Supporting Dialogic Literacy Through Mashing and Modding of Places and Spaces

Technology-dependent teaching strategies can exploit the currently underused capacities of mediarich Web 2.0 technology to enable student engagement and support higher order thinking. In particular, Web 2.0 technologies support learners' opportunities to coconstruct ideas/knowledge and ways in...

Full description

Saved in:
Bibliographic Details
Published inTheory into practice Vol. 47; no. 2; pp. 138 - 149
Main Authors Hedberg, John G., Brudvik, Ole C.
Format Journal Article
LanguageEnglish
Published Columbus Taylor & Francis Group 01.04.2008
Lawrence Erlbaum
Ohio State University, College of Education
Subjects
Cognitive skills
Computer Mediated Communication
Computer Networks
Computer Simulation
Computer Software
Computer Uses in Education
Computers
Dialogic literacy
Dialogism
Educational Technology
Games
Higher order thinking
ICT in education
Information Technology
Interactive learning
Interactivity
Internet
Learning
Literacy
Literacy programs
Online discussion groups
Online instruction
Online learning
Online teaching
Primary secondary education
Search engines
Social bookmarking
Social interaction
Student Motivation
Teaching Methods
Technology
Thinking Skills
Virtual reality
Virtual worlds
Web 2.0
Online AccessGet full text

Cover

More Information
Summary:Technology-dependent teaching strategies can exploit the currently underused capacities of mediarich Web 2.0 technology to enable student engagement and support higher order thinking. In particular, Web 2.0 technologies support learners' opportunities to coconstruct ideas/knowledge and ways in which they can add their own interpretations in to Web 2.0 tolls that enable modding of existing products and collations of multimodal information from multiple sources thorugh mashing.
Bibliography:Refereed article. Includes bibliographical references.
Theory into Practice; v.47 n.2 p.138-149; Spring 2008
ISSN:0040-5841
1543-0421
DOI:10.1080/00405840801992363