Technology, literacy and learning: a multimodal approach
With the recent explosion of technology into the world of education across the globe, this book sets out a framework for rethinking the three key areas of schooling that are most affected by technology's impact on education today: knowledge as curriculum; learning and pedagogy; and literacy acr...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London [u.a.]
Routledge
2006
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Table of contents Inhaltsverzeichnis |
| Zusammenfassung: | With the recent explosion of technology into the world of education across the globe, this book sets out a framework for rethinking the three key areas of schooling that are most affected by technology's impact on education today: knowledge as curriculum; learning and pedagogy; and literacy across the curriculum. A well-known author in this field, Jewitt takes the reader through an analysis of teaching and learning with materials such as CD-ROMs, websites, the Internet, computer programming applications and computer games, relating each in turn to the main curriculum topics. |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XV, 175 S. Ill. |
| ISBN: | 0415345499 |
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| 300 | |a XV, 175 S. |b Ill. | ||
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| 500 | |a Includes bibliographical references and index | ||
| 505 | 8 | |a Introduction -- Turning a multimodal lens on technology mediated learning -- Towards a multimodal analysis -- Reshaping of curriculum knowledgE -- Multimodal learning -- Multimodality, "reading," and literacy -- Pedagogy as design -- Some final thoughts on representational and communicational resourcees, technology, and learning. | |
| 520 | 3 | |a With the recent explosion of technology into the world of education across the globe, this book sets out a framework for rethinking the three key areas of schooling that are most affected by technology's impact on education today: knowledge as curriculum; learning and pedagogy; and literacy across the curriculum. A well-known author in this field, Jewitt takes the reader through an analysis of teaching and learning with materials such as CD-ROMs, websites, the Internet, computer programming applications and computer games, relating each in turn to the main curriculum topics. | |
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Educational technology | |
| 650 | 4 | |a Education |x Effect of technological innovations on | |
| 650 | 4 | |a Learning | |
| 650 | 4 | |a Literacy | |
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Datensatz im Suchindex
| _version_ | 1804135023176056832 |
|---|---|
| adam_text | CONTENTS LIST OF FIGURES XI LIST OF TABLES XIII PREFACE XIV
ACKNOWLEDGEMENTS XVI 1 INTRODUCTION 1 A FUNDAMENTAL QUESTION 1 A
FRAMEWORK FOR THINKING 3 MULTIMODALITY 3 ACTIVITY THEORY 4 A FOCUS ON
SCHOOLS 4 CURRICULUM KNOWLEDGE 7 LEARNING 7 LITERACY 8 PEDAGOGY 9
ANALYTICAL THEMES 9 THE MULTIMODAL CHARACTER OF NEW TECHNOLOGIES 9
STRUCTURE AND HYPERLINKS 11 THE INTERACTION OF MODES ON SCREEN 12 SITES
OF DISPLAY 13 THIS BOOK 14 TURNING A MULTIMODAL LENS ON
