Our website:

Acely1765.weebly.com




Technology innovation is the process
through which new
(or improved) technologies are developed
and brought into widespread use
Students of Today

Today students are growing up as digital
natives, they are the first generation of
students to be immersed in ICT for their
entire lives (Considine, Horton, &
Moorman, 2009)

Defining factors of digital natives:
1. Fluent in the language and culture
of ICT
2. Use ICT resources in creative and
innovative ways
3. Adjust easily to change in
technology

When using any formof ICT, it is
important that the teacher reminds the
students about safety online and protecting
their identity

Althoughstudents have more access to
information through digital technologies
the ability to comprehend and use this
information effectively is decreasing
(Report by British Library, Considine et
al). As teachers, we need to provide
students with the tools that helps them
utilise this valuable information and to use
it in effective ways.

The Australian CurriculumWebsite
http://www.australiancurriculum.edu.au
Read, Think, Write
Scootle

References

Australian CurriculuamAssessment and Reporting Authority. (2014).
TheAustralian Curriculumfrom
http://www.acara.edu.au/default.asp
Carroll, J. (2011). Fromencyclopedias to search engines: technological
changes and its impact on literacy learning. Literacy
learning: the middle years, 19 (2), 27-34. doi:
Considine, D. Horton, J., & Moorman, G. (2009). Teachingand
reading themillennial generation through medialiteracy.
Journal of adolescent and adult literacy, 52 (6), 471-481.
doi: 10.1598/J AAL.52.6.2
J oint information systems committee. (2008). Information behavior of
the researcher of the future. Retrieved from:
www.jisc.ac.uk/media/documents/programmes/reppres/gg_
final_keynote_11012008.pdf
Krentler, K., Willis-Flurry, L. (2005). Does technology enhanethe
actual student learning? Thecaseof onlinediscussion
boards. Journal of education for business, 80 (6). 316-321.
doi: 10.3200?J OEB.80.6.316-321
Lucas, R. (2013). The teachers guide to keeping students safe online.
Retrieved from: http://elearningindustry.com/the-teacher-
guide-to-keeping-students-safe-online
Stephen, C., McPake, J., Lowman, L., & Berch-Heyman, S. (2008).
Learning fromthechildren: exploring preschool childrens
encounters with ICT at home. Journal of early childhood
research, 6 (2). 99-117. doi: 10.117/ 1476718X08088673
Wang, F., Hannafin, M. (2005). Design-based research and
technology-enhanced learning environments. Educational
technology research and development, 53 (4). 5-23. doi:
10.1007/BF02504682

Resources

Year 7 English:
Anal yse and Explain the
Effect Of Technological
Innovations On Texts,
Particularl y Media Texts
(ACELY1765)


Kia Hutchins, Emily Butler,
Harriet Dimento & Dilshan De Silva
Monday: 4pmtutorial



Effect of Technological Innovations
on Texts, Particularly media texts

Media Texts are spoken, print, graphic or
electronic communications with a public
audience. Media texts studied in the English
classroomcan be found in newspapers,
magazines and on television, film, radio,
computer software and the internet.
Media texts can easily be manipulated to be
used in the classroomlearning. Practical
classroomlessons can be implemented by
following the Australian curriculum. For
this demonstration whole class and four
small group activities have been used for the
participation of learning.

Australian Curriculum on Media
texts

The Australian curriculumdefines digital
text as Audio, visual or multimodal texts
produced through digital or electronic
technology which may be interactive and
include animations and/or hyperlinks.
Examples of digital texts include DVDs,
websites, e-literature).

Analyse and explain the effect of
technological innovations on texts,
particularly media texts. (ACELY1765).

The key ideas of this presentation, is to
show that media texts can be manipulated in
any way to suit a variety of learning needs.
Also to show the activities can be completed
in a variety of ways, whether it is spoken,
print, graphic or with electronic
communications whilst still following the
Australian Curriculum.

Activities
Whole Group Activity
-Technological Innovations Timeline
This activity is a good way of introducing
students to technological innovations and
getting students to think what technological
innovations really mean and how these can
effect media texts.

Students need to work together, discuss where
they think each card belongs on the timeline
and put it on the timeline. After all students
have placed their cards, along with the teacher,
they check their answers and discuss them.

Group Activities:

1. How has technology affected this text?
2. Analysing the impact of interactive
elements of digital magazines.
3. Investigating the influence of
communicative technologies on written
language.
4. Comparing Old to New advertisements

Activity 1:
In this activity, students explore a picture book
and its animated version. They will discuss,
analyse and describe ways in which
technology has affected the original version
(picture book).
Students will use graphic organisers to draw
comparisons between the two versions.
Students will then indicate how technology
has changed the meaning of the picture book
by writing a comparative and contrasting
essay.
And finally, students will decide whether these
changes have had a positive or negative
impact on the overall meaning of the story.


Insert Headline Here
Activity 2:
Students will explore the Scholastic News
digital magazine noting the differences
between the online version and the hard copy.
Through exploration of the digital magazine
many differences such as embedded videos,
audio files, interactive quizzes and definitions
for words will become apparent providing a
richer learning experience for students. After
exploring the digital magazine students will
create a news article using the website Fodey
on the use of e-magazines in the classroom
text here.

Activity 3:
In this activity students will be required to
read and analyse the selected news article,
they will then be asked to come up with
responses about it using the application
Twitter. The teacher will create a series of
questions about the article and post it on
Twitter and the students will have to use the
features of twitter to come up with their
response and share it with the rest of the group
to create and online discussion. Students will
then be asked about how innovations such as
Twitter have impacted on written language
and whether or not it has had a positive or
negative outcome

Activity 4:
In this activity, students will receive two
advertisements per pair; one will be an old
advertisement the other, the new. Fromthere
they are required to note the similarities and
differences in language as well as the use of
colour and images in each
advertisement. They must also determine the
intended target audience of the advertisements,
whether it be; families, children, adults,
teenagers, males or females. Their findings
will then be presented on butchers paper under
the headings: Language, Target Audience,
Image and Colour and Similarities