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.
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.
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|Item Type:||Journal Article|
|Additional Information:||Author contact details: firstname.lastname@example.org|
|Keywords:||Epistemic knowledge, ICTs, MUDs, forums, blogs|
|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 00:00|
|Last Modified:||29 Feb 2012 13:34|
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