Making Meaning and Becoming Multiliterate with ICT

By Nicola Yelland.

Published by The Humanities Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This paper reports on the findings from two empirical studies that examined the ways in which students use information and communication technologies (ICT) to become multiliterate in the information age. In the first study teachers were taken on a ‘techno tour’ of their students’ homes in order to have access to the funds of knowledge (Moll et al., 1992) that they could incorporate into school activities. The students were then able to use ICT to extend their knowledge building in school-based activities so that they experienced a variety of modes of learning in tasks that were multidisciplinary in nature. In the second study the students worked individually and in teams to represent ideas in different modes as well as to embark on investigations that they designed and coordinated with students in other locations. The importance of creating authentic tasks that had a value to the community of learners as well as the local communities was highlighted as well as the need for audience and the communication of findings in innovative ways. A framework for teaching and learning was created so that teachers could incorporate ICT in a range of ways. This as well as other artifacts of learning enabled both teachers and learners to understand the nature of their learning and view it as a specific outcome of their experiences in and out of school.

Keywords: Technology and Education, Teaching and Learning

The International Journal of the Humanities, Volume 5, Issue 4, pp.123-134. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.103MB).

Prof. Nicola Yelland

Professor, School of Education, Victoria University, Melbourne, Victoria, Australia

Nicola Yelland is Research Professor of Education in the School of Education, at Victoria University in Melbourne, Australia. Over the last decade her research has been related to the use of ICT in school and community contexts. This has involved projects that have investigated the specific learning of students in computer environments as well as a broader consideration of the ways in which new technologies can impact on the pedagogies that teachers use and the curriculum in schools. Her multidisciplinary research focus has enabled her to work with early childhood, primary and middle school teachers to enhance the ways in which ICT can be incorporated into learning contexts to make them more interesting and motivating for students, so that educational outcomes are improved. She is the author of a new book from Routledge (New York) entitled Shift to the Future: Rethinking learning with new technologies in education. She is also the author of Early Mathematical Explorations with Carmel Diezmann and Deborah Butler and has edited four books: Gender in Early Childhood (Routledge, UK), Innovations in Practice (NAEYC) Ghosts in the Machine: Women’s voices in Research with Technology (Peter Lang) and Critical Issues in Early Childhood (OUP). Nicola has worked in Australia, the USA, UK and Hong Kong.


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