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

Anna Lian, Amy Norman

    Research output: Chapter in Book/Report/Conference proceedingChapter

    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.
    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
    Pages314-349
    Number of pages36
    ISBN (Print)978-1-4438-9980-2
    StatePublished - 2017

    Fingerprint

    curriculum
    school
    learning
    evidence
    primary education
    neurosciences
    phonetics
    semiotics
    genre
    psychology
    childhood
    examination
    Teaching
    student
    literature
    philosophy

    Cite this

    Lian, A., & Norman, A. (2017). A Dialogic, Evidence-based Framework for Integrating Technology into School Curricula. In A. Lian, P. Kell, P. Black, & K. Y. Lie (Eds.), Challenges in Global Learning: Dealing with Education Issues from an International Perspective (pp. 314-349). UK: Cambridge Scholars Publishing.
    Lian, Anna ; Norman, Amy. / A Dialogic, Evidence-based Framework for Integrating Technology into School Curricula. Challenges in Global Learning: Dealing with Education Issues from an International Perspective. editor / Ania Lian ; Peter Kell ; Paul Black ; Koo Yew Lie. UK : Cambridge Scholars Publishing, 2017. pp. 314-349
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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.",
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    Lian, A & Norman, A 2017, A Dialogic, Evidence-based Framework for Integrating Technology into School Curricula. in A Lian, P Kell, P Black & KY Lie (eds), Challenges in Global Learning: Dealing with Education Issues from an International Perspective. Cambridge Scholars Publishing, UK, pp. 314-349.

    A Dialogic, Evidence-based Framework for Integrating Technology into School Curricula. / Lian, Anna; Norman, Amy.

    Challenges in Global Learning: Dealing with Education Issues from an International Perspective. ed. / Ania Lian; Peter Kell; Paul Black; Koo Yew Lie. UK : Cambridge Scholars Publishing, 2017. p. 314-349.

    Research output: Chapter in Book/Report/Conference proceedingChapter

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    Lian A, Norman A. A Dialogic, Evidence-based Framework for Integrating Technology into School Curricula. In Lian A, Kell P, Black P, Lie KY, editors, Challenges in Global Learning: Dealing with Education Issues from an International Perspective. UK: Cambridge Scholars Publishing. 2017. p. 314-349.