Literaturnachweis - Detailanzeige
| Autor/inn/en | Snyder, Ilana; Jones, Anne; Lo Bianco, Joseph |
|---|---|
| Institution | National Centre for Vocational Education Research, Leabrook (Australia). |
| Titel | Using Information and Communication Technologies in Adult Literacy Education: New Practices, New Challenges. An Adult Literacy National Project Report |
| Quelle | (2005), (50 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 1-9208-9695-3 |
| Schlagwörter | Teaching Methods; Vocational Education; Technological Literacy; Professional Development; Literacy Education; Adult Literacy; Adult Learning; Foreign Countries; Case Studies; Interviews; Australia |
| Abstract | In this report, deliberately used is a range of terms to talk about the use of information and communication technologies. The terms include electronic literacy, digital literacy, technological literacy, technoliteracy, multimodal literacies and multiliteracies. There is no argument that the terms are interchangeable, even though they are often used as if they are. All, however, have currency in the literature and in the print and electronic media. Just as the global context in which adult literacy education is located is dynamic and rapidly changing, so too is the language used to describe it. Rather than privilege a particular term, the aim is to suggest different ways to talk about the changes to literacy practices so that professional discussion and learning are facilitated. The study was designed to investigate the implications for adult literacy education of the changing communication practices associated with the use of literacies. Four research questions framed the project: (1) What is the relationship between literacy practices and the use of information and communication technologies in adult literacy education?; (2) What are the new literacies required for effective and critical use of information and communication technologies in adult literacy education?; (3) What changes to pedagogical practices are associated with the use of information and communication technologies in adult literacy programs?; (4) What are the professional development needs of educators when information and communication technologies are used for teaching and learning in adult literacy programs? The study found that the use of technology by both learner and educator groups was more widespread than anticipated. There was broad acknowledgment of the social and cultural importance of the use of information and communication technologies and when teaching and learning were built around a concrete social purpose and a specific technology, the quality of teaching and learning was considerably improved. By embedding technology-mediated literacy within a social or occupational purpose, the literacy practice became associated with a clear and defined end-point and the social stigma of personal failure that often attaches to literacy was lessened or avoided. However, although some of the teachers acknowledged the importance of an authentic social purpose and the need to build teaching around specific technologies, the adult literacy programs that were often lacked both. It is concluded that to facilitate the effective integration of the use of information and communication technologies in adult literacy education, concerted teacher professional development activity is needed. Appended are: (1) Diary of ICT-mediated literacy activities kept by educators and learners for one week; and (2) Membership of the Advisory Panel. (Contains 2 tables.) [This report was produced with funding provided through the Australian Department of Education, Science and Training. The author/project team were funded to undertake this research via a grant under the National Vocational Education and Training Research and Evaluation (NVETRE) Program. For support document see ED495129.] (ERIC). |
| Anmerkungen | National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au/publications/index.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