TECHNOLOGY-MEDIATED LEARNING 16 WHY USE A MULTIMODAL APPROACH? 16 WHY
USE ACTIVITY THEORY? 16 MODE 17 SEMIOTIC RESOURCE 17 METAFUNCTIONS 18
MOTIVATED SIGN 20 THE SIGN MAKER S INTEREST 22 ACTIVITY THEORY 23
SIGNS, MIND AND LEARNING 25 LEARNING AND MODES OF REPRESENTATION AND
COMMUNICATION 28 SIGNS AS AN EVIDENCE OJ LEARNING 28 TECHNOLOGY
REMEDIATED LEARNING 29 LOOKING BEYOND LANGUAGE 30 3 TOWARDS A MULTIMODAL
ANALYSIS 32 MULTIMODAL DATA COLLECTION 32 ETHICAL CONSIDERATIONS 33 THE
EFFECT OF VIDEO CAMERAS IN THE CLASSROOM 33 POINTING : SETTING THE
CAMERA UP 34 USING MORE THAN ONE CAMERA 35 CLICKING : TURNING THE
CAMERA ON AND OFF 36 SUPPLEMENTARY DATA 36 THE EXAMPLES IN THIS BOOK 36
SAMPLING VIDEO DATA 37 MULTIMODAL TRANSCRIPTION 38 STARTING POINTS FOR
ANALYSIS 40 THINKING ABOUT MODES 42 IMAGE 42 IDEATIONAL MEANING IN THE
VISUAL MODE 42 INTERPERSONAL MEANING IN THE VISUAL MODE 44 TEXTUAL
MEANING; VISUAL DESIGN 45 COLOUR 46 SOUND 41 MOVEMENT AND GESTURE 48
IDEATIONAL MEANING IN MOVEMENT AND GESTURE 48 INTERPERSONAL MEANING IN
MOVEMENT AND GESTURE 49 TEXTUAL MEANING IN MOVEMENT AND GESTURE 49 GAZE
49 THE INTERACTION OF MODES 50 4 RESHAPING OF CURRICULUM KNOWLEDGE 53
THE MULTIMODAL RESHAPING OF CHARACTER IN SCHOOL ENGLISH 54 OVERVIEW OF
THE CD-ROM 56 THE TRANSFORMATION OF NOVEL AS CD-ROM 56 FROM BOOK AND
WRITING, TO VIDEO AND MULTIMODAL TEXT 57 THE VISUAL REPRESENTATION OF
GAZE, GESTURE AND MOVEMENT 58 POINT OF VIEW AND DISTANCE OF SHOT 61
CLOTHES 61 DESIGN 62 WRITING TO SPEECH 63 WRITTEN TEXT TO VISUAL TEXT 64
REPRESENTED ELEMENTS 64 FRAMING 64 SOCIAL DISTANCE AND POINT OF VIEW 65
SETTING 65 THE CHARACTER GUIDE 65 THE MULTIMODAL RESHAPING OF CHARACTER
IN THE DOSSIER SECTION OF THE CD-ROM 61 IMAGES 67 VOICE 69 MODES, LINKS
AND SHARED OBJECTS 10 MULTIMODALITY, NEW MEDIA AND LEARNING 11 TEXTUAL
EVIDENCE LI SOCIAL-HISTORICAL CONTEXT 12 INTERTEXTUALITY 13
MULTIMODALITY 13 RESHAPING KNOWLEDGE 14 5 MULTIMODAL LEARNING 76
LEARNING AND THE MULTIMODAL CHARACTER OF NEW TECHNOLOGIES 77 LEARNING
AND THE ROLE OF WRITING 80 THE MULTIMODAL PRACTICES OF STUDENTS ENGAGED
WITH NEW TECHNOLOGIES 84 LEARNING AND THE DESIGN OF MODAL RELATIONS ON
SCREEN 88 STRUCTURE AND LEARNING 93 LEARNING ACROSS MODES 99 DIFFERENT
PRINCIPLES AND MODAL PREFERENCES 100 POSITIONS TO LEARNING 101
RETHINKING LEARNING 105 6 MULTIMODALITY, READING AND LITERACY 107
WRITING IN THE MULTIMODAL ENVIRONMENT OJ THE SCREEN 108 DECENTRING
WRITING 108 WRITING AS LABEL OR CAPTION 110 WRITING AS A SIGN OF
IDENTITY 111 THE VISUALISATION OF WORD 112 TIRE DESIGNED RELATIONSHIP
BETWEEN UNITING AND OTHER MODES 117 RELATIONS OF COHERENCE 111 RELATIONS
OF TENSION AND CRITIQUE 118 RELATIONS AS LAYERS OF MEANING 119 RELATIONS
OF SPECIALISATION 119 STUDENTS DESIGN OF UNITING AND IMAGE 119 READING
AS A MULTIMODAI PRACTICE 123 MULTIMODAL READING ON SCREEN 128 READING
THE NOVEL AS CD-ROM 128 READING MULTIMODAL DIGITAL TEXTS 130 MULTIPLE
READING PATHS 133 SO WHAT ABOUT READING? 134 RETHINKING READING AND
LITERACY 135 7 PEDAGOGY AS DESIGN 138 PRINCIPLES OF DESIGN 138 DESIGN
COMPARED TO TEACHING STYLE 139 TAKES ON THE WORLD 139 ELEMENTS IN
PEDAGOGIC DESIGN 140 THE ARRANGEMENT OF THE CLASSROOM AS A PHYSICAL
