This week’s 1751 lecture was focused on multiliteracies and how literacy has been redefined by social, technological and economic change. For teachers to have the ability to create an online interactive task to support their pedagogy and promote deeper understanding and learning (such as a web quest) displays the ways in which multiliteracy has shaped our modern education system. To be ‘multiliterate’ requires understanding and being able to use the literacy’s of a range of texts and technologies in a socially, culturally and linguistically diverse world. It requires the mastery of communication in different modes of technology, an ability to critically analyse texts and encourages students to be active participants in social change.
The way we have designed our web quest, requiring students to research, analyse film clips and diagrams, create tables, complete online quiz’s and provide a word processed lifestyle plan and letter, we believe we have suitable addressed and promoted the development of multiliterate citizens. By employing pedagogical techniques that utilise technologies in constructive ways to better teach and impart subject content, we are utilising and sharing with others our collaborative technological pedagogical content knowledge.
Teachers use a range of technological tools and their own technological pedagogical content knowledge to facilitate the development of multiliterate students and emphasise the significance of these students work.
As we have come to understand these concepts the development of our own technological pedagogical content knowledge has exploded and helped us to recognise the importance of multiliteracy and how we can tweak our web quest to further facilitate the development of students.
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