Reading for emotion with ICT tools

    Research output: Chapter in Book/Report/Conference proceedingConference Paper published in Proceedings

    Abstract

    Too often educational literature constructs the use of digital technology as a communication-mediating device rather than as a tool with qualities that can be utilised for assisting learning. To counter this trend, it is necessary for educators to approach innovation in computer-assisted learning as an opportunity to question how we understand the challenges that the learning process presents to the students and how they can be addressed with the help of digital technology. This paper argues that transformative learning must begin with, and revolve around, a student examining his or her way of relating to the world; this is very different from apprenticeship models, popularised in the 19th century, that begin with a specific task or practice and train students in its performance. This is a conceptual paper. It describes reading tools especially designed to support first and second language students in developing literacy skills involved in the production of convincing and critically examined texts of all kinds, including public presentations or even poems. The paper demonstrates the relevance of these tools to transformative pedagogies, compares them with other literacy support generally available in schools, and illustrates how they can be integrated into a learning context. The emphasis of emotions draws on evidence from neuroscience, where both comprehension and learning are increasingly presented as emotional processes. It follows that the traditional thinking of texts as products of a cognitive process alone needs re-thinking to account for emotions as the source of intentions which inform both the process of text construction and its interpretation. It is therefore not the vocabulary that students struggle to comprehend or manipulate, but the ways in which emotions are turned into a text to evoke a desired effect in the interlocutors. Furthermore, an explicit attention to emotions allows students to approach literacy and language-learning as a whole person, expanding students' emotional understanding of themselves and how they perceive others.

    Original languageEnglish
    Title of host publicationProceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings
    EditorsAhmad Fauzi Mohd Ayub, Antonija Mitrovic, Jie-Chi Yang, Su Luan Wong, Wenli Chen
    Place of PublicationChristchurch, New Zealand
    PublisherAsia Pacific Society for Computers in Education (APSCE)
    Pages874-883
    Number of pages10
    ISBN (Print)9789869401265
    Publication statusPublished - 1 Jan 2017
    EventInternational Conference on Computers in Education (ICCE 2017 25th) - Rydges Latimer hotel, Christchurch, New Zealand
    Duration: 4 Dec 20178 Dec 2017
    Conference number: 25
    http://www.apsce.net/icce/icce2017/index.html

    Conference

    ConferenceInternational Conference on Computers in Education (ICCE 2017 25th)
    Abbreviated titleICCE
    CountryNew Zealand
    CityChristchurch
    Period4/12/178/12/17
    Internet address

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  • Cite this

    Lian, A. (2017). Reading for emotion with ICT tools. In A. F. Mohd Ayub, A. Mitrovic, J-C. Yang, S. L. Wong, & W. Chen (Eds.), Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings (pp. 874-883). Asia Pacific Society for Computers in Education (APSCE).