Download - AATE/ALEA National conference

More documents

Recommendations

Info

2009 AATE/ ALEA National Conference, Wrest Point Conference Centre 9-12 July FRIDAY teachers to build their capacity to integrate ICT effectively into their teaching. The pilot program was evaluated by staff from Deakin University. The program has now been adapted for teachers in a range of metropolitan and regional schools where the integration of ICT into classroom practice has been limited. The program is underpinned by the Victorian Essential Learning Standards and the National Consistency in Curriculum Outcomes Statements of Learning and draws on contemporary research from the domains of ICT-integration, the effect of ICT on student learning outcomes and effective professional learning principles. It focuses on the development of teacher skills and competencies in the effective integration of ICT for the teaching of literacy and numeracy. This presentation will outline the development and evaluation of the program and present some of the materials and activities used to engage the teachers in exploration ICT to support and enrich literacy teaching in the 21st Century. Biography Di Wilson is an education consultant in ICT with the Association of Independent Schools Victoria. She has extensive experience in working cooperatively with teachers across all subject areas to develop students’ information literacy and ICT skills. 11.00 - 11.40 Riviera Room Audience: All Bridging - access, equity and quality: the case for multiple literacies DIANA MASNY What is the role of literacy as a means to bridging the divide How can access, equity and quality in literacy contribute to bridging the divide This presentation focuses on the theme of the conference by presenting an avenue for the bridge through MLT (Multiple Literacies Theory). What is MLT MLT as a social construct consists of words, gestures, attitudes, speaking, writing, and valuing: becoming with the world. Literacies are texts that express multiple meanings and are taken up as visual, oral, written, and tactile. They constitute texts in a broad sense (i.e. music, art, physics, and mathematics). They fuse with socio-political, cultural, economic, political, gendered and racialised contexts. It is how literacies are coded. These contexts are not static. They are fluid and transform literacies that produce speakers, writers, artists, communities. In short, literacies (e.g. personal, critical, community, school-based, etc.) are about reading, reading the world, and self as texts. MLT serves as a backdrop to examine how it supports access, equity and quality in literacy. It will illustrate the ways in which a pedagogy based on MLT is about learners transforming through literacy. Based on research in early childhood education, this presentation centres on how learning, teaching and assessing can bring about change and promote equity with learning literacy as a process. Biography Diana Masny is full Professor and Director of the Multiple Literacies Research Unit at the Faculty of Education, University of Ottawa. Her research interests focus on the elaboration of MLT (Multiple Literacies Theory) and its implications for pedagogy, teaching, learning and evaluation. The applications of MLT have been taken up in program policies, curriculum development and pedagogy in Canada. 28
Bridging Divides: ensuring access, equity and quality in literacy and English education 11.00 - 11.40 Wellington 2 Audience: Secondary Bridging and bordering cultural, gender and sexual divides: using text to explore and understand social diversity and discrimination particularly in relation to cultural, family and sexual diversity MARIA PALLOTTA-CHIAROLLI Using my research and workshops with schools, and three of my books, Someone You Know, Tapestry and my novel, Love You Two, I will explore how the English classroom can be a powerful and supportive space where controversies, divisions and misrepresentations can be acknowledged and addressed. Biography Maria Pallotta-Chiarolli has gained international recognition as a leading writer, researcher, lecturer, consultant and activist in the issues of cultural, sexual and gender diversity and family diversity in health and education. She lectures at Deakin University in the School of Health Science. Her first book for young adults, Tapestry, explored five generations of her family’s history in Australia and Italy. She is also the author of Girls’ Talk, Boys Stuff, Someone You Know, When Our Children Come Out and Love You Two. FRIDAY 11.00 - 11.40 Mezzanine Board Room Audience: Early Years An evaluation of the impact of reading adventure packs on a six, seven and eight year old child’s attitude towards reading MARGARET GILL This study examined a school-home partnership literacy improvement program, the Reading Adventure Pack (RAP), that aims to support the child’s involvement in and attitude to reading, and involve the members of the family in the child’s reading by supplying literacy material. The RAP is based on a theme, containing about five books and a variety of related activities, which promote the skills of literacy, similar to the ‘Home Literacy Bags’ developed by Barbour (1999). In particular the study explored the effectiveness of the RAP with students from Years K/Prep to 3 in New South Wales and Victoria. The study involved a pre-RAP child and carer questionnaire followed by the child’s RAP experience and then a post-RAP child and carer questionnaire. The children borrowed the resource packs to take home on a weekly rotational basis. This continued until the children had experience with all of the sixteen different RAP packs. When the RAP was returned the children shared their writing in the response journal with their peers. Each child was asked the same fourteen questions on the pre-RAP and post-RAP questionnaire with an extra eight questions specific to the RAP experience included in the post-RAP questionnaire. The questionnaires revealed that the home environment, in the majority of cases, was extremely limited in terms of appropriate reading resources for children of this age, that the mother was the carer most involved in literacy development of the younger child in the home and the father was more likely to be somewhat involved with the older child in the home. The carers reported that they enjoyed working with RAP, and indicated that RAP, from their perspective, had a positive effect on their child’s attitude to reading. The children’s questionnaires revealed positive attitudes towards the RAP and that the RAP experience had increased the child’s willingness to explore different literacy genres and had increased their involvement in and attitude to reading. It was noticed, however, that the impact of the RAP experience was not consistent across the age groupings or between the male and female students. The RAP experience had the greatest impact on the seven and eight year old female and eight year old male children. 29
Page 1 and 2: 2009 AATE/ ALEA National Conference
Page 3 and 4: Bridging Divides: ensuring access,
Page 27: Bridging Divides: ensuring access,
Page 79 and 80:
Bridging Divides: ensuring access,
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
CONFERENCE PARTNERS AND SPONSORS AA
show all

Download - AATE/ALEA National conference

Create successful ePaper yourself

Delete template?

Save as template?