The Impact Of Ict On Literacy Education

Following two major international reports by the OECD, the editor and his team consider issues such as the history of literacy in ICT, the internet and the implications for policy and practice.

Following two major reports by the OECD, this important new book considers issues such as the history of literacy in ICT, the Internet, and implications for policy and practice - invaluable for teachers, student teachers, academics and researchers.

What does literacy mean in the 21st century? How can information and communications technology (ICT) contribute to the development of traditional literacy? And how do our traditional views of literacy need to change in response to ICT? ICT and literacy are two of the most urgent concerns for any modern educator, and in order to understand either of these phenomena adequately, one must understand them in relation to each other.ICT and Literacy provides the answers. The authors examine literacy in relation to a wide range of technology and media, especially books, video editing, interactive multimedia, and on-line materials. With a focus on library provision as well as teaching, the authors emphasize the importance of "joined-up thinking" on the part of educators.

This work seeks to offer teachers a baseline from which to consider the application of ICT in raising and widening literacy achievements within the classroom. It also looks at the gap between mass and total literacy, a gap that so far defies closure.

Introduction; Part I. Educational Technology Beyond Learning; Educational Technology – Expectations and Experiences: An Introductory Overview; ICT and Education Beyond Learning: A Framework for Analysis, Development and Critique; Part II. Educational Technology in Schools; Educational Technology in Schools: Policymaking and Policy Enactment; What Explains Pupils’ Perceived Motivational Conflict between Academic Work and Off-Task Behaviour in Technology-Rich Classrooms?; Why Is There a Wedge between the Promise of Educational Technology and the Experiences in a Technology-Rich Pioneer School?; On the Life of ICT and School Leadership in a Large-Scale Reform Movement: A Case Study; A Small Step Strategy to Boost Integration of Digital Technology in Learning and Teaching at an Upper-Secondary School; Part III. Social Networking Sites, Social Media, and Internet: Challenging Issues for Schools; Social Networking Sites, Social Media, and Internet: Challenging Issues for Schools; The Social Media Natives: The Relationship between Young Peoples’ Media User Type and Their Media Use at School; Cyber Harassment and Quality of Life; The Impact of Cyberbullying and Cyber Harassment on Academic Achievement; Ninth Graders’ Use of and Trust in Wikipedia, Textbooks, and Digital Resources from Textbook Publishers; Examining Gender Differences in ICT Literacy, Interest, and Use: Norwegian Results from the ICILS 2013; Part IV. Coda; Backwards and Forwards: Reflections on Teaching in a Digital Age.

For the authors in this book, there can be no valid excuses for ignorance in any aspect of education as theory/practice. That is: - If we come to learn that all educational problems involve knowledge of complex systems and processes, then quick, simple solutions should not be an educator’s first or only expedient option.

This publication reveals a number of interesting examples of innovative programmes using ICT that can increase access to learning by out-of-school youths and adults.

* Does the use of ICT benefit primary school children in learning to be literate today? * How does the use of ICT affect literacy? * Which teaching and learning practices are most effective when seeking to promote literacy goals through the use of ICT? This important new text seeks to support school teachers in developing children's literacy skills through the use of information and communication technology. The editor and contributors indicate where we are at present and where we may be going in terms of learning literacy using ICT, basing their findings on research evidence and their own extensive experience in education. Specific chapters deal with literacy learning in schools; national literacy strategies as exemplified within the National Literacy Programme; the effectiveness of software; connections with oracy; and the use of the internet. Whilst the contributors note that ICT has much to offer in terms of providing valuable support to learners, they also stress that the context where this learning takes place is vitally important and that technology alone can never take the place of good classroom practice.