Technoliteracy in Practice: A Case study of Computer-Generated Concept Maps and Students-as-Designers in Humanities Classrooms

Kimber, Kay, Pillay, Hitendra K., & Richards, Cameron (2001) Technoliteracy in Practice: A Case study of Computer-Generated Concept Maps and Students-as-Designers in Humanities Classrooms. In Cope, Bill & Kalantzis, Mary (Eds.) 8th International Literacy and Education Research Network Conference, 4- 8 July, 2001, Spetses, Greece.


Technological skills alone are not sufficient for the integration of Information and Communication Technologies (ICT) in education. This paper investigates how an integrated model of ‘technoliteracy’ incorporates in practice the operational, cultural, and critical modes of an effective, applied, and across the curriculum use of ICT. Such a model is outlined here in terms of constructivist principles and design principles of teaching and learning. The paper reports on a case-study inquiry into technoliteracy in practice focussed on collaborative use of computer-generated concept maps in three senior secondary humanities classes. Student-centred learning activities completed by 16 year old Modern History and 17 year old English students during four week units involved the use of Inspiration™ software. The students’ computer-generated concept maps were analysed qualitatively and quantitatively using a criteria template derived from the Structure of Observed Learning Outcomes (SOLO) Taxonomy. This provided a focus for interpreting transformations in student learning in comparative contexts informed also by questionnaires and interviews, informal observations and case study profiling. Thus, the paper further discusses how the concept of technoliteracy provides a useful means of explaining the demonstrable improvements in student learning, beyond a specific curriculum context to include a wider and ongoing use of ICT by teachers to design learning activities and environments.

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ID Code: 9742
Item Type: Conference Paper
Refereed: Yes
Additional Information: For more information, please refer to the publisher’s website (see hypertext link) or contact the author.
Additional URLs:
Keywords: information and communication technologies (ICT), new learning environments (NLE), computer literacy, technoliteracy
ISBN: 1863353585
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2001 Common Ground Publishing
Deposited On: 26 Sep 2007 00:00
Last Modified: 03 Mar 2011 05:43

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