An investigation of the incorporation of information and communication technologies and thinking skills in year 1 and 2 students

Walters, M and Fehring, H 2009, 'An investigation of the incorporation of information and communication technologies and thinking skills in year 1 and 2 students', Australian Journal of Language and Literacy, vol. 32, no. 3, pp. 258-272.


Document type: Journal Article
Collection: Journal Articles

Title An investigation of the incorporation of information and communication technologies and thinking skills in year 1 and 2 students
Author(s) Walters, M
Fehring, H
Year 2009
Journal name Australian Journal of Language and Literacy
Volume number 32
Issue number 3
Start page 258
End page 272
Total pages 15
Publisher Australian Literacy Educators' Association
Abstract It is often assumed that young children, commonly called 'digital natives' are coming to school already computer literate, albeit through the use of electronic games or the practice of text messaging. In this article it is argued that the use of Information Communication Technologies (ICT) for classroom curriculum purposes nevertheless needs to involve explicit teaching as well as experiential learning. This paper reports an investigation into the enhancement of learning, specifically thinking skills, through the utilisation of ICT with year 1 and 2 students. The study was set within a context of inquiry curriculum practices, and teaching and learning techniques incorporating the de Bono thinking strategies. The research design incorporated study and practitioner action research approaches. The results of the study document four stages exhibited by the children as they learned to use ICT within the classroom environment: Discovering and Engaging; Demonstrating; Analysing; Synthesising. The implications for teachers icorporating ICT in order to enhance students' learning are illustrated through teaching and learning activities relevant to each of these four stages.
Subject English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
ISSN 1038-1562
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