The cultural dimensions of educational computing: understanding the non-neutrality of technology
The cultural dimensions of educational computing: understanding the non-neutrality of technology
Hypertext: the convergence of contemporary critical theory and technology
Hypertext: the convergence of contemporary critical theory and technology
Computers into classrooms: more questions than answers
Computers into classrooms: more questions than answers
Computers and the collaborative experience of learning
Computers and the collaborative experience of learning
Language, classrooms and computers
Language, classrooms and computers
Access to learning: problems and policies
Language, classrooms and computers
Would-be worlds: how simulation is changing the frontiers of science
Would-be worlds: how simulation is changing the frontiers of science
Hypertext 2.0 (rev. ed.): the convergence of contemporary critical theory and technology
Hypertext 2.0 (rev. ed.): the convergence of contemporary critical theory and technology
Hyper/Text/Theory
Cult of Information
The Electronic Word: Democracy, Technology, and the Arts
The Electronic Word: Democracy, Technology, and the Arts
The Reconfigured Eye: Visual Truth in the Post-Photograhic Era
The Reconfigured Eye: Visual Truth in the Post-Photograhic Era
Data Smog: Surviving the Information Glut
Data Smog: Surviving the Information Glut
Some institutional influences on secondary mathematics teachers‘ use of computers
Education and Information Technologies
The Interaction between Primary Teachers' Perceptions of ICT and Their Pedagogy
Education and Information Technologies
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There is discussion about the definition of literacy in the ‘Information Age‘ and the nature of the experience, skills, knowledge and understanding that teachers will need to develop in continuing professional development. This paper discusses the context of policy and curriculum discussions; critiques an approach to information literacy; outlines the use of a framework of ‘good practice‘ in using information technology in the classroom and illustrates the reflection of these ideas in a research project. It proposes that information literacy for teachers is more than competence and capability in information retrieval and presentation, but requires awareness of the ideological, cultural, epistemological and pedagogical practices in which these capabilities are developed. © 1998 IFIP, published by Chapman & Hall Ltd