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dc.contributor.authorKitson, Lisbethen_US
dc.contributor.authorKearney, Judithen_US
dc.contributor.authorFletcher, Margareten_US
dc.contributor.editorAmerican Educational Research Associationen_US
dc.description.abstractThis paper reports findings from an empirical study designed to examine how the integration of technology, in particular Interactive Whiteboards, effects teaching and learning practices in one classroom as a teacher and her students interact with multimodal texts. Data based on observations, field notes, reflective journal entries, videotapes and cultural artifacts were analysed. Findings indicate lack of congruence between espoused beliefs and enacted practices in regards to multiliteracies with teacher practice revealing a greater focus on print-based modes of communication and less attention to other modes of communication. The implications of such practice, as well as the consideration of multimodal resources as cultural products that afford and constrain opportunities for student learning is discussed.en_US
dc.publisherAmerican Educational Research Associationen_US
dc.publisher.placeWashington DC, Unites Statesen_US
dc.relation.ispartofconferencenameAnnual Meeting of the American Educational Research Associationen_US
dc.relation.ispartofconferencetitleResearch on Schools, Neighborhoods, and Communities: Toward Civic Responsibilityen_US
dc.relation.ispartoflocationNew York, New Yorken_US
dc.subject.fieldofresearchEnglish and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)en_US
dc.titleGeography of opportunity: Marrying multimodal texts and pedagogy to transform learningen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.hasfulltextNo Full Text

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    Contains papers delivered by Griffith authors at national and international conferences.

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