Abstract
Technology standards, such as the National Educational Technology Standards (NETS) (ISTE 1999) have been developed to assist teachers achieve technology outcomes. However, these standans do not take into consideration the literacy demands of the technology, and literacy frameworks tend to ignore the place of technology. This paper reports on an exploration of how a technology-focused framework (ISTE 1999) and a literacy-focused framework (Downes and Zammit 2000) can be blended in a way that is useful to teachers. The outcome was the development of a single revised literacy curriculum framework which unites the two areas of technology and literacy.
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DfEE (Department of Education and Employment) (2000) The Standards Site: Schemes of Work for Information Technology.[http://www.standards.dfee.gov.uk/schemes/it/] 28.10.2000.
Downes, T., and Zammit, K. ( 2000, in print) New literacies for connected learning in global classrooms. A Framework for the Future. In The Bookmark of the School of the Future. The Proceedings of the Conference of Working Group 3.1 of the International Federation of Information Processing. P. Hogenbrik and H. Taylor (Eds.), Kluwer, New York.
ISTE (International Society for Technology in Education) (1999) National Educational Technology Standards for Students. [http://www.cnets.iste.org/intro_splash.htm]. 27.10.2000.
MCEETYA (Ministerial Council on Education, Employment, Training and Youth Affairs) (1999) The Adelaide Declaration on National Goals for Schooling in the 