RIS ID
28590
Abstract
The federal government’s pledge for increased access to computers for students has been held up as “groundbreaking reform” as “digital schools” become a reality for more students. However, access to technology remains uneven across schools, student competency levels differ and teacher expertise varies considerably. Incorporating new technologies such as laptops, wireless connectivity, smartboards and mobile communication devices into interactive practices frequently requires rethinking configurations of curriculum, bodies and space.
Teachers are experts in pedagogy, but not necessarily in technology. It is vital that teachers are acknowledged for the considerable knowledge they have about their profession – what constitutes ‘good’ pedagogy, the nature of learning and ways to engage students in the classroom. While there appears an ever-increasing range of technologies to incorporate within classroom learning experiences, many teachers know technology use alone is not a substitute for good practice. As such, it is important that teachers articulate clear reasons and purposes for technology integration in connection with curriculum goals and student learning gains. This paper reports on the initial stages of one project aimed at supporting teachers to do so.
Publication Details
Kervin, L. K. & Jones, P. T. (2009). One teacher''s response to literacy learning and teaching using technology. In A. Moult (Eds.), Bridging Divides: National Conference for Teachers of English and Literacy (pp. 1-14). Perth: AATE/ALEA.