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Understanding the changing world of literacy
why it counts and what
learning from everyday practices
Patterns and principles of classroom practice
Practical suggestions for future developments
Abbotsdale applications approach areas aspects Australian authentic become Bigum Bill Green CD-ROM challenge chapter ClarisWorks classroom practice communication and information communities of practice computers context critical dimensions cultural and critical curriculum desktop publishing dimensions of literacy Discourses Durrant & Green effective learning emphasis English enhance example expertise focus groups Hull & Lankshear HyperCard ideas identify implementation important information technologies initiatives issues knowledge language and literacy Lankshear 1996 learners learning and teaching learning technologies literacy and technology literacy education literacy practices literacy teachers literacy-technology Macintosh Performa means ment multimedia nology ogies operational Optus Vision organisations participation pedagogy planning portraits presentation software principles producing professional development proficient programs Queensland recognise relevant role school-based skills social practices sociocultural strategies syllabus tasks teaching and learning tech technol technological literacy technology and learning thinking tion understanding whole-school writing
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