tions arising from many years close attention to practical facts;
The Forgotten Years: Why Years 3, 4 and 5 demand attention in a digital age
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Transcript of The Forgotten Years: Why Years 3, 4 and 5 demand attention in a digital age
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The Forgotten Years: Why Years 3, 4 and 5 demand attention in a
digital age
Rosie KerinUniversity of South Australia
AEU Primary Years Conference11 July 2008
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Four steps this morning:
1.The bigger picture of phases of schooling
2. Profiling students in Years 3, 4 & 5
3.Digital voices and experience in Years 3, 4 & 5
4. Reconceptualising and rebadging Years 3, 4 and 5
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innocence and
entryinterventionliteracy and
numeracy rich
family partnershipsmedia -
parents and teachers
11
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‘..return and restoration of childhood
before the fall...the continued crisis in
early print literacy has become a default
stalling tatic by educational systems that
are unable to come to grips with
generationally and practically with
multiliteracies and increasingly alien and
alienated student bodies.’ (Luke & Luke,
2001)
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adolescence
Middle Years reviews
transitions
media - problems
teacher education
programs
conferences,
publications
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10
9
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‘The innocent childhood no longer
exists - this is the world in which
early adolescents are already forming
identities, acquiring knowledge of
their community and learning to
participate in civic life. This the world
of increasing ‘risk’ at all levels’
(Carrington, 2006, p. 14).
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entry to adulthood
senior secondary reviews
certification/graduation
Success for All, Future SACE
pathways to careers
ICAN, SAYES
media attention-skills and futures
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How can you build
on the work of the PY3-5TA
to correct the amnesia?
The risks associated with early
years, middle years and senior
years are constantly before us.
So, what are the risks associated
with forgetting Years 3, 4 and 5?
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3 4 5Learners and Technology: 7-11 (Becta, 2008)
Research conducted by Institute of Education’s London Knowledge Lab, across 2007- 2008
Most school use: information and picture retrieval
Most home use: games, chatting, digital photography and email
Passive consumption dominant mode of engagement
most exciting - games - and least exciting - work
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Learners and Technology: 7-11
Becta (2008)
recognised complexity and inequities across schools
‘...a need for genuinely learner-driven methods to be used which can provide young people with sufficient space to think about and reflect on their ICT use’ (Cranmer, Potter & Selwyn, 2008, p.41)
See www.becta.org.uk
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3 4 5Literacy after the early years: A longitudinal study
Comber, B., Nixon, H. & Pitt, J (2002)
What was working for young people:
“...children had access to and appropriated many literate practices and learning strategies that their teachers modelled and made important. We saw children emerging as strategic learners with skills and dispositions that should stand them in good stead...’
For ongoing reflection and strategic work:
equity and access to literate practices that count
respect for diversity and anticipation of needs of those in poverty
develop capacity for critique
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Learners and Technology: 7-11
Becta (2008)
recognised complexity and inequities across schools
‘...a need for genuinely learner-driven methods to be used which can provide young people with sufficient space to think about and reflect on their ICT use’ (Cranmer, Potter & Selwyn, 2008, p.41)
See www.becta.org.uk
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‘Participatory culture shifts the focus of literacy from one of individual expression
to community involvement’
Henry Jenkins et al (2005)
playperformancesimulation
appropriationmultitasking
distributed cognitioncollective intelligence
judgmenttransmedia navigation
networking negotiation
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We are at the very beginning of a new market -- we have products customers see value in, creators who love what they are doing, and a path to making sure that people can pay for it all to keep going. With a little foresight and planning between the incumbents and the start-ups, we can ensure we have the opportunity to keep it this growing this way.
http://nabeel.typepad.com/brinking/2008/05/are-online-game.html
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Participatory culture (Jenkins, 2005) appears to emerge as a particularly significant factor in the lives of contemporary children in Years 3, 4 and 5.Across new digital experiences, creation and collaboration we can see the development of new media literacies and movement beyond familiar home and school environments and communication practices.
