Amanda Gary
AbstractStudent exploring the use of multimodal tools. Using the multimodal tool increased motivation and improved the quality of her writing. |
Groans. Sighs. Eye Rolls. "Ugh, do we have to write?" "Why do we have to?" "I don't have anything to write about." As these comments travel like waves through my classroom I always spend time talking to the students about why writing is so important to us as learners. I can get a few students to "buy in" to this notion but a majority still are in disbelief that writing could ever be more than a task their teacher or other adults tell them they have to do. About a year into my graduate school journey I realized, it's not that students "hate" writing, they simply haven't had the experience or opportunity of writing with real purpose.We are teaching a new generation learners so adapting to how they best learn can help generate best learning outcomes, so I decided to pose the compelling question of: How does the use of multimodal tools impact student writing? "BEEEEEP." (the 2:00 bell rings) "Ms. Gary, is that the writing bell?" "When are we writing today?" " Can I work on my writing, so I can share it with you?" " Ms. Gary I used Storybird to write my own story at home." My findings in rationale to my question is that using multimodal tools had a significant impact on student writing. It was not just the tool itself but the process of learning how to use the tool to share their writing, that motivated them when using the tool. Once students saw the possibilities of writing beyond paper and pencil they were all very eager to write. So, using multimodal tools not just improved student writing but also their motivation to write and willingness to share their voice and skills through writing. |