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dc.contributor.authorPenn-Edwards, Sorrel
dc.date.accessioned2017-05-22T02:16:23Z
dc.date.available2017-05-22T02:16:23Z
dc.date.issued2015
dc.identifier.issn0311-6999
dc.identifier.doi10.1007/s13384-014-0151-2
dc.identifier.urihttp://hdl.handle.net/10072/88306
dc.description.abstractThis paper argues that the use of metaphoric language is common in non-literary fields of learning. Considering its potential for application as evidenced by reference in books, journal papers, e-zine discussions and blogs, and the historical time over which metaphors have been engaged in rhetoric, it is surprising that there is little allusion to their use in texts, in teaching practice, and in supporting methodologies for teaching and learning in the area of information technology. An overview of the literature pertaining to the role of metaphors in teaching and learning is provided as background knowledge for readers. The author then reports on her experience of the use of metaphors as an effective strategy to explicate conceptions of video recording, internet, and hypertext. These illustrate the argument that unconventional methods can support new and changing thinking in academia.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherSpringer
dc.publisher.placeNetherlands
dc.relation.ispartofpagefrom55
dc.relation.ispartofpageto67
dc.relation.ispartofissue1
dc.relation.ispartofjournalAustralian Educational Researcher
dc.relation.ispartofvolume42
dc.subject.fieldofresearchHumanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode130205
dc.subject.fieldofresearchcode13
dc.titleThe use of metaphoric language in introducing video and computer technology in preservice teacher education
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionPost-print
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2015 Australian Association for Research in Education . This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorPenn-Edwards, Sorrel


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