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Effective, ethical productive engagement with new and emerging technologies
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consolidation of alphabetic literacies and numeracy with :
critical engagement and exploration of (digital) media that are targetted at this group
fusion and synchronisation with digital literacies in Years 3, 4 and 5
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Early years - alphabetic literacies and numeracy
Middle years - collaboration, engagement and authentic learning
Senior years - retention and pathways to the future
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Need to stake a claim, and rebadge
The mystery years... the transition... the bridging years... the connected years... the prime years.
Participate in a movement to highlight the significance and contributions of your phase of schooling.
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Discourses of risk: students in Years 3, 4 and 5 are at risk of being ‘virtually forgotten’
Need to match the intensity and scope of big business and technological innovations
Participate in a regeneration of interest in Years 3, 4 and 5 by those who don’t teach there.
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Some links to follow:Tibetian’s Children’s Village - A place of refuge in Dharamsala, India:http://www.bridgesweb.org/schools/schools_tcv.html#
Club Penguin - Bad Day http://ftp.youtube.com/watch?v=pQAUMzLUVYw
Spore - new game/world www.spore.com
Not any old book - Shoe Box Digital Story: http://www.bbc.co.uk/wales/audiovideo/sites/yourvideo/pages/jack_j_01.shtml
My picture - Shoe Box Digital Story: http://www.bbc.co.uk/wales/audiovideo/sites/galleries/pages/schoolshoebox.shtml
ACMI Digital Stories, Woodleigh School, Victoria (Year 3/4), Winner Screen It 2007 - Primary School Category - Animation http://www.acmi.net.au/screenit07_remotely_animated.htm
Graphic re virtual worlds http://www.kzero.co.uk/blog/wp-content/uploads/2008/05/virtual-world-numbers-q2-2008.jpg
Virtual worlds pie graphs http://www.virtualworldsmanagement.com/2008/youthworlds.html
Jackie Marsh blog:http:digitalbeginnings.blogspot.com/
Primary Proud: Years 3-5 Survey, August-September 2007, DECS httpwww.primaryyears.sa.edu.au/
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References
Association of Virtual Worlds (2008). The Blue Book: A Consumer Guide to Virtual Worlds.www.associationofvirtualworlds.com Atkinson, S., & Nixon, H. (2005). Locating the subject: teens online @ ninemsn. Discourse: Studies in the Cultural Politics of Education, 26(3), 387-409.
Carrington, V. (2002). The middle years of schooling in Queensland: A way forward. A Discussion Paper prepared for Education Queensland. http://education.qld.gov.au/curriculum/middle/docs/carrington.pdf Carrington, V. (2006). Rethinking Middle Years: Early adolescents, schooling and digital culture. Crows Nest, NSW: Allen & Unwin.
Comber, B., Nixon, H. & Pitt, J. (2002) Literacy after the early years: A longitudinal study. Australian Journal of Language and Literacy, 25(2), pp. 9-23.
Crafter, G., Crook, P. & Reid, A. (2006). Success for All: Ministerial Review of Senior Secondary Education in South Australia. http://sacereview.sa.gov.au/
Cranmer, S., Potter, J. & Selwyn, N. (2008). Learners and Technology: 7-11. Institute of Education - University of London, UK. www.becta.org.uk
Jenkins, H. with Clinton, K., Purushotma, R., Robinson, A. J. & Weigel, M. (2005). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. An occasional paper on digital media and learning for the MacArthur Foundation. http://digitallearning.macfound.org/site/c.enJLKQNlFiG/b.2108773/apps/nl/content2.asp?content_id=%7BCD911571-0240-4714-A93B-1D0C07C7B6C1%7D¬oc=1
Luke, A. & Luke, C. (2001). Adolescence Lost/Childhood Regained: an Early intervention adn the Emergence of the Techno-Subject. Journal of Early Childhood Literacy, 1(1), 91-120.
Marsh, Jackie See http:/digitalbeginnings.blogspot.com/ for AATE/ALEA presentation, Adelaide, 8 July, 2008.
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