Mr President is a modern day anti war ballard. This stimulus can be used in the English classroom to compare the social messages and descriptions of authority to that of more Classic texts such as Chauser's Cantebury Tales. It couls also be used as support material when we study war poets.
This ICT appeals to the KINESTHETIC learner because of the sensory interaction. It would also appeal to the RHYTHMIC learner. The ICT is a good cognitive tool in relation to these two learning styles becasue both learners respond positively to sound. The patterns help the student to internalise skills, concepts and ideas. Auditory stimulus can be used in conjunction with almost any form of learning and is not limited to music. Auditory ICT could prove particuarly helpful to students with learning disabilities such as dylexia; written tasks, exam etc. could all be accompanied by a sound file, helping the students to avoid mistakes and encourage self efficacy in accordance with Vygotsky. Creating a diverse learning environment where collation of ICT becomes the social norm will potentially increase the learning potential of students.
The auditory ICT appeals to LINGUISTIC learners who appreciate the subtleties of grammar and meaning. Students are better able to internalise information through lecture (perhaps the teacher could record a pod cast of specific ideas or lessons) and discussion, learn new vocabulary and could even include the ICT in class drama productions. This ICT could be implemented as an effective cognitive tool through getting each student in the class to record one line of a ballard or spoken poem written collectively by the class. If used for this purpose the ICT would incorporate the inter and intrapersonal learner groups and invoke V ygotsky's zone of proximal development theory because those students who are not strong linguistically, kinesthetically and or rhythmically could learn from those students who are.
John Hattie's concept of "active learning" will also be put into effect, as it is anytime the student is required to create something. Bloom's Taxonomy will be implemented up to the level of synthesis assuming a poetic or rhythmic structure is maintained in the creation of the student sound file. This learning could be elevated to the final and highest stage - evaluation - by getting the students to judge, discuss and polish the final product. It is generally assumed that the two higher order stages of Bloom's Taxonomy - synthesis and evaluation - are not expected until senior years however, I see no reason against attempting to implement this ICT in younger years - obviously dependent upon collective class ability.
References:
Blooms Taxonomy http://www.teachers.ash.org.au/researchskills/dalton.htm
Gardner Multiple Intelligences http://surfaquarium.com/MI/
Hattie, J (2005). What is the Nature of Evidence that makes a Difference to Learning? www.acer.edu.au/workshops/documents/HattieSlides.pdf
Prensky, M (2001) Digital Natives, Digital Immigrants http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Vygotsky Social Development Theory http://chd.gmu.edu/immersion/knowledgebase/theorists/constructivism/vygotsky.htm
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