Ilana
Snyder Monash
University
Literacy,
technology and classrooms: The challenge for teachers
This
presentation describes an Australian study of literacy, learning and technology.
The research was formulated in response to a number of key questions:
How many literacy teachers learn to use new technologies effectively in
their professional work? What pedagogical models are useful for teachers?
What count as sound uses of new technologies in classroom-based literacy
education? The research project was particularly concerned with trying
to explain how an understanding of the complex relationships between literacy
and technology can be translated into workable pedagogical practices.
The
study comprised a number of key components. First, theoretical perspectives
that take literacy, learning and technology into account were formulated.
Second, policy documents, national state and local were examined to see
what they had to say about literacy and technology uses. Third, 11 sites,
representing 20 P-12 classrooms, were investigated. From the analysis,
the study identified a number of features and patterns, issues and themes
which are most illuminating. They suggested five principles for effective
practice which should serve to inform literacy learning when new technologies
are used. |