Wasseerman, E. & Millgram, Y. (2005). Changes in the approaches of teachers following computerization of schools. Journal of Educational Computing Research, 33(3), p249-267.
Many researchers stress that the most significant variable for the success of the computer is the teacher’s approach toward the change. As middlemen, they are required to carry the change, and it is their responsibility to integrate the computer into their regular instruction. In order to carry this task, they must go through a process, which includes learning, internalization, and application. It should be emphasized that the teachers point to a change in the “diversification of teaching methods” and not “a change in teaching methods”.
Saturday, October 13, 2007
Theme 6: Reading One
Guerrero, S.M. (2005) Teacher knowledge and a new domain of expertise: Pedagogical technology knowledge. Journal of Educational Computing Research, 33(3), p241-264.
While many researchers and educators have studied the application and use of technology in teaching and learning, little attention has been to developing a theoretical conceptualisation of the knowledge base necessary for teachers to successfully employ technology as part of their instructional repertoires.
With technology’s increased acceptance and presence as an educational and instructional tool in today’s school settings, it becomes glaringly obvious that contemporary conceptualizations of teachers’ formal knowledge have been remiss in their exclusion of a domain of knowledge directly related to technology and its use in the classroom.
While many researchers and educators have studied the application and use of technology in teaching and learning, little attention has been to developing a theoretical conceptualisation of the knowledge base necessary for teachers to successfully employ technology as part of their instructional repertoires.
With technology’s increased acceptance and presence as an educational and instructional tool in today’s school settings, it becomes glaringly obvious that contemporary conceptualizations of teachers’ formal knowledge have been remiss in their exclusion of a domain of knowledge directly related to technology and its use in the classroom.
Theme 5: Reading Two
Jewitt, C. (2006) Technology, literacy and learning: A multimodal approach. 270 Madison Ave, New York, NY 10016: Routledge.
Chapter Two
A multimodal approach to technology-mediated learning offers a way of thinking about the relationship between semiotic resources (i.e. the resources of and for making meaning) and people’s meaning making. This relationship is central to my attempt to understand the potential impact of new technology on knowledge, literacy and learning. Multimodality offers an approach that can be applied to the prominent role of visual and other ‘non-linguistic’ semiotic resources on the computer screen and the way many modes involved in learning: the semiotic resources of image, colour, animated movement, writing, sound-effect, speech and so on.
Social semiotics and multimodality offer conceptual tools for the analysis of meaning making. This leaves out the socially situation character of meaning making. I complement multimodality with the heuristic framework of activity theory to give due attention to the socially situated character of meaning making.
Chapter Two
A multimodal approach to technology-mediated learning offers a way of thinking about the relationship between semiotic resources (i.e. the resources of and for making meaning) and people’s meaning making. This relationship is central to my attempt to understand the potential impact of new technology on knowledge, literacy and learning. Multimodality offers an approach that can be applied to the prominent role of visual and other ‘non-linguistic’ semiotic resources on the computer screen and the way many modes involved in learning: the semiotic resources of image, colour, animated movement, writing, sound-effect, speech and so on.
Social semiotics and multimodality offer conceptual tools for the analysis of meaning making. This leaves out the socially situation character of meaning making. I complement multimodality with the heuristic framework of activity theory to give due attention to the socially situated character of meaning making.
Theme 5; Reading One
Jewitt, C. (2006) Technology, literacy and learning: A multimodal approach. 270 Madison Ave, New York, NY 10016: Routledge.
Chapter One
After all the research that has been conducted into technologies and learning the most positive case scenario is that some new technologies help some people learn in some instances. The failure to incorporate technology into the schools effectively has rarely been attributed to the design of technologies. Rather it has been seen as a failure of government policy, inadequate funding, lack of educational vision, and or the apathy and resistance of teachers.
Jewitt brings together two ways (multimodality and activity theory) of thinking to provide a framework for using educational technologies within the classroom.
Chapter One
After all the research that has been conducted into technologies and learning the most positive case scenario is that some new technologies help some people learn in some instances. The failure to incorporate technology into the schools effectively has rarely been attributed to the design of technologies. Rather it has been seen as a failure of government policy, inadequate funding, lack of educational vision, and or the apathy and resistance of teachers.
Jewitt brings together two ways (multimodality and activity theory) of thinking to provide a framework for using educational technologies within the classroom.
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