Supporting Dialogic Literacy Through Mashing and Modding of Places and Spaces
Bibliographic Data
| ID | 4254664 |
|---|---|
| Authors | John G Hedberg, John Hedberg (Macquarie University), Ole C Brudvik (Macquarie University) |
| Year | 2008 |
| Volume | 47 |
| Issue | 2 |
| Pages | 138-149 |
| Publication date | 2008-04-23 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405840801992363 |
| OpenAlex | W1983396790 |
| Language | EN |
| Citations received | 3 |
| References cited | 15 |
Technology-dependent teaching strategies can exploit the currently underused capacities of mediarich Web 2.0 technology to enable student engagement and support higher order thinking. In particular, Web 2.0 technologies support learners' opportunities to coconstruct ideas/knowledge and ways in which they can add their own interpretations in to Web 2.0 tolls that enable modding of existing products and collations of multimodal information from multiple sources thorugh mashing
Business · Dialogic · Exploit · Knowledge management · Literacy · Mashing · Mathematics education · Multimedia · Order (exchange · Pedagogy · Sociology · World Wide Web · Computer Science · Digital Storytelling and Education · Innovative Teaching and Learning Methods · Psychology · Wikis in Education and Collaboration
| Citations per year | 0.19 |
|---|---|
| Citation span | 2010 - 2025 (16) |
| Highly cited | No |