Waikato Journal of Education
PDF

Keywords

Digital video
literacy skills
writer identity
student voice

How to Cite

Diglin, P. C. (2016). Digital video and writing with priority learners. Teachers and Curriculum, 16(1). https://doi.org/10.15663/tandc.v16i1.117

Abstract

Digital technology has become more ubiquitous in classrooms across the western world. Literacy learning is topical in New Zealand education under the umbrella of the current National Standards policy, a policy introduced on the basis of rhetoric around improving achievement for priority learners. The study presented in this paper would then appear to be timely in a number of ways. The paper outlines the historical context and relevancy of the study. The paper discusses the teaching and learning environment in which the research was conducted. Data were gathered through the medium of semi-structured interview and was analysed and a number of themes emerged. Findings indicate that working with digital video as a learning medium can have positive effects on children’s writing. These effects related to increased levels of motivation and confidence. Participants were able to focus on literacy tasks for prolonged periods and that working with digital video in this way had positive effects on the participants’ vocabulary. Confidence was exhibited through feelings of pride and a strengthened personal and cultural voice.

https://doi.org/10.15663/tandc.v16i1.117
PDF

References

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. http://doi.org/10.1207/s15326985ep2802_3

Earl, K., & Forbes, D. (2012). Transforming learning through ICT: Swimming with dolphins. In C. McGee & D. Fraser (Eds.), The professional practice of teaching (4th ed., pp. 224–243). Melbourne, Vic., Australia: Cengage Learning.

Graves, D. (1995). Be a better writing teacher. The Education Digest, 60(9), 57.

Education Review Office. (2012) Evaluation at a glance: Priority learners in New Zealand schools. Retrieved from http://www.ero.govt.nz/National-Reports/Evaluation-at-a-Glance-Priority-Learners-in-New-Zealand-Schools-August-2012)

Krauss, S. E. (2005). Research paradigms and meaning making: A primer. The qualitative report, 10(4), 758–770.

Mentor, I. (2011). A guide to practitioner research in education. Thousand Oaks, CA: Sage.

Puca, R. M., & Schmalt, H.-D. (1999). Task enjoyment: A mediator between achievement motives and performance. Motivation and Emotion, 23(1), 15–29.

Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(1), 7–25. http://doi.org/10.1080/10573560600837578

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.