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Becoming l(IT)erate : pre-service English teachers and ICTs

O'Mara, Joanne 2006, Becoming l(IT)erate : pre-service English teachers and ICTs, English in Australia, vol. 41, no. 3, pp. 44-47.

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Title Becoming l(IT)erate : pre-service English teachers and ICTs
Author(s) O'Mara, JoanneORCID iD for O'Mara, Joanne orcid.org/0000-0003-3511-1125
Journal name English in Australia
Volume number 41
Issue number 3
Start page 44
End page 47
Publisher Australian Association for the Teaching of English
Place of publication Melbourne, Vic.
Publication date 2006
ISSN 0155-2147
Keyword(s) English teachers -- training of
educational technology -- study and teaching
technological literacy -- study and teaching
information technology -- study and teaching
literacy -- study and teaching -- audio-visual aids
computers and literacy
Summary One of the recommended principles for classroom practice from the Digital Rhetorics Project is ‘Teachers First’, emphasising the need to prioritise the requirements of teachers in learning new technologies and in understanding their relationship to literacy education (Lankshear, Green and Snyder 2000, p. 121). While most of my pre-service English Education students use digital technologies for their own purposes and understand the benefits of doing so, it is not always straightforward regarding how technology can be effectively utilised in their classroom and for what purposes. This article reports work conducted with pre-service English Education teachers in an elective unit that focuses upon digital technologies in secondary classrooms. Using Green’s 3D model of literacy as a way of understanding the complex interrelationships between the cultural, critical and operational aspects of literacy, the students experiment with digital technologies such as mobile phones, wikis and blogs.
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
200101 Communication Studies
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2006, Australian Association for the Teaching of English Inc.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30004006

Document type: Journal Article
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.