Using the Internet to Enhance English Curriculum

Abstract

This article examines the theory-practice links between the teaching of literacy and information technology. The first section outlines a theoretical rationale for the inclusion of information technology in teacher education and professional development. Supported by the rationale and the understanding that literacy requirements in teacher education and teaching have changed, the second section demonstrates some of the outcomes of initiatives in an English teacher education program at Griffith University, Australia, which focus on the collection and evaluation of Internet resources so that they might support worthwhile activities in the literacy curriculum. Finally, suggestions are made for forging additional theory-practice connections between literacy and technology, based on a critical literacy approach to reading texts.