Teachers and Technoliteracy: Managing Literacy, Technology and Learning in Schools
By Colin Lankshear, Ilana Snyder with Bill Green
Allen & Unwin, May 2000 176pp ISBN 1 86448 946 4
* What is the best way to manage
computers in schools?
'Teachers and Technoliteracy' examines the use of technology in education. Drawing on detailed case studies the authors show how schools in different settings can establish sustainable and appropriate technology infrastructure. They also show how to develop teaching practices which not only enhance technology skills, but a range of literacy skills as well. Analysis of education technology policy reveals how a working understanding of policy is crucial to making the right technology decisions in schools. The authors argue that educational principles should not be sacrificed to the 'technological dance', nor to the escalating corporatisation of education with which new technology is so closely associated. Rather, they demonstrate how technology can be put to the service of education, and not only make it more effective, but enrich it as well. 'Teachers and Technoliteracy' is a valuable professional reference for school principals and teachers working with technology, and is also an excellent text for university courses on computers and education.
'This isn't reading for techno-nerds only, but for all teachers coming to grips with new kinds of students and new kinds of technologies.' Allan Luke, Graduate School of Education, University of Queensland
Globalisation and Pedagogy: Space, Place and Identity
Richard Edwards, The Open University, Milton
Routledge, 2000, 216 pages, ISBN/ISSN: 0-415-19114-9
There is considerable debate as to the nature, extent and significance of globalisation. There is also a great deal of discussion of its implications for education, particularly in relation to the spread of global policy. The discussion of globalisation and educational policy has two interrelated aspects - first, the examination of policies as they migrate around the globe, and second, the exploration of the processes of migration and how similar policies emerge in different national contexts. The authors of this book provide a fresh examination of the changes and development that globalisation in education has had on pedagogy. They consider different pedagogic practices and introduce a range of literature from around the world. This pedagogic text will help the reader to consider the impact of globalising processes on many different sectors of education and training.
Table of Contents
Introduction 1. Globalisation - Lost in Space and Time 2. Putting Space Back on the Map 3. Globalisation, Pedagogy, Curriculum 4. Globalisation, the Academy and New Knowledge 5. (Dis)locating Professional and Disciplinary Autobiographies 6. Pedagogies of (dis)location - (dis)locating pedagogies 7. (Dis)locating Practices: Mapping and Translating 8. Endless Learning
Multiliteracies: Literacy Learning and the Design of Social Futures
Bill Cope, Centre for Workplace Communication
Routledge, 2000, ISBN/ISSN: 0-415-21421-1, 368 pages
Multiliteracies considers the future of literacy teaching in the context of the rapidly changing English language. Questions are raised about what constitutes appropriate literacy teaching in today's world: a world that is both a global village yet one in which local diversity is increasingly important. This is a coherent and accessible overview with well-known international contributors bringing together their varying national experiences and differences of theoretical and political emphasis. The essays deal with issues such as: * the fundamental premises of literacy pedagogy * the effects of technological change * multilingualism and cultural identity * social features and their implications on language teaching. The book concludes with case studies of attempts to put the theories into practice and thereby provide a basis for dialogue with fellow educators around the world.
'This is an unique effort, the
effect of which is a very persuasive, coherent volume set within
a well-thought out conceptual framework. The style is extremely
readable.' - Nancy Hornberger, University of Pennsylvania
Critical Multiculturalism : Rethinking Multicultural and Antiracist Education
Stephen May (Editor)
Falmer Press; ISBN: 0750707674 , 256 pages, 1999
Over the years, multicultural education has been criticised for placing too much store on curricular change, and too little on the impact of structural racism in students' lives. Critical Multiculturalism is the response to these criticisms, having at its core a passionate commitment to antiracism. A central concern is to link educational theory, policy and practice, thus providing both a critical and practical account of culturally pluralist forms of schooling. This edited collection draws together for the first time leading academic commentators on critical multiculturalism from around the world.
Introduction: Towards Critical
Multiculturalism - Stephen May