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dc.contributor.authorKimber, Kayen_US
dc.contributor.authorWyatt-Smith, Claireen_US
dc.date.accessioned2017-04-24T09:50:56Z
dc.date.available2017-04-24T09:50:56Z
dc.date.issued2006en_US
dc.date.modified2009-08-17T22:20:23Z
dc.identifier.issn17439892en_US
dc.identifier.doi10.1080/17439880500515440en_AU
dc.identifier.urihttp://hdl.handle.net/10072/13739
dc.description.abstractWhile 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherTaylor & Francesen_US
dc.publisher.placePhiladelphia, PA, USAen_US
dc.publisher.urihttp://www.informaworld.com/smpp/title~db=all~content=t713606301en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom19en_US
dc.relation.ispartofpageto34en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalLearning, Media and Technologyen_US
dc.relation.ispartofvolume31en_US
dc.rights.retentionNen_AU
dc.subject.fieldofresearchcode330107en_US
dc.titleUsing and creating knowledge with new technologies: a case for students-as-designersen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightCopyright 2006 Taylor & Francis. Please refer to the journal link for access to the definitive, published version.en_AU
gro.date.issued2006
gro.hasfulltextNo Full Text


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