Teachers and Techno-Literacy: Managing Literacy, Technology and Learning in Schools

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Allen & Unwin, May 1, 2000 - Computer-assisted instruction - 200 pages
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Shows how schools can best manage technology infrastructure and use of technology in the classroom.
  

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Contents

Understanding the changing world of literacy
23
why it counts and what
48
learning from everyday practices
81
Patterns and principles of classroom practice
110
Practical suggestions for future developments
132
Appendix
160
Copyright

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Page 43 - Learning is a process that involves conscious knowledge gained through teaching (though not necessarily from someone officially designated a teacher) or through certain life-experiences that trigger conscious reflection. This teaching or reflection involves explanation and analysis, that is, breaking down the thing to be learned into its analytic parts.
Page 158 - We must not confuse the thrill of acquiring or distributing information quickly with the more daunting task of converting it into knowledge and wisdom. Regardless of how advanced our computers become, we should never use them as a substitute for our own
Page 33 - technology practice' as ‘the application of scientific and other knowledge to practical tasks by ordered systems that involve people and organisations, living things and machines
Page 52 - alarming numbers of young Americans are ill-equipped to work in, contribute to, profit from, and enjoy our increasingly technological society'.
Page 52 - computer skills and the ability to use computers and other technology to improve learning, productivity and performance',
Page 29 - not only read texts of this type in this way but also talk about such texts in certain ways, hold certain attitudes and values about them, and socially interact over them in certain ways
Page 147 - almost nothing to do with technology. Consequently, no amount of technology will lead to the educational revolution prophesied by President Clinton and others. The art of teaching cannot be replicated by computers, the Net, or by ‘distance learning'. These tools can, of course, augment an already
Page 46 - That is, they need the ability not only to use such resources and to participate effectively and creatively in their associated cultures, but also to critique them, to read and use them against the grain, to appropriate and even redesign them, as well as to be able to actively envisage and contribute to transforming social practices as they judge appropriate.
Page 49 - every child leaving primary school should be numerate and be able to read, write and spell at an appropriate level
Page 158 - All around us information is moving faster and becoming cheaper to acquire, and the benefits are manifest. That said, the proliferation of data is also a serious challenge, requiring new measures of human discipline and

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About the author (2000)

Colin Lankshear is the author of many books on literacy and technology, including Changing Literacies. Ilana Snyder lectures in the Graduate School of Education at Monash University and is author of Hypertext and editor of Page to Screen. Bill Green is a professor of education at the University of New England.

Ilana Snyder is Senior Lecturer in Language and Literary Education at Monash University. She has lectured and published widely, both in Australia and overseas, on computers and writing.

Bill Green made his first journey to Antarctica in 1968 to study the chemistry of the McMurdo Dry Valley lakes. He returns regularly to do research which has resulted in multiple articles on the biogeochemical processes at work in the primordial lakes of that continent. He is a professor of Interdisciplinary studies at Miami University in Oxford, Ohio.

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