Teachers and Technoliteracy: Managing literacy, technology and learning in schools
'Immensely enjoyable, and essential reading for all educators. It addresses in a comprehensive way how we might enhance literacy and subject-based education using information and communications technologies.'
Ron Lake, Principal, Bendigo Senior Secondary College, Victoria
'...a critical and much needed theoretical text for educators who want to know why they are using technology...Its great strength is its detailed account of how technology is shaping the kinds of communication literacies which will inform life in the future.'
Mary Mason, Associate Principal: Learning Communities, Wesley College, Melbourne
'This isn't reading for techno-nerds only, but for all teachers coming to grips with new kinds of students and new kinds of technologies.'
Allan Luke, Professor, Graduate School of Education, University of Queensland
Teachers and Technoliteracy examines the use of technology in education. Drawing on detailed case studies the authors show how schools in different settings can establish sustainable and appropriate technology infrastructure. They also show how to develop teaching practices which not only enhance technology skills, but a range of literacy skills as well. Analysis of education technology policy reveals how a working understanding of policy is crucial to making the right technology decisions in schools.
The authors argue that educational principles should not be sacrificed to the 'technological dance', nor to the escalating corporatisation of education with which new technology is so closely associated. Rather, they demonstrate how technology can be put to the service of education, and not only make it more effective, but enrich it as well.
Teachers and Technoliteracy is a valuable professional reference for school principals and for teachers working with technology. It is also an excellent student text for university courses on computers and education.
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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
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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