Technology and teaching A l(IT)eracy perspective.

Technology and teaching

A l(IT)eracy perspective


Delivery Truck or Groceries


Aims

• Position technologies of/in teaching

• Deconstruct the dichotomy of determinism and neutrality of technology

• Explore thought Green’s l(IT)eracy model

• Face the future … get the p(ICT)ure


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


Three layers of technology1. Technology as an object Lecture room,

Interact2. What is done with the technology Teaching

and learning3. 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


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)


This research operates at the Intersection of

– Social & institutional change (sociology, social psychology)

– Personal change (education, psychology)– Nature of knowledge (linguistics, philosophy,

critical theory)


This research operates at the Intersection of

– Social & institutional change (sociology, social psychology)

– Personal change (education, psychology)– Nature of knowledge (linguistics, philosophy,

critical theory)


Three generations of Distance education

First generation

• Correspondence



Second generation

• Multiple media



Third generation

• Computer mediated communication - multimedia


‘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)


Explanations for change• Technological

determinism


Explanations for change• Technology neutral


Both are only part of the answer


A l(IT)eracy approach

Origins: a re-examination of

• Computers

• Speech in the primary school English subject


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


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


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 teachingThree 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


Remediation by digital technologies

• Three generations of DE

• Convergence of DE & Internal

• L(IT)eracy


L(IT)eracy: technology enables meaning making that is multimodal:

• Linguistic• Visual• Audio• Gestural• Spatial• Multimodal

and hypertextual


Multimodal ‘writing’

• Vision to exemplify the new l(IT)eracy

George Landow


• Vision is the dominant effect

• Even text is considered graphically – as a graphic block

Technology as l(IT)eracy


Vision presents information differently

• Visualise the sentence:“Every cell has a nucleus.”

“Every cell has a nucleus”


Print era• Medium of the book• Logic of writing• Logic of sequence

Digital era• Medium of the screen• Logic of image• Logic of simultaneity


Technologies of communication

•Amplify and

•Reduce

aspects of meaning: or as Kress (2003) says, enables different knowledges (plural intended).


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).


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 Teaching uses

Lecture

Tutorial

F2f consultation

Lab work

Print DE

Forums


Teaching practices Technology

Problem based learning

Socratic dialogue

Collaboration

Cognitive constructivism

Active learning

Projects


Associative (learning through basic stimulus response conditioning)

Cognitive constructivism (learning by active construction)

Social constructivism (learn collaboratively by dialogue)

Situationalist (social learning, reflection)



Forum

Subject Outline

?

Web Content

Hidden from students

Technology and teaching A l(IT)eracy perspective.

Documents

technology teaching

layers of technology

neutrality of technology

nucleus slide

hypertextual slide

groceries slide

picture slide

answer slide