A Dialogic, Evidence-based Framework for Integrating Technology into School Curricula

Anna Lian, Amy Norman

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

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Abstract

The General Capabilities in the Australian Curriculum (ACARA, 2014c) echo the 21st-century learning skills and attributes whichembody some of the key challenges of modern pedagogies. Briefly, next to the Cross-curriculum Priorities (ACARA, 2014b), theGeneral Capabilities statements are the key building blocks of the curriculum and refer to student wellbeing, emotional growth, critical and creative thinking, and social, ethical and intercultural development. This chapter reviews contrasting perspectives on the links which the literature constructs between digital technology and learning, and investigates their implications for the teaching of the General Capabilities. This examination results in the formulation of a “dialogic framework” for integrating technology into educational contexts, with a focus on early childhood and primary education. The framework builds its evidence base by drawing on a range of disciplines, thus ensuring relevant cross-checking. Some of the disciplines include corrective phonetics, semiotics and genre studies, neuroscience, psychology and philosophy of inquiry. The result is a comprehensive mapping of the concept of learning in relation to each of the Capabilities. Implications for the use of ICT and the design of learning activities which link with the Crosscurriculum Priorities are illustrated.
Original languageEnglish
Title of host publicationChallenges in Global Learning
Subtitle of host publicationDealing with Education Issues from an International Perspective
EditorsAnia Lian, Peter Kell, Paul Black, Koo Yew Lie
Place of PublicationUK
PublisherCambridge Scholars Publishing
Chapter16
Pages314-349
Number of pages36
Edition1
ISBN (Electronic)9781443844987
ISBN (Print)9781443899802
Publication statusPublished - 2017

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