SPACE 140 MULTIMODAL COMMUNICATION AND PEDAGOGIC SOCIAL RELATIONS 141
CURRICULUM AND TECHNOLOGIES OF REPRESENTATION AND COMMUNICATION 143
PEDAGOGIC DESIGN IN THE SCIENCE CLASSROOM 144 THE TRADITIONAL
PEDAGOGIC TAKE 145 THE TECHNOLOGISED PEDAGOGIC TAKE 141 THE PEDAGOGIC
TAKE OF THE CD-ROM 141 WORKING WITH THE CD-ROM ON THE COMPUTER SCREEN
148 THE CD-ROM ON THE INTERACTIVE WHITEBOARD 149 DESIGNING VIRTUAL TO
EMPIRICAL REALITIES: CONNECTIONS BETWEEN THE OLD AND THE NEW 151
CHANGING EPISTEMOHGICAL PERSPECTIVES 155 RETHINKING PEDAGOGY 158 8 SOME
FINAL THOUGHTS ON REPRESENTATIONAL AND COMMUNICATIONAL RESOURCES,
TECHNOLOGY AND LEARNING 161 REFERENCES 165 INDEX 173
|
| adam_txt |
CONTENTS LIST OF FIGURES XI LIST OF TABLES XIII PREFACE XIV
ACKNOWLEDGEMENTS XVI 1 INTRODUCTION 1 A FUNDAMENTAL QUESTION 1 A
FRAMEWORK FOR THINKING 3 MULTIMODALITY 3 ACTIVITY THEORY 4 A FOCUS ON
SCHOOLS 4 CURRICULUM KNOWLEDGE 7 LEARNING 7 LITERACY 8 PEDAGOGY 9
ANALYTICAL THEMES 9 THE MULTIMODAL CHARACTER OF NEW TECHNOLOGIES 9
STRUCTURE AND HYPERLINKS 11 THE INTERACTION OF MODES ON SCREEN 12 SITES
OF DISPLAY 13 THIS BOOK 14 TURNING A MULTIMODAL LENS ON
TECHNOLOGY-MEDIATED LEARNING 16 WHY USE A MULTIMODAL APPROACH? 16 WHY
USE ACTIVITY THEORY? 16 MODE 17 SEMIOTIC RESOURCE 17 METAFUNCTIONS 18
MOTIVATED SIGN 20 THE SIGN MAKER'S 'INTEREST' 22 ACTIVITY THEORY 23
SIGNS, 'MIND' AND LEARNING 25 LEARNING AND MODES OF REPRESENTATION AND
COMMUNICATION 28 SIGNS AS AN EVIDENCE OJ LEARNING 28 TECHNOLOGY
REMEDIATED LEARNING 29 LOOKING BEYOND LANGUAGE 30 3 TOWARDS A MULTIMODAL
ANALYSIS 32 MULTIMODAL DATA COLLECTION 32 ETHICAL CONSIDERATIONS 33 THE
EFFECT OF VIDEO CAMERAS IN THE CLASSROOM 33 'POINTING': SETTING THE
CAMERA UP 34 USING MORE THAN ONE CAMERA 35 'CLICKING': TURNING THE
CAMERA ON AND OFF 36 SUPPLEMENTARY DATA 36 THE EXAMPLES IN THIS BOOK 36
SAMPLING VIDEO DATA 37 MULTIMODAL TRANSCRIPTION 38 STARTING POINTS FOR
ANALYSIS 40 THINKING ABOUT MODES 42 IMAGE 42 IDEATIONAL MEANING IN THE
VISUAL MODE 42 INTERPERSONAL MEANING IN THE VISUAL MODE 44 TEXTUAL
MEANING; VISUAL DESIGN 45 COLOUR 46 SOUND 41 MOVEMENT AND GESTURE 48
IDEATIONAL MEANING IN MOVEMENT AND GESTURE 48 INTERPERSONAL MEANING IN
MOVEMENT AND GESTURE 49 TEXTUAL MEANING IN MOVEMENT AND GESTURE 49 GAZE
49 THE INTERACTION OF MODES 50 4 RESHAPING OF CURRICULUM KNOWLEDGE 53
THE MULTIMODAL RESHAPING OF CHARACTER IN SCHOOL ENGLISH 54 OVERVIEW OF
THE CD-ROM 56 THE TRANSFORMATION OF 'NOVEL' AS CD-ROM 56 FROM BOOK AND
WRITING, TO VIDEO AND MULTIMODAL TEXT 57 THE VISUAL REPRESENTATION OF
GAZE, GESTURE AND MOVEMENT 58 POINT OF VIEW AND DISTANCE OF SHOT 61
CLOTHES 61 DESIGN 62 WRITING TO SPEECH 63 WRITTEN TEXT TO VISUAL TEXT 64
REPRESENTED ELEMENTS 64 FRAMING 64 SOCIAL DISTANCE AND POINT OF VIEW 65
SETTING 65 THE CHARACTER GUIDE 65 THE MULTIMODAL RESHAPING OF CHARACTER
IN THE DOSSIER SECTION OF THE CD-ROM 61 IMAGES 67 VOICE 69 MODES, LINKS
AND SHARED 'OBJECTS' 10 MULTIMODALITY, NEW MEDIA AND LEARNING 11 TEXTUAL
EVIDENCE LI SOCIAL-HISTORICAL CONTEXT 12 INTERTEXTUALITY 13
MULTIMODALITY 13 RESHAPING KNOWLEDGE 14 5 MULTIMODAL LEARNING 76
LEARNING AND THE MULTIMODAL CHARACTER OF NEW TECHNOLOGIES 77 LEARNING
AND THE ROLE OF WRITING 80 THE MULTIMODAL PRACTICES OF STUDENTS ENGAGED
