Kay Kimber
Centre for Language and Literacies, Brisbane Girls Grammar School, Queensland, Australia

Dr Hitendra Pillay
Centre for Cognitive Processes in Learning, Queensland University of Technology, Australia

Dr Cameron Richards
Singapore National Institute of Education, Nanyang Technological University, Singapore

Technoliteracy in Practice: A Case Study of Computer-generated Concept Maps
and Students-as-designers in Humanities Classrooms

Abstract

This paper reports on a case study on technoliteracy in practice - that is, the idea that new digital technologies in education involve not just operational modes of literacy but also cultural, critical and design modes. The study investigated the effectiveness of integrating group and individually constructed computer-generated concept maps into the learning process for three senior secondary humanities classes. Activities selected for a four week unit in Year Eleven Modern History and Year Twelve English classes were built on a constructivist platform and included the use of Inspiration software. The level of knowledge revealed in the student-created concept maps was deduced qualitatively and quantitatively using a criteria template derived from the Structure of Observed Learning Outcomes (SOLO) Taxonomy. Student attitudes to their use of the computer-generated concept maps and level of learning were ascertained through questionnaires and interviews. Findings indicated that student learning had been enhanced by the combination of collaborative inquiry and computer-generated concept maps. The ease of use and creativity afforded by the design of computer-generated concept maps would seem to assist construction of knowledge, development of technoliteracy skills and enjoyment of learning.

Presentation Type
30 min. Paper

Presentation Equipment Requirements
OHP

Speaking Date/Time Restrictions
Please note that my co-authors, Dr Hitendra Pillay and Dr Cameron Richards, are my doctoral supervisors and will not be attending the conference

Country
Australia