In regards to the new theoretical perspectives, evaluate how the changes in information and communication technology such as the internet, are redefining what it means to be literate. In two or three paragraphs, construct your definition of what it now means to be literate under this change and how you see this affecting the classroom practice today.
I would like to begin by sharing my experience of parenting. On Wednesday, I attended a parent-teacher meeting at my daughter's kindergarten. My daughter is six years of age and will be undertaking tests next year to gain admission to the first grade of a comprehensive school. Consequently, she is currently enrolled in the preparatory group of the kindergarten. Kindergarten operates on a Monday to Friday schedule, with 15 lessons per week. The curriculum encompasses social skills, retelling a text or constructing a narrative based on a visual representation, mathematical concepts, artistic expression, modelling, problem-solving, construction, and vocational training. Furthermore, the tutor specified that all children learn to draw details of real objects, as defined by school psychologists as a marker of readiness for school in terms of drawing the human figure. The greater the clarity of the figure, the greater the number of small details the child has included, such as the correct number of fingers, eyebrows and eyelashes. This indicates a higher level of readiness for school. Additionally, the child must be able to orientate themselves in space, accurately determining the centre, right, left, up and down. Furthermore, a six-year-old child should already be able to concentrate and listen for 30 to 35 minutes.
To what extent can this be considered as a development of information and communication technologies?
My daughter acquired knowledge of the English and Russian alphabets through the use of educational songs on YouTube. She also studied the animal life of various countries, the characteristics and dangers of pathogenic bacteria, and a plethora of other useful information. In order to select engaging content, she had to master the functions of a remote mouse, learn to type the name on a virtual keyboard, and become proficient in switching on the device independently. Additionally, she had to develop the ability to navigate through advertisements and various pop-up windows of programs. Nevertheless, the most distinctive discovery was the capacity to assume the role of characters. Initially, my daughter engaged in role-playing dialogues from the most basic fairy tales, such as "Kolobok." She subsequently began to enact the narratives of cartoons, with me assuming the role of an alternative character. The culmination of this process was the creation of a comprehensive narrative revolving around a diminutive creature, fearful of solitude and the vast expanse of the forest, whose anguished cries evoked the attention of a benevolent fairy. The entire narrative was conveyed through the medium of role-play. The user is then prompted to click on the bell icon to subscribe to the channel.
“Teachers know that effective classrooms must not only be literacyrich; they must also be multimedia-enriched. In an enriched multimedia classroom culture, computer use is not an end unto itself and computers are not used for isolated drill-and-practice exercises. Rather, multimedia technologies are seen as serving larger educational goals by inviting students to utilize multiple symbol systems to express their ideas and think critically” (Richards & McKenna, 2003). Furthermore, I utilise Starfall (Starfall Education, 2020) as a pedagogical tool to enhance my children's analytical and grammatical abilities. Starfall.com and the Starfall apps are where kids learn on their own, such as reading and math.
References
Richards, J. C., & McKenna, M. C. (2003). Integrating multiple literacies in k-8 classrooms: cases, commentaries, and practical applications.
Starfall Education. (2020). Starfall.com. https://teach.starfall.com/