Technology testing provides arenas for interaction between users and producers. In the experiments potential user needs and user-values regarding new technology are communicated to facilitate invention and diffuse innovation. This article provides a framework for discussing how users contribute to both the knowledge and policy construction processes when participating in technology testing.
The question of how to teach digital literacy attracts the attention of researchers, government agencies, parents, mass media, etc. This paper proposes that the teacher’s role is crucial: to teach digital literacies, teachers must have developed their own digital literacies. When defining digital literacies broadly, skills-based approaches to teacher training are not enough. Inspiration from ‘critical’ approaches to reflection adds to our understanding of how to develop digital literacies in schools.
We propose the need for approaches where teachers are supported in jointly reflecting on their experiences of teaching with, and about, information and communication technologies (ICTs). Using the work of educationalist Paulo Freire, we argue the need to see action and reflection as an integrated whole.
We examine a project in which we added a reflective approach to a technology roll-out to 30 schools. While the project differed at each school, a semi-structured process facilitated by mentors supported collective reflection in all schools. Although challenges were encountered along the way, the final evaluation indicated that schools had found the approach helpful. This paper argues the need to include approaches which stimulate and make possible collective, critical reflection among teachers.
Each year BBC News School Report events support teams of British pupils in producing authentic news outputs. Some items are broadcast on radio or television, and all are made available online. Conducting the independent national evaluation in 2009, we found positive results in terms of learning outcomes and attitudes towards current affairs and media production. Here we focus on aspects of digital literacies, analysing processes and outcomes through a multiliteracies framework. Implications for teachers, supporters and the BBC are considered.
This empirical case study explores how the design of educational software co-determines students’ reasoning when solving mathematical problems. The results indicate that the students’ awareness of the design process behind the software became a resource for them when solving the task. The student’s actions were guided by their understanding of the intentions of the designers, i.e. by listening to the ‘voice’ of the absent designers.
Drawing on recently developed perspectives on educational design, this article investigates the integration of digital tools in texts and tasks from 13 Norwegian textbooks of religious and moral education. Displaying how textbooks differ in the degree and ways in which they include digital tools, the empirical analysis also indicates tensions between competing educational designs: one based on textbook authority, the other promoting student autonomy and use of digital resources.
There is a pedagogic chasm between monomodal literacy practices of the past, still dominating most children’s school experience, and the multimodal, dynamic publishing practices that children increasingly routinely engage in with new media and online spaces. This paper will utilise the findings of three case studies, drawing from them the implications each has for developing a pedagogy that best reflects new kinds of practices within digital and multimodal literacies. Using the knowledge gleaned from each of the case studies, this paper will begin to explore what is required for a meaningful transformative pedagogy of digital literacies: a pedagogy which offers students opportunities to use learning to become active citizens beyond the classroom and into their future lives.
A growing number of classrooms are currently being equipped with interactive whiteboards. Figures from Futuresource (2009) show that between 30 and 40 per cent of Norwegian classrooms are now equipped with interactive whiteboards, and it is fair to assume that this figure is rising1Unconfirmed figures from Futursource (2010) state that the percentage is now 39%.. At the same time, few teachers have subject-didactic training in how to use these tools. Many questions can and ought to be addressed when a new type of teaching technology enters the classroom on such a large scale. Will the use of interactive whiteboards contribute to a change in teachers’ teaching practices? If so, in which respects? What happens to learning and motivation when teaching is performed using an interactive whiteboard?