The Teleological Divide and ICT

Technology and literacy: how should we use ICT to develop the literacy of kids who know more than we do?
Colin Harrison
University of Nottingham

Colin Harrison - University of Nottingham
Grateful thanks to the 48 co-researchers who worked with me on these Becta projects:
Integrated Learning Systems (2000)
ImpaCT2 (2002)
Pathfinder LAs (2003)
e-Portfolios (2006)
Web 2.0 (2008)
Impact 09 (2010)
Especially: Charles Crook, Tony Fisher, Elizabeth Hartnell-Young, Kaye Haw,
Gordon Joyes, Eric Lunzer, Bridget Somekh, Carmen Tomás, Jean Underwood

Four themes:

one: we’re dealing with the digital divide; now let’s fix the teleological divide
Increased motivation and engagement
Increased connectivity
Four-dimensional participation: ‘Five hours a day isn’t enough’

Increasing motivation and engagement
TWO:HOW DO WE FIX MOTIVATION AND ENGAGEMENT?

three: taming the internet- (and why i’m cross with don leu) don leu)
One researcher
One site
One medium?

four: Web 2.0 is the teacher’s friend the teacher’s friend
The Becta Web 2.0 project: kids are well connected, and transgressive, but they are web consumers, not producers
Texting is not killing literacy
VLEs, blogs, wikis, tweets and podcasts can transform teaching, and make a teacher’s life easier, not harder

one: the teleological divide

Where are we heading - and why this direction?

1980s Increased motivation and engagement: IT Works
1990s ‘Only connect’: the Information Superhighway
2010s Four-dimensional participation: ‘Five hours a day isn’t enough’
Where are we heading - and why this direction?

24/7 participation in learning

TWO:

Reading any text is a process of construction rather than reception
TWO: Perception Construction Integration

Choice is crucial: TWO:

Choice is crucial: 125,000 fan fiction Twilight novels online TWO:

Choice is crucial: TWO:

Choice is crucial: 490,000 fan fiction Harry Potter novels online TWO:

Choice is crucial: 490,000 fan fiction Harry Potter novels online ... and many boys (and girls) do not regard reading on the computer as reading![SMS; W2.0] TWO:

Choice is crucial: online book blogs; use the Pottersaurus? TWO:

Increased motivation
and engagement
Feedback is crucial
Reading while listening is good ... phone apps
Text to speech is improving ...
Recording reading is useful
TWO:

Can text-to-speech programs help dyslexic/weaker readers?
Text-to-speech programs such as
http://www.naturalreaders.com/index.htm Natural-sounding text to speech software (expensive!)

Feedback is crucial
Store your reading (UKRA research award, 1990) in the cloud
http://www.youtube.com/watch?v=FHAb6TYNX4w&feature=related
TWO:

set three: taming the internet taming the internet
One researcher Three researcher rule
One site Three site rule
One medium? Three media rule
Dwyer, B., & Harrison, C. (2008). "There's no rabbits on the Internet": Scaffolding the development of effective search strategies for struggling readers during Internet inquiry. In Y. Kim & V. J. Risko (Eds.), 57th Yearbook of the National Reading Conference (pp. 187-202). Oak Creek, WI: National Reading Conference, Inc.

Internet safety and the Pacific Tree Octopus- how do we research this?
http://zapatopi.net/treeoctopus/

Internet safety and the Pacific Tree Octopus- how do we research this?

Internet safety and the Pacific Tree Octopus- what are our research roles?
Questioner Navigator Recorder

Critical Internet literacy- have students found 3 sites? have students found 3 sites?

Critical Internet literacy- have students found 3 sites?

Critical Internet literacy- have students found other media?

One researcher Three researcher rule
One site Three site rule
One medium? Three media rule
Critical Internet literacy

But not in class! - An Oxford seminar...
Is Web 2.0 the answer?
and where is my teacher when I need her?
FOUR: WEB 2.0 IS THE TEACHER’S FRIEND

Becta Web 2.0 project: kids are well connected , and transgressive , but they are web consumers , not producers; and most don’t know more than we do....
Texting is not killing literacy
Blogs, wikis and podcasts can transform teaching, and make a teacher’s life easier , not harder
FOUR: WEB 2.0 IS THE TEACHER’S FRIEND

Is texting killing reading?- NO!
The ratio of textisms to total words used was positively associated with word reading, vocabulary, and phonological awareness measures. Moreover, the children's textism use predicted word reading ability after controlling for individual differences in age, short-term memory, vocabulary, phonological awareness and how long they had owned a mobile phone. http://onlinelibrary.wiley.com/doi/10.1348/026151008X320507/full
ie The kids who texted most were the best readers, had the best vocabulary, and were the ones that were most aware of the need to switch linguistic register according to context.

ICT and whole school change: networks- or networked teachers?
Student podcast: http://allanah.podomatic.com/ Teacher podcast: 1 How to- http://www.youtube.com/watch?v=y4nK0OO_KPM Teacher podcast: 2 Factors- http://www.youtube.com/watch?v=lMU5wMDcJNg

the networked teacher

ICT and whole school change: how did Stevenson School do it?
1 Learning in four dimensions 2 Learning as participation in an online community

A clearer teleology for ICT Motivation Communication Participation

A clearer teleology for ICT Motivation Communication Participation Empowerment

Colin Harrison - University of Nottingham
Grateful thanks to the 48 co-researchers who worked with me on these Becta projects:
Integrated Learning Systems (2000)
ImpaCT2 (2002)
Pathfinder LAs (2003)
e-Portfolios (2006)
Web 2.0 (2008)
Impact 09 (2010)
Especially: Charles Crook, Tony Fisher, Elizabeth Hartnell-Young, Kaye Haw,
Gordon Joyes, Eric Lunzer, Bridget Somekh, Carmen Tomás, Jean Underwood

The Teleological Divide and ICT

by Colin Harrison

Accessibility

Categories

Upload Details

Usage Rights

1 Embed 1

Statistics

The Teleological Divide and ICT Presentation Transcript