / Models – annotated

Teaching StrategiesLearning Activities

Connected & Scaffolded

Teaching StrategiesLearning Activities

Explicit / SystematicBuilding the Field

Teaching StrategiesLearning ActivitiesExplicit Literacy &

Numeracy Strategies

Teaching StrategiesLearning Activities

Integrated ICT

Resources: Rich texts

Conceptual Model

What do the students need to learn? Why does it matter? What do they already know? What do I want the students to do or produce

to demonstrate their learning and understanding?

How will they get there? How well do I expect them to do it?

Quality Assessment

Programming with DER: Stage 5 English

NSW English Stage 5 Outcomes: 1, 4 & 6 Naplan Data: Audience and structure noted as a concern HSC Feedback: Boys struggling with Paper Section II - Writing Concept: Craft: The qualities of an effective narrative – “Stories are

the lifeblood of a nation” (Garth Boomer). Key Question: How do we craft a narrative that is engaging and

affective? Key Ideas:1. The power of imagery and figurative devices in writing to engage

and move the reader – “Words are like ants...nothing can penetrate into the cracks and gaps of life as thoroughly or as fast as words can” (Orhan Pamuk).

2. How the structure of a narrative can enhance the quality of a narrative

3. The importance of close editing

Programming with DER: Stage 5 English

Lesson delivery:- All notes, hyperlinks and sample digital narratives in

One Note- Narrative typed in word and all editing done through

spell check, synonym check (right click on the word)- Drafts uploaded to class wiki or blog for peer

comments- Students access online module on how to use

Premier, Word or Power Point to make digital narratives (can be already loaded to One Note from TaLe)

Writing and ICT“Stories now are open-ended, branching, hyperlinked, cross-media, participatory,

exploratory, and unpredictable. And they are told in new ways: Web 2.0

storytelling picks up these new types of stories and runs with them, accelerating

the pace of creation and participation while revealing new directions for

narratives to flow” (BRYAN ALEXANDER AND ALAN LEVINE).

Digital TextDigital Text A digital timeline A life-story A podcast Multiple endings Alternative

perspectives A soundscape A digital poem A news report A travel tale: Google

Earth

Digital Storytelling “Every community has a

memory of itself.A living memory, an awareness of a collective identity woven of a thousand stories.”

Craft or artistry Construction Hybridity Narrative Voice Perception Faction

Narratives for the future…

The Steps Students create a

folder Craft the text – word

limit! Storyboard Find or shoot the

images that enhance the text or film the text

Record reading of text on MP3 or microphone

Download any sounds or music or video clips

The Steps The micro-story: 30 –

50 words Extreme close-up on

the word and then the sentence!

Focus on imagery and the verbs

25 letter alphabet Focus on structure:

subverting the narrative structure

The Steps Students use a

storyboard to plan story, transitions and effects

http://celtx.com/: easy to use free software that has outstanding storyboard models and scaffolds for students

The Sites

http://www.bbc.co.uk/wales/audiovideo/sites/about/pages/howto.shtml

http://www.digi-tales.org/ http://www.photobus.co.uk/index.php?

id=2 http://www.changinglives.com.au/

2008/04/abrar-autumn-and-i.html http://www.dipity.com/ - Digital

timeline

NAPLAN&

the Digital Narrative

Ten criteria: Audience: 0-6 Text structure: 0-4 Ideas: 0-5 Character & setting: 0-4 Vocabulary: 0-5 Cohesion: 0-4 Paragraphing: 0-2 Sentence structure: 0-6 Punctuation: 0-5 Spelling: 0- 6

Audience Orient, engage

and affect the reader

Form and conventions

Sophistication: A twist, irony, subversion through the unexpected

Digital Storytelling Designed for a specific purpose and audience Design process with its planning,

storyboarding and selecting images and sound continually forces students to consider the quality and impact of the digital narrative

Selecting images and sound focuses students on the genre and form

Peer marking encourages a focus on audience

Using writers to model effective writing. Such as Winton Spotlight on aspects of writing: setting & characterisation Micro-stories Sentence of the week Asking students to compose a narrative and then change

its genre. E.g. Three little pigs, hyperlinked to a western version and then linked to a science fiction version

Peer and self editing Story boarding

Digital Storytelling Activities

Structure Organisation of a

narrative: orientation, complication, resolution, coda

Sophisticated: flashback, different perspectives, circular, parallel, stream of consciousness, moral, reflection

The Basic Structure

Brevity of narrative (300-word max.) and planning process highlights the significance of structure.

Choosing images invites students to introduce a leitmotif or theme; especially if this is a component of the assessment task.

As it encourages creativity , students are more likely to ‘play’ with the structure.

Digital Storytelling

Mind maps or a planning sheet for a narrative Composing the same narrative with different

complications and resolutions. In power point or word a hyperlink could be used for each change. (Choose your own adventure)

Composing the same narrative using a range of structures such as circular or two different perspectives

Assessment task requires students to have a coda or significant message, and an unusual structure

Digital Storytelling Activities

Ideas Creation,

selection and crafting

Sophisticated: world view, maturity, extended metaphor, satire, motifs

Stipulated in assessment task that narrative must feature one or two significant ideas and at least one metaphor, motif or simile that reflects the idea/s

Mind maps where students suggest a range of topics and class brainstorms the significant ideas that arise

Revisit figurative devices and symbolism

Digital Storytelling & Activities

Character & Setting

Portrayal & development of character; OR

Development of a sense of time & place

Sophisticated: atmosphere, authentic dialogue, relationships

Characterisation Dialogue and voice Eyes Action or inaction Idiosyncrasies Talismans How they move in their setting Relationships Voice Perspectives and values

Creating an uncomfortable atmosphere

Sight Smell Taste Sound Touch

• Harsh light/darkness• Sharp edges• Cool colours• Stainless steel•Flickering light•Sheets of rain

• Sour• Acrid• Heavy scent

• Vinegar• Sickly sweet

• Discordant music• High or low pitched sound•Rumbling thunder•Rasping sound

• Hard textures• Extreme temperature• Scratchy coarse textures•Cold steel of a school bench•Raised goosebumps

Setting & the Atmosphere – The Senses

Atmosphere: colour, symbolism and descriptions appropriate to genre and purpose enhanced by use of graphics and images – focus on the senses!

Characterisation: tightness of digital narrative forces students to focus on the crafting of the characters’ dialogue and representation

Digital Storytelling

Vocabulary Range & precision of

language choices Sophisticated:

effective figurative and sound devices, powerful verbs, adverbs and adjectives, reflects the genre

Punctuation & Spelling Digital Storytelling

Accuracy and precision: E.g. direct speech and apostrophes used correctly

Sophistication: E.g. ellipsis, difficulty of words, such as: multisyllabic and foreign words

Spell and grammar check, synonyms

Cohesion & Digital Story telling Connecting, linking & developing the

narrative Sophisticated: effective connectives,

continuity of ideas, recurrent motif or theme Digital Storytelling: Focus on topic sentences,

connectives and include as part of the assessment task the need for a leitmotif or theme

Paragraphing & SentencesParagraphing: Segmenting of narrative Sophisticated: Deliberately drives the pace, topic

sentences, varying paragraph length such as a single sentence paragraph

Sentences: Sound and meaningful Sophisticated: lexical density and variety of

beginnings and length, such as: complex, simple, compound

Assessment task must specify that the digital narrative includes figurative and sound devices

Crafting a narrative in 300-words encourages ‘showing’ not ‘telling’ as there is no room for boring details

Thesaurus and using Google word search encourages students to include sophisticated words

Vocabulary clines, word bingo, word meaning checklist

Digital Storytelling

Twitter texts Novels in 3 Lines:

http://twitter.com/novelsin3lines: Invented by Fénéon, these miniaturized, epigrammatic texts are highly compressed, self-contained stories.

Can be created easily using Twitter

Focuses students on crafting tight, evocative sentences

‘Stories applied with tweezers and

delineated with a single-hair brush…’

Imaginative EngagementImaginative Engagement

Google image, picture books

Video clips from Youtube or films: the trailers of films or a short clip from Australian Screen or Film Australia can be used to stimulate writing

Google Earth for real settings!

Project-based learning

The concept The question The research:

locate, evaluate and synthesise

Probing questions The presentation Supposition

Project-based learning Concept: Resonance Question: Why do people continue to reject

Shakespeare’s plays? The tools:- Online survey: http://www.zoomerang.com/ - Vox pops- Blog- Internet The Product: Wiki, Ning, Moodle, short film,

digital report…

Representation Digital representation of

a Shakespearian sonnet or a character

Curio box for a character in power point or Photostory accompanied by a recount or personal response

http://www.pbs.org/shakespeare/#

Poetry & ICT Found poems

created in word - "paw through popular culture like sculptors on trash heaps"

Digital poems with images

Podcast poets

Rhetoric Youtube: Henry V’s

Saint Crispin’s Day Speech & Barack Obama’s victory speech

Podcast: original soliloquy

Audacity/Garage Band/Adobe Soundbooth: Critical commentary on a soliloquy

Creativity Textual intervention: Insert

comments and track changes

Play script: http://celtx.com/ or http://www.pbs.org/shakespeare/

Computer game: Flash animation or Kahootz

Flash Tale: http://www.dreamingmethods.com/archive.html

Wiki Book Clubs: One of the key issues concerning creativity is the ability to explore multiple ideas quickly. A wiki allows a learner to quickly post an idea and let other people comment on it.

Creativity through Literature - Interpretation

Creativity through Literature

Contextualisation

Google Lit Trip: Explore novel, play or poetry

settings or go on a quest Add images, commentary

and key quotes Create a unique Lit Trip for

an original story, play or poem - http://www.googlelittrips.org/

Whitby Abbey

Critical Reflection

Invites a deeper understanding of the ideas and content of a subject and promotes greater self-awareness of skills and knowledge

Digital Portfolios Wikis and Blogs Podcasts