Henderson, Robyn (2011) Classroom pedagogies, digital literacies and the home-school digital divide. International Journal of Pedagogies and Learning, 6 (2). pp. 152-161.
As digital technologies continue to permeate aspects of everyday life, contributing to an increasingly multiliterate world, educators are working to include digital technologies into classroom practices. However, there is evidence that the digital divide between schools and homes continues to widen as more and more technologies become available. This article reports on a small research project that investigated the use of digital technologies in two middle school (young adolescent) classrooms and how the teachers were attempting to bridge the so-called home-school divide. The study explored what the teachers knew about their students’ use of digital technologies and multiliteracies outside of the school context and how the teachers used digital technologies and approached the teaching of multiliteracies within the contexts of their classrooms.
|Item Type:||Article (Commonwealth Reporting Category C)|
|Additional Information:||See link to published version online. Copyright of published articles is held by eContent Management Pty Ltd. No limitation will be placed on the personal freedom of authors to copy or to use in subsequent work, material contained in their papers. Please contact the Publisher for clarification if you are unsure of the use of copyright material. Apart from fair dealing for the purposes of research and private study, or criticism and or review, as permitted under the Copyright Act 1968 of Australia, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the Publishers.|
|Uncontrolled Keywords:||digital literacies; digital divide; home-school divide; literacies; multiliteracies|
|Depositing User:||Dr Robyn Henderson|
|Date Deposited:||17 Nov 2011 02:52|
|Last Modified:||03 Jul 2013 00:43|
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