RM Winter 2017 FINAL

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Reading Matters
Research Matters
Reading Matters | Volume 16 • Winter 2016 | |25|
Data Analysis
The researchers analyzed data from multiple sources to ensure
findings were evidenced through multiple sources. Borrowing from
Strauss and Corbin (1989), the researchers analyzed data line-
by-line, as all qualitative data were considered to be expressions
of significance statements. Open codes were used to identify
meaningful expressions (e.g., words, phrases, sentences). Each
expression was coded by the researchers, who wrote down what
anchored that expression in meaning. The researchers then
evaluated the codes using axial coding. During this portion of
the data analysis, the researchers evaluated the open codes for
relationships among the codes. The codes clustered as themes
and patterns emerged from the data. Items that required explicit
and immediate attention were addressed in a timely manner via
electronic communication. Ongoing data analysis allowed the
researchers to identify elements that contributed to or detracted
from the success of multimodal storytelling. The researchers
provided suggestions to the teachers and changes to the
implementation of multimodal storytelling as necessary. Upon
completion of the study, all data was evaluated and analyzed.
Special attention was paid to topics that appeared in multiple
sources and over periods of time. The first two authors discussed
the open codes, themes, and patterns to determine the overarching
themes that contributed to and provided a barrier to success.
Results
Data revealed several factors that acted as triumphs
(i.e., enhanced) or challenges (i.e., inhibited) for successful
implementation of multimodal storytelling in an elementary
classroom. The six major themes (i.e., three enhancing, three
inhibiting) are briefly discussed. The themes that enhanced the
intervention included: a.) willingness to be a part of change, b.)
student-centered attitude, and c.) ample choice in technology
supports and applications. Themes that inhibited the intervention
included: a.) limited resources, b.) structural constraints, and
c.) overabundant choice in technology and applications.
Triumphs that Enhanced Instruction
Today the students are learning how to use Skitch. Ms. T decided
to start multimodal storytelling in her class by teaching her students
to use Skitch, an application that allows students to annotate
pictures, because it allows students to explore non-linear texts and
the interaction of texts and images. During this lesson, Ms. T discusses
the importance of integrating visual images and text to communicate
meaning. Students discuss how this interaction between text and
image is different than traditional books where pictures often support
text (such as reading a book and looking at the pictures on each
page). In the future, students will have the option to take a picture,
upload a picture, select a picture from the Internet, use a map, select
a .PDF or draw a picture and elaborate on their annotations with
more complex texts, emoji, and shapes. For now, however, Ms. T. has
already uploaded a picture for them so they can learn to use the
tools within the app. Ms. T begins the whole-class lesson by passing
out handouts with the directions and the students cluster in their
tables around the iPads (see Figure X). In this introductory lesson,
Ms. T. shows students how to access the app and describes each
of the icons. The students are clustered around the iPads and take
turns holding the iPad and followMs. T’s directions. One student
selects the picture and passes the iPad along to the next student who
adds an arrow. The students take turns adding texts and arrows.
As students became more familiar with the application, students
are able to extend beyond labeling and use Skitch as a platform for
informative texts, describing their understanding of the lifecycle of a
butterfly. Later in the year, students are able to take pictures using the
camera and write personal narratives about the pictures they took.
Willingness to be a part of change: Preparing a digital-rich
classroom. Our data from this study overwhelmingly supports that
the teacher we worked with was willing and eager to incorporate
technology in her classroom and embrace the changes that
digital-competent classrooms require. Ms. T’s was able to draw
from her prior knowledge of technology when using the apps
in her classroom and learning about new apps. The teacher
integrated multimodal storytelling and multimodal literacies so
that they were not something “else” or an “additional” task for
teachers. Rather, she accepted multimodal literacies as another
modality of literacy, an extension or arm, not a separate entity or
body. These fundamental beliefs were evident in conversations,
correspondences, and classroom actions. “This application could be
used in our SS class. It would be great to use to find out information
about community leaders.” The teacher documented how she met
the standards through classroom lessons that allowed students to
utilize multimodal storytelling to demonstrate skills. Ms. T. listed
all of the standards met for each lesson in her lesson journal.
For example, Ms. T. documented how she used SKITCH to meet
both literacy standards, “1.4. Types of Writing; 1.9. Information,
Communication, and Literacy Technology,” and science standards, “
3.1. Unifying Themes of Science;
3.3. Biological Science”.
Student-centered attitude. This study focused on supporting
multimodal storytelling at the teacher level, not at the student
level. Therefore, the discussion of student learning is anecdotal
from the teacher’s perspectives and focuses on the actions of the
teacher to meet the perceived needs of the students. The teacher
prioritized teaching the students how to use the applications
prior to allowing them to work independently. Conversations,
interviews, and questions that she asked the researchers support
that she made decisions based on the activity and perceived
needs of the students for that activity. Data supported that she
had pedagogical and content knowledge to integrate technology
into quality teaching. After her first lesson, an introduction
lesson on how to teach SKITCH, the participant documented,
“It worked!!! – The lesson took no more than 25 minutes.
I was hesitant about this form of instructions. Ten
students to one iPad seemed a bit difficult to manage
when planning the lesson. The students were motivated
and knew this was the beginning of a new iPad project,
so they were eager to learn SKITCH. (They also knew
they needed to stay focused to be able to complete
the upcoming project.) I am hoping to model all apps
in this way. The process of giving the students a guided
lesson of the app and its features, then providing an
introductory task for each large group was successful.”