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Literacy, technology and classrooms: The challenge for teachers

Ilana Snyder
Monash University

Abstract

This presentation describes an Australian study of literacy, learning and technology. The research was formulated in response to a number of key questions: How many literacy teachers learn to use new technologies effectively in their professional work? What pedagogical models are useful for teachers? What count as sound uses of new technologies in classroom-based literacy education? The research project was particularly concerned with trying to explain how an understanding of the complex relationships between literacy and technology can be translated into workable pedagogical practices.

The study comprised a number of key components. First, theoretical perspectives that take literacy, learning and technology into account were formulated. Second, policy documents, national state and local were examined to see what they had to say about literacy and technology uses. Third, 11 sites, representing 20 P-12 classrooms, were investigated. From the analysis, the study identified a number of features and patterns, issues and themes which are most illuminating. They suggested five principles for effective practice which should serve to inform literacy learning when new technologies are used.