Literacy and technology studies: past, present, future

摘要: In this presentation, I examine what we have learned from research about the complex connections between literacy, technology and learning. The beginnings of in area coincided with introduction PCs into educational settings late 1970s. For first decade, researchers asked kinds questions best explored using quantitative methods. They set out to determine whether use computers enhanced writing. findings, however, were equivocal. By contrast, sociocultural understandings which became more widely accepted mid-80s, provoked a different orientation questions. Digital Rhetorics project (Lankshear et al 1997) is an example informed by recognition literacy as social practice. Further, it exemplifies shift towards qualitative approaches field studies. To provide context for concurrent sessions panel discussion that follow mine, include overview project, giving particular attention its perspective methodology. Finally, consider future directions practice area. We reached could be called maturing agenda fertile possibilities. challenge undertake studies will continue inform effective practice, mediated new communication information technologies, at all levels education. Bio-details: Dr Ilana Snyder Senior Lecturer Faculty Education, Monash University. Her teaching focuses on literacies changes pedagogical practices associated digital media telecommunication technologies. Two books, Hypertext: electronic labyrinth, (Melbourne University Press 1996) Page screen: Taking era (Allen & Unwin 1997), explore these changes. She was one team nine investigators DEETYA-funded 1997). With Colin Lankshear Bill Green, she has co-authored Teachers Technoliteracy: Managing learning schools, draws final report. It published Allen March 2000.