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MUDS in the classroom : teachers' learning, epistemic potential and pedagogical dilemmas

Exley, Beryl E. (2007) MUDS in the classroom : teachers' learning, epistemic potential and pedagogical dilemmas. Australian Journal of Middle Schooling, 7(1), pp. 17-19.

Abstract

This research article recounts an authentic integrated project undertaken by Martin Woodbury and his teaching partner, Su Cooper, with their socio-culturally and linguistically diverse multi-age middle years classes at Coopers Plains State School. Their purposeful integration of ICT literacies into a SOSE inspired unit for their school's 75th Anniversary won them a National Literacy and Numeracy Week Celebration Grant in 2006. Attention is focused on Martin's talk about his first time exploration of two multi-user domains (MUDs), forums and blogs. This article documents and discusses Martin's developing awareness of his technological literacy content knowledge, their epistemic potential, and the pedagogical dilemmas besetting teachers as they engage student with these new technologies.

Impact and interest:

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205 since deposited on 24 May 2007
30 in the past twelve months

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ID Code: 7846
Item Type: Journal Article
Additional Information: Author contact details: b.exley@qut.edu.au
Additional URLs:
Keywords: Epistemic knowledge, ICTs, MUDs, forums, blogs
ISSN: 1445-2928
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Primary Education (excl. Maori) (130105)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2007 Middle Years of Schooling Association
Copyright Statement: Reproduced in accordance with the copyright policy of the publisher.
Deposited On: 24 May 2007
Last Modified: 29 Feb 2012 23:34

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