Transforming what they read: helping eleven‐year‐olds engage with Internet information

Pritchard, Alan; Cartwright, Victoria

doi:10.1111/j.0034-0472.2004.03801005.x

Cited by 28 publications

(13 citation statements)

References 3 publications

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“…Email: j.twidle@lboro.ac.uk held view is that pupils attending schools with better information and communication technology (ICT) resources perform at a higher level than other similar schools (British Educational Communications and Technology Agency, 2001). Although, without careful use, learning from the Internet is not something that can always be guaranteed (Pritchard & Cartwright, 2004), an earlier review, again commissioned by the British Educational Communications and Technology Agency (Becta) (Harris, 2000), certainly catalogues a persuasive array of positive outcomes from the use of this tool and Osborne and Hennessy (2003) note examples of activities that would be impossible without access to the Internet. Supported by additional research (British Educational Communications and Technology Agency, 2000;Flecknoe, 2001;Department for Education and Skills, 2003), the United Kingdom (UK) Department for Education and Skills (2002), in its vision for the future of ICT in schools, would appear to be convinced that information and communication technology in general, and Internet access in particular, has the potential to improve learning in our schools.…”

Section: Introductionmentioning

confidence: 99%

Issues, challenges and needs of student science teachers in using the Internet as a tool for teaching

Twidle

Sørensen

Childs

et al. 2006

Technology, Pedagogy and Education

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In recent years there has been a strong emphasis on the value of various applications of information and communication technology as tools to support teaching and learning. One tool that has been given prominence is the Internet and in order to attain Qualified Teacher Status in England, student teachers are required to demonstrate an ability to use remote databases, such as those provided through the Internet, to support their teaching. However, the experience of the collaborating researchers, working with student teachers in five different higher education institutions, suggests that use of the Internet remains limited. This research project sought to examine current attitudes and practice amongst student secondary science teachers. In particular, factors promoting or hindering the use of the Internet in the classroom were investigated, alongside views concerning what might constitute good pedagogy. The results indicate that most student teachers are making at least some use of the Internet and see its value in promoting learning. However, many issues arose in addition to those which were simply related to lack of resources or technical difficulties. Thus the disparate nature of the material on the Internet and a perception of limited information about effective pedagogy, coupled with a shortage of role models to demonstrate successful use, were also identified as important barriers to their development of effective use of the Internet. The implications of this for initial teacher education programmes are discussed and suggestions for development and further research outlined.

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Section: Introductionmentioning

confidence: 99%

Issues, challenges and needs of student science teachers in using the Internet as a tool for teaching

Twidle

Sørensen

Childs

et al. 2006

Technology, Pedagogy and Education

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show abstract

“…Given these concerns, a number of suggestions have been made for carefully structuring Internet-based activities (e.g. Henry, 2004;Pritchard and Cartwright, 2004). These include: limiting the sites children access using 'childfriendly' search facilities (such as Yahooligans); creating sites for educational purposes (or specifically for teaching web skills), which provide more structured reading experiences and present less complex texts; providing worksheets and structured tasks that scaffold children's reading and their presentation of information gathered.…”

Section: Introductionmentioning

confidence: 99%

Holy Lemons! Learning from children's uses of the Internet in out‐of‐school contexts

Burnett¹,

Wilkinson²

2005

Literacy

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The Internet offers new possibilities for engaging with information and is associated with a wide range of literacy practices. National guidance in the United Kingdom on ‘reading the web’, however, has focused largely on the different skills children may need to learn in school to navigate web‐based texts successfully. Here it is argued that much can be learned both about the potential of the web and of the kinds of reading associated with it by examining children's use of the Internet outside school. This article therefore begins with an overview of particular features of on‐screen reading and the different practices and orientations towards knowledge associated with this. It then reports on the use of the Internet out of school by a group of Year 6 children. It explores the purposes for which these children access the Internet, the attitudes and orientations they demonstrate in their approach to web‐based texts, and their own perceptions of what has enabled them to develop as Internet users. This exploration highlights the way that children may experiment and innovate in their use of the Internet out of school, and in doing so demonstrate considerable autonomy. These findings are used to make suggestions for framing and supporting children's Internet use in school.

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“…Pritchard et al (2004), for example, observed children gathering and using information from the Internet. Unlike Lawless et al's study, qualitative methods allowed an open-ended view of children's search strategies.…”

Section: Digital Literacymentioning

confidence: 99%

Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies

Burnett

2009

Journal Research in Reading

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Division of Education and Humanities Collegiate CrescentSheffield S10 2BP c.burnett@shu.ac.uk 3Research into literacy and technology in primary classrooms: an exploration of the kinds of understandings generated by recent studies AbstractWhilst much has been written about the implications for 'literacy' for practices surrounding digital technologies (Gee, 2000a;Luke and Carrington, 2002;Snyder, 1998), there has been surprisingly little research investigating new literacies in primary classrooms (Andrews, 2003; Reinking, 2003: Lankshear andKnobel, 2003). This review examines the kinds of understandings that have been generated through studies of primary literacy and technology reported during the period 2000-2006. It uses Green's distinction between 'operational', 'cultural' and 'critical' dimensions of primary literacy (Lankshear and Bigum, 1999;Snyder, 2001) to investigate the focus and methodology of 38 empirical studies. It explores ways in which research may be informed by assumptions and practices associated with print literacy, but also highlights the kinds of studies which are beginning to investigate the implications of digital texts for primary education. The paper concludes by arguing for further ethnographic and phenomenological studies of classroom literacy practices in order to explore the complex contexts which surround and are mediated by digital texts.

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Transforming what they read: helping eleven‐year‐olds engage with Internet information

Cited by 28 publications

References 3 publications

Issues, challenges and needs of student science teachers in using the Internet as a tool for teaching

Issues, challenges and needs of student science teachers in using the Internet as a tool for teaching

Holy Lemons! Learning from children's uses of the Internet in out‐of‐school contexts

Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies

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