The presentations were then made by the girls to the class and the teacher. To the director, parents and girls of the school where this research took place. Mitchell and Reid-Walsh (2002) point out that many of the bedrooms studied by various researchers show a mix of childhood toys and teenage posters.
Finally, Mitchell and Reid-Walsh (2002) point out that many of the bedrooms studied by various researchers reveal the mixture of children's toys and adolescent posters. So, in a nutshell, it is the 'contribution of the child's gaze to an understanding of the world as children experience it' (Mitchell and Reid-Walsh 2002, p.98). Written work as well as a written reflection on the exercise also formed part of the exercise.
An important aspect of the data collection is in the form of a Power Point presentation, which I consider a kind of 'photovoice'.
LITERATURE REVIEW
Facts and Feelings in the Classroom Rubin (1973) drew attention to the following important changes in education which affect actual teaching (including language learning). In this section I will draw heavily on the work of Gunther Kress and Theo van Leeuwen (2001) as they are the main people working in the field of multimodality. Kress and van Leeuwen (2001, p.46) assert that in the time of monomodality, the idea of design or even the choice of a mode was not thought of.
According to Kress and van Leeuwen (2001), taste brings out some elements of contemporary semiosis that have been neglected in semiotics in the past and therefore, in terms of production, a kind of 'synthesis' of meaning and taste. Kress and van Leeuwen (2001, p.72) point out that in the semiotics of production there is also the concept of origin which was born from Barthes' idea of 'myth' and. As Kress and Van Leeuwen (2001, p.17) point out, the children's bedroom is a way to communicate with the child in the multimodal 'language of interior design', the pleasures, the qualities and the duties and the future that their parents are looking for wish. they.
The idea of design is that it strongly links to the kind of intelligence that the 'practitioner' requires to be able to redesign his/her activities in the best way. Design: This is the work performed with or on Available designs in the semiotic. In this light, The New London Group (2000, p.33) states that, "the aim here is the conscious awareness and control over what is being learned - over the intra-systematic relationships of the domain being practised".
METHODOLOGY AND METHODS
Discourses that are 'socially constructed knowledge of (some aspect of) reality' become part of the interpretivist's assignment (Kress and van Leeuwen, 2001). I believe that the girls were somehow disengaged from the task as they were not involved in using their own photos of their own bedrooms. I believe that this Power Point project can be seen as a type of 'Photo Voice' as well as a way to actively involve the girls in modern media that includes technology, which is very much a part of their lives in this modern world.
Triangulation (visual, interviews and documents) was used to gain a valid and reliable in-depth understanding of the research problem. They also believed that 'self-reflexive inquiry' was important if education was to be seen as a profession and not just a method of 'delivery'. Many girls also come from other parts of Africa, such as Botswana, Kenya and Malawi, but also from other parts of the world.
The school has a wealth of material resources, including the latest information technology, which is mainly housed in the three computer rooms of the school. It is on this board that the girls performed their Power Point presentations, but they spent the rest of their time working on their Power Point presentations in one of the three computer rooms. The learners were also encouraged to use the isiZulu-English dictionary for further help.
At this stage, I relied on the second of Cope and Kalantzis's (2000) four principles of Pedagogy, which is the principle of explicit teaching that builds on what students already know. Also using a computer for testing was a new method of testing as opposed to pen on paper. Students were drawn from each of the two classes involved in this project, ensuring that all racial groups in both classes were represented.
These letters were printed on school letterhead and signed by both the principal and myself. Pseudonyms have been used instead of the names of the seven girls who participated in the case studies to protect their identity and confidentiality.
DATA ANALYSIS /FINDINGS
This is her version of the project “We only have a zulu oral and it was the best oral I've had in my ass life. Furthermore, I also had a video recording of the seven case studies I chose, as well as the semi-structured interviews. Two of the girls' names were written on a plate stuck to their bedroom door (Sanchita's PPp slide 2 and Fiona's PPp slide 5).
One of the girls who took part in the project refused to reveal what she hid in her box, shouting: "It's a secret!" Another shared her secret with her peers during her Power Point presentation saying, “The place I hide my stuff is in the last drawer. It was interesting to note that some of the girls had double beds in their rooms. On the other hand, when referring to the corner of her room, she says: "This little corner is important because I lie on my bed on top of the pillows with my bears."
All the girls listen to music in their bedrooms, some more than others, and it seems that female singer Kelly Clarkson is the pinnacle of pop for them. The girls made full use of the various functions that Power Point has to offer. Erica used a yellow face holding a white daisy in one of her slides, as well as a slide of the sun setting over water in another (See Erica's PPp slide 5).
The following are some excerpts from the thinking of some of the fifty-two girls who participated in the project. Buckingham and Sefton-Green (1994) believe that reflection and self-evaluation are essential aspects of the learning process. 90 Furthermore, the following extract is a reflection of one of the girls who was not a case study.
I believe that I was the Designer of the project in which learning and productivity were the outcome. Redesign also appeared during the project, as the learners were able to recreate themselves and in the process recreate their own identities due to the representational resources (the photographs) that were present in Available Design (Cope and Kalantzis, 2000). However, using Power Point, the girls were able to type, using any of the fonts available on the computer.
In this chapter, the findings of the Power Point project were discussed in detail in the following key areas, namely: children as cultural producers; Children and Visual Studies;.
SUMMARY, CONCLUSIONS AND IMPLICATIONS FOR
Using content that had greater meaning for learning experiences and that had a strong link with the outside world in the classroom context broke down barriers of inhibitions as it gave the learners a sense of being in control of the learning activity. Using photos, as well as allowing the use of custom animation in the Power Point presentation, took the spotlight off the actual speaker who may have been nervous about speaking. In addition, it was very valuable to use modern technologies and media in the classroom situation, as it gave the learners the opportunity to incorporate something into their learning that forms part of their everyday lives.
Thus, the study confirmed what other researchers believe, which is that media and technology play an important role in the modern classroom, as it brings the outside world into the classroom. Using photographs in the project resulted in the students doing research while having fun at the same time. Additionally, as other researchers point out, incorporating popular culture into the classroom enables students to
It has contributed to the study of innovative practices in second language learning, it has deepened my understanding of participatory approaches to language learning, especially in the context of media and child-centered pedagogy; it also contributed to Girlhood Studies more broadly, in that much of the information gained from the girls built on the work of previous researchers. 106 Since media, popular culture and technology are all very much part of students' lives in this contemporary world, I consider their use in language teaching to be crucial as it will keep pace with developments taking place in the world of learning. world today. The use of all aspects of media, not just print media, in the classroom is imperative.
I agree with Buckingham (2003) who points out that in the past “the media was seen as a corrupting influence that offered superficial pleasure in the place of authentic values of great art and literature” (2003, p. 3). 107 The importance of the connections between second language learning and multimodal pedagogy is not always fully recognized. A second area concerns teachers' use of technology in relation to students' identities in the classroom.
Reid-Walsh (ed.), Seven going on seventeen: tween studies in the culture of girlhood (pp. 63-78). On the following pages you will find the letters of consent for the school principal, the parents and the girls.
