Search results for author:"Kimber_Kay"
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(2002) pp. 1–110
This qualitative inquiry rests on the fact that Channel One news broadcasts fail to help students learn about current events, and only reinforce the products advertised on the program. While Channel One is touted as educational and relevant to today'...
Australasian Journal of Educational Technology Vol. 25, No. 4 (Jan 01, 2009)
Classroom teachers routinely make judgments on the quality of their students' work based on their recognition of how effectively the student has assembled key features of the genre or the medium. Yet how readily can teachers talk about the features...
Learning, Media and Technology Vol. 31, No. 1 (March 2006) pp. 19–34
While the last decade has been marked by widespread advocacy for integrating information and communication technologies (ICTs) across school curriculum, teachers' understandings of the nature of electronic literacies in the learning process have...
English Teaching: Practice and Critique Vol. 8, No. 3 (December 2009) pp. 70–90
This article explores the emergence of multimodality as intrinsic to the learning, teaching and assessment of English in the Twenty-First Century. With subject traditions tied to the study of language, literature and media, multimodal texts and new...
Secondary students' online use and creation of knowledge: Refocusing priorities for quality assessment and learning
Australasian Journal of Educational Technology Vol. 26, No. 5 (Jan 01, 2010) pp. 607–625
In this increasingly convergent and digital world, young people are reportedly using new media with high engagement outside school, yet disengaged in those schools where technology access is low or restricted. Such an apparent disconnection is...
Enacting Policy, Curriculum and Teacher Conceptualisations of Multimodal Literacy and English in Assessment and Accountability
English in Australia Vol. 47, No. 1 (April 2012) pp. 9–18
This article examines synergies and gaps in the construction of English, literacy, multimodality in policy and curriculum in Australian education with a focus on current assessment practices and educational accountability in order to make...
Technoliteracy and learning: An analysis of the quality of knowledge in electronic representations of understanding
Computers & Education Vol. 48, No. 1 (January 2007) pp. 59–79
Recent educational research from a socio-cognitive perspective has validated students’ collaborative engagement with new technologies and heightened understanding of influential factors shaping the effectiveness of peer interactions, learning...
Historic Australian Conceptualisations of English, Literacy and Multimodality in Policy and Curriculum and Conflicts with Educational Accountability
English in Australia Vol. 46, No. 3 (2011) pp. 42–53
Attainment of functional English literacy skills by all students has been a focus of Australian national policy since the 1989 Hobart Declaration (MCEETYA, 1989). This focus underpins current educational accountability policy enacted through the...