Technology and teaching A l(IT)eracy perspective

Technology and teaching Delivery Truck or Groceries

Technology and teaching Aims Position technologies of/in teaching Deconstruct the dichotomy of determinism and neutrality of technology Explore thought Greens l(IT)eracy model Face the future … get the p(ICT)ure

Technology and teaching Three layers of technology 1.Technology as an object 2.What is done with the technology 3.The know-how to design, make, use and repair the technology that is embedded within social and cultural practices

Technology and teaching Three layers of technology 1.Technology as an object Lecture room, Interact 2.What is done with the technology Teaching and learning 3.The know-how to design, make, use and repair the technology that is embedded within social and cultural practices Writing, teaching, internal and online-distance education, gendered practices

Technology and teaching Relationship between people, technology and knowledge: Remediation 'New … media are not external agents that come to disrupt an unsuspecting culture. They emerge from within cultural contexts, and they refashion other media, which are embedded in the same or similar contexts.' (Bolter & Grusin, 1999, p. 19)

Technology and teaching This research operates at the Intersection of –Social & institutional change (sociology, social psychology) –Personal change (education, psychology) –Nature of knowledge (linguistics, philosophy, critical theory)

Technology and teaching This research operates at the Intersection of –Social & institutional change (sociology, social psychology) –Personal change (education, psychology) –Nature of knowledge (linguistics, philosophy, critical theory)

Technology and teaching Three generations of Distance education First generation Correspondence

Technology and teaching Three generations of Distance education Second generation Multiple media

Technology and teaching Three generations of Distance education Third generation Computer mediated communication - multimedia

Technology and teaching The social and educational requirements which were first formulated in the rural summer schools of the early nineteenth century are being fulfilled by a technology from the last part of the twentieth century. (Nipper, 1989)

Technology and teaching Explanations for change Technological determinism

Technology and teaching Explanations for change Technology neutral

Technology and teaching Both are only part of the answer

Technology and teaching A l(IT)eracy approach Origins: a re-examination of Computers Speech in the primary school English subject

Technology and teaching L(IT)eracy (Bill Green) Dominance of the word at end of print era – Narrow focus, technologically neutral Literacy – literacies - social Always involved a technology

Technology and teaching Literacy involves three simultaneous dimensions (Green, 1999) The skills in language: spelling and grammar Using language appropriate to the social situation Being able critique and change social uses of language

Technology and teaching L(IT)eracy involves three simultaneous dimensions (Durrant & Green, 2000) The skills in language and technology: spelling, grammar, using SPSS Using language and technology appropriately for the social situation: essays, Forums, texting Being able critique and change social uses of language and technology: multimodal writing, gendered uses of computers

Technology and teaching Three dimensional model of l(IT)eracy Skills in language and technology e.g. spelling, grammar, using SPSS Using language and technology appropriately for the social situation: essays, forums, texting Being able to critique and change social uses of language and technology: multimodal writing, gendered uses of technology

Technology and teaching Remediation by digital technologies Three generations of DE Convergence of DE & Internal L(IT)eracy

Technology and teaching L(IT)eracy: technology enables meaning making that is multimodal: Linguistic Visual Audio Gestural Spatial Multimodal and hypertextual

Technology and teaching Multimodal writing Vision to exemplify the new l(IT)eracy

George Landow

Technology and teaching Vision is the dominant effect Even text is considered graphically – as a graphic block

Technology as l(IT)eracy

Technology and teaching Vision presents information differently Visualise the sentence: Every cell has a nucleus.

Every cell has a nucleus

Technology and teaching Print era Medium of the book Logic of writing Logic of sequence Digital era Medium of the screen Logic of image Logic of simultaneity

Technology and teaching Technologies of communication Amplify and Reduce aspects of meaning: or as Kress (2003) says, enables different knowledges (plural intended).

Technology and teaching The concepts of science 'are semiotic hybrids, simultaneously and essentially verbal, mathematical, visual-graphic, and action-operational'. The meanings of science are made 'by the joint co-deployment of two or more semiotic modalities … computer technologies make multimedia genres more convenient' (Lemke, 1998).

Technology and teaching Double logic of media Transparency and Opacity Mode and channel Technology does change how we do things even if only in the pace of life. E.g. cars enabling us to go to the shop and melt the ice caps quicker.

Technology and teaching TechnologyTeaching uses Lecture Tutorial F2f consultation Lab work Print DE Forums

Technology and teaching Teaching practicesTechnology Problem based learning Socratic dialogue Collaboration Cognitive constructivism Active learning Projects

Technology and teaching Associative (learning through basic stimulus response conditioning) Cognitive constructivism (learning by active construction) Social constructivism (learn collaboratively by dialogue) Situationalist (social learning, reflection)

Technology and teaching

Forum Subject Outline ? Web Content Hidden from students