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  • Using and creating knowledge with new technologies: a case for students-as-designers

    Author(s)
    Kimber, Kay
    Wyatt-Smith, Claire
    Griffith University Author(s)
    Wyatt-Smith, Claire M.
    Year published
    2006
    Metadata
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    Abstract
    While the last decade has been marked by widespread advocacy for integrating information and communication technologies (ICTs) across school curriculum, teachers' understandings of the nature of electronic literacies in the learning process have received far less attention. This has been the case despite the accelerated growth, miniaturisation and convergence of new media, all of which have accentuated the need for educators to understand how student learning in digital environments might be engaged and enhanced. In this paper, our focus is on how working with electronic literacies can open up new ways of learning in schools. ...
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    While the last decade has been marked by widespread advocacy for integrating information and communication technologies (ICTs) across school curriculum, teachers' understandings of the nature of electronic literacies in the learning process have received far less attention. This has been the case despite the accelerated growth, miniaturisation and convergence of new media, all of which have accentuated the need for educators to understand how student learning in digital environments might be engaged and enhanced. In this paper, our focus is on how working with electronic literacies can open up new ways of learning in schools. We identify some key challenges and opportunities for designing classroom tasks to promote the development of effective digital learning through the construct of 'students-as-designers'. Further, we explore possible implications of this construct for the agency of teacher and student as both strive to use and create knowledge in digital contexts.
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    Journal Title
    Learning, Media and Technology
    Volume
    31
    Issue
    1
    Publisher URI
    http://www.informaworld.com/smpp/title~db=all~content=t713606301
    DOI
    https://doi.org/10.1080/17439880500515440
    Copyright Statement
    © 2006 Taylor & Francis. Please refer to the journal link for access to the definitive, published version.
    Subject
    Education Systems
    Specialist Studies in Education
    Communication and Media Studies
    Publication URI
    http://hdl.handle.net/10072/13739
    Collection
    • Journal articles

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