WITH NEW TECHNOLOGIES 84 LEARNING AND THE DESIGN OF MODAL RELATIONS ON
SCREEN 88 STRUCTURE AND LEARNING 93 LEARNING ACROSS MODES 99 DIFFERENT
PRINCIPLES AND MODAL 'PREFERENCES' 100 POSITIONS TO LEARNING 101
RETHINKING LEARNING 105 6 MULTIMODALITY, 'READING' AND LITERACY 107
WRITING IN THE MULTIMODAL ENVIRONMENT OJ THE SCREEN 108 DECENTRING
WRITING 108 WRITING AS LABEL OR CAPTION 110 WRITING AS A SIGN OF
IDENTITY 111 THE VISUALISATION OF WORD 112 TIRE DESIGNED RELATIONSHIP
BETWEEN UNITING AND OTHER MODES 117 RELATIONS OF COHERENCE 111 RELATIONS
OF TENSION AND CRITIQUE 118 RELATIONS AS LAYERS OF MEANING 119 RELATIONS
OF SPECIALISATION 119 STUDENTS' DESIGN OF UNITING AND IMAGE 119 READING
AS A MULTIMODAI PRACTICE 123 MULTIMODAL READING ON SCREEN 128 READING
THE 'NOVEL AS CD-ROM' 128 READING MULTIMODAL DIGITAL TEXTS 130 MULTIPLE
READING PATHS 133 SO WHAT ABOUT READING? 134 RETHINKING READING AND
LITERACY 135 7 PEDAGOGY AS DESIGN 138 PRINCIPLES OF DESIGN 138 DESIGN
COMPARED TO TEACHING STYLE 139 'TAKES' ON THE WORLD 139 ELEMENTS IN
PEDAGOGIC DESIGN 140 THE ARRANGEMENT OF THE CLASSROOM AS A PHYSICAL
SPACE 140 MULTIMODAL COMMUNICATION AND PEDAGOGIC SOCIAL RELATIONS 141
CURRICULUM AND TECHNOLOGIES OF REPRESENTATION AND COMMUNICATION 143
PEDAGOGIC DESIGN IN THE SCIENCE CLASSROOM 144 THE 'TRADITIONAL'
PEDAGOGIC TAKE 145 THE 'TECHNOLOGISED' PEDAGOGIC TAKE 141 THE PEDAGOGIC
TAKE OF THE CD-ROM 141 WORKING WITH THE CD-ROM ON THE COMPUTER SCREEN
148 THE CD-ROM ON THE INTERACTIVE WHITEBOARD 149 DESIGNING VIRTUAL TO
EMPIRICAL REALITIES: CONNECTIONS BETWEEN THE 'OLD' AND THE 'NEW' 151
CHANGING EPISTEMOHGICAL PERSPECTIVES 155 RETHINKING PEDAGOGY 158 8 SOME
FINAL THOUGHTS ON REPRESENTATIONAL AND COMMUNICATIONAL RESOURCES,
TECHNOLOGY AND LEARNING 161 REFERENCES 165 INDEX 173 |
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| contents | Introduction -- Turning a multimodal lens on technology mediated learning -- Towards a multimodal analysis -- Reshaping of curriculum knowledgE -- Multimodal learning -- Multimodality, "reading," and literacy -- Pedagogy as design -- Some final thoughts on representational and communicational resourcees, technology, and learning. |
| ctrlnum | (OCoLC)58431621 (DE-599)BVBBV021252967 |
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| edition | 1. publ. |
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| illustrated | Illustrated |
| index_date | 2024-07-02T13:39:51Z |
| indexdate | 2024-07-09T20:33:54Z |
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| isbn | 0415345499 |
| language | English |
| lccn | 2005006065 |
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| publisher | Routledge |
| record_format | marc |
| spelling | Jewitt, Carey Verfasser aut Technology, literacy and learning a multimodal approach Carey Jewitt 1. publ. London [u.a.] Routledge 2006 XV, 175 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Introduction -- Turning a multimodal lens on technology mediated learning -- Towards a multimodal analysis -- Reshaping of curriculum knowledgE -- Multimodal learning -- Multimodality, "reading," and literacy -- Pedagogy as design -- Some final thoughts on representational and communicational resourcees, technology, and learning. With the recent explosion of technology into the world of education across the globe, this book sets out a framework for rethinking the three key areas of schooling that are most affected by technology's impact on education today: knowledge as curriculum; learning and pedagogy; and literacy across the curriculum. A well-known author in this field, Jewitt takes the reader through an analysis of teaching and learning with materials such as CD-ROMs, websites, the Internet, computer programming applications and computer games, relating each in turn to the main curriculum topics. Erziehung Educational technology Education Effect of technological innovations on Learning Literacy Neue Medien (DE-588)4196910-8 gnd rswk-swf Bildung (DE-588)4006650-2 gnd rswk-swf Internet (DE-588)4308416-3 gnd rswk-swf Neue Medien (DE-588)4196910-8 s Internet (DE-588)4308416-3 s Bildung (DE-588)4006650-2 s DE-604 http://www.loc.gov/catdir/toc/ecip059/2005006065.html Table of contents SWB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014574316&sequence=000005&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Jewitt, Carey Technology, literacy and learning a multimodal approach Introduction -- Turning a multimodal lens on technology mediated learning -- Towards a multimodal analysis -- Reshaping of curriculum knowledgE -- Multimodal learning -- Multimodality, "reading," and literacy -- Pedagogy as design -- Some final thoughts on representational and communicational resourcees, technology, and learning. Erziehung Educational technology Education Effect of technological innovations on Learning Literacy Neue Medien (DE-588)4196910-8 gnd Bildung (DE-588)4006650-2 gnd Internet (DE-588)4308416-3 gnd |
| subject_GND | (DE-588)4196910-8 (DE-588)4006650-2 (DE-588)4308416-3 |
| title | Technology, literacy and learning a multimodal approach |
| title_auth | Technology, literacy and learning a multimodal approach |
| title_exact_search | Technology, literacy and learning a multimodal approach |
| title_exact_search_txtP | Technology, literacy and learning a multimodal approach |
| title_full | Technology, literacy and learning a multimodal approach Carey Jewitt |
| title_fullStr | Technology, literacy and learning a multimodal approach Carey Jewitt |
| title_full_unstemmed | Technology, literacy and learning a multimodal approach Carey Jewitt |
| title_short | Technology, literacy and learning |
| title_sort | technology literacy and learning a multimodal approach |
| title_sub | a multimodal approach |
| topic | Erziehung Educational technology Education Effect of technological innovations on Learning Literacy Neue Medien (DE-588)4196910-8 gnd Bildung (DE-588)4006650-2 gnd Internet (DE-588)4308416-3 gnd |
| topic_facet | Erziehung Educational technology Education Effect of technological innovations on Learning Literacy Neue Medien Bildung Internet |
| url | http://www.loc.gov/catdir/toc/ecip059/2005006065.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014574316&sequence=000005&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT jewittcarey technologyliteracyandlearningamultimodalapproach |