Multimodal Pedagogy for English Teachers Lecture Series

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dc.contributorKapp, Rochelle
dc.contributor.authorCampbell, Ed
dc.coverage.spatialSouth Africaen_ZA
dc.date.accessioned2018-01-31T11:41:40Z
dc.date.available2018-01-31T11:41:40Z
dc.date.issued2017-03-01
dc.description.abstractRecent research has tended to emphasise the digital proficiency of university students. Nevertheless, studies have shown that, in countries with stark economic divides, it is problematic to assume that all students are “digital natives” (Prensky, 2001:1). There is a danger that students who are “digital strangers” may be disadvantaged because they are unable to utilise technology effectively in their academic work (Czerniewicz & Brown, 2013:1). It is therefore important that the engagement with digital technologies should be integrated into classrooms in higher education contexts. The concept of the digital stranger extends to teacher education. Providing space for engagement with ‘the digital’ by pre-service teachers is complex due to the dual purpose for its integration: (1) professional teachers are expected to integrate digital resources in their classrooms, while (2) they have to enable their learners to engage with digital technologies in ways that will be expected of them in the 21st Century. Engaging with digital technologies has therefore become crucial to teachers’ professional development. The shift from ‘digital literacies’ to ‘multimodal pedagogy’ The resources you are about to view were used in the 4th year of an on-going project aimed at integrating ‘digital literacies’ into English teacher education. Typically, this integration would consist of 4 to 6 contact sessions forming a course component within an English teaching method course (part of the Postgraduate Certificate in Education professional qualification), culminating in the students completing a digital classroom resource, or a digital story video. During the classes, we started suspecting that the strong focus on ‘the digital’ could be counter-intuitive, because foregrounding it too much de-contextualises it; in the 21st Century, ‘the digital’ has become entangled within an array of other practices, some of which are not necessarily digital per se. We have also realised that calling a course component ‘digital literacies’, might have caused upfront resistance, resulting in lessons focusing on the alleviation of anxieties, rather than fostering creativity, which has been our core intention since the project’s inception. We therefore redesigned ‘digital literacies’, resulting in a brand new ‘multimodal pedagogy’ curriculum: a way of integrating the digital in literacy teacher education that focuses much more on its intertwinement with multiple other practices - a more realistic depiction of digital technology use in teaching, foregrounding creativity and effective communication through a meta-awareness of modal affordances in the classroom, as opposed to just ‘using digital technologies’.en_ZA
dc.identifier.apacitationCampbell, E. (2017). Multimodal Pedagogy for English Teachers Lecture Series [OER]. University of Cape Town ,Faculty of Humanities ,School of Education, School of Education. Retrieved from http://hdl.handle.net/11427/27162en_ZA
dc.identifier.chicagocitationCampbell, Ed. (2017). "Multimodal Pedagogy for English Teachers Lecture Series." Lecture presented at University of Cape Town ,Faculty of Humanities ,School of Education. http://hdl.handle.net/11427/27162en_ZA
dc.identifier.citationCampbell, E. and Kapp, R. 2017. "Multimodal Pedagogy in English Teacher Education". Lecture Notes.en_ZA
dc.identifier.ris TY - Open Education Resources AU - Campbell, Ed AB - Recent research has tended to emphasise the digital proficiency of university students. Nevertheless, studies have shown that, in countries with stark economic divides, it is problematic to assume that all students are “digital natives” (Prensky, 2001:1). There is a danger that students who are “digital strangers” may be disadvantaged because they are unable to utilise technology effectively in their academic work (Czerniewicz & Brown, 2013:1). It is therefore important that the engagement with digital technologies should be integrated into classrooms in higher education contexts. The concept of the digital stranger extends to teacher education. Providing space for engagement with ‘the digital’ by pre-service teachers is complex due to the dual purpose for its integration: (1) professional teachers are expected to integrate digital resources in their classrooms, while (2) they have to enable their learners to engage with digital technologies in ways that will be expected of them in the 21st Century. Engaging with digital technologies has therefore become crucial to teachers’ professional development. The shift from ‘digital literacies’ to ‘multimodal pedagogy’ The resources you are about to view were used in the 4th year of an on-going project aimed at integrating ‘digital literacies’ into English teacher education. Typically, this integration would consist of 4 to 6 contact sessions forming a course component within an English teaching method course (part of the Postgraduate Certificate in Education professional qualification), culminating in the students completing a digital classroom resource, or a digital story video. During the classes, we started suspecting that the strong focus on ‘the digital’ could be counter-intuitive, because foregrounding it too much de-contextualises it; in the 21st Century, ‘the digital’ has become entangled within an array of other practices, some of which are not necessarily digital per se. We have also realised that calling a course component ‘digital literacies’, might have caused upfront resistance, resulting in lessons focusing on the alleviation of anxieties, rather than fostering creativity, which has been our core intention since the project’s inception. We therefore redesigned ‘digital literacies’, resulting in a brand new ‘multimodal pedagogy’ curriculum: a way of integrating the digital in literacy teacher education that focuses much more on its intertwinement with multiple other practices - a more realistic depiction of digital technology use in teaching, foregrounding creativity and effective communication through a meta-awareness of modal affordances in the classroom, as opposed to just ‘using digital technologies’. DA - 2017-03-01 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2017 T1 - Multimodal Pedagogy for English Teachers Lecture Series TI - Multimodal Pedagogy for English Teachers Lecture Series UR - http://hdl.handle.net/11427/27162 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/27162
dc.identifier.vancouvercitationCampbell E. Multimodal Pedagogy for English Teachers Lecture Series [OER]. University of Cape Town ,Faculty of Humanities ,School of Education, School of Education; provided on lecture given 2018-01-31T11:41:40Z [cited yyyy month dd]. Available from http://hdl.handle.net/11427/27162en_ZA
dc.languageengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.relation.ispartofseriesEnglish Methoden_ZA
dc.rightsCreative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)*
dc.rights.urihttp://creativecommons.org/licenses/by-sa/4.0/en_ZA
dc.subject.otherdigital multimodality
dc.subject.otherteacher
dc.subject.othereducation
dc.subject.otherEnglish
dc.titleMultimodal Pedagogy for English Teachers Lecture Seriesen_ZA
dc.typeOpen Education Resource
uct.embed.youtubehttps://www.youtube.com/watch?v=JYnrhDJQZ7I
uct.type.filetypeText
uct.type.filetypeImage
uct.type.filetypeInteractive Resource
uct.type.publicationTeaching and Learningen_ZA
uct.type.resourceLecture notesen_ZA
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