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.
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|Item Type:||Article (Commonwealth Reporting Category C)|
|Item Status:||Live Archive|
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|Faculty / Department / School:||Historic - Faculty of Education|
|Date Deposited:||17 Nov 2011 02:52|
|Last Modified:||25 Aug 2014 03:29|
|Uncontrolled Keywords:||digital literacies; digital divide; home-school divide; literacies; multiliteracies|
|Fields of Research :||13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 Education > 1301 Education Systems > 130105 Primary Education (excl. Maori)
|Socio-Economic Objective:||C Society > 93 Education and Training > 9301 Learner and Learning > 930101 Learner and Learning Achievement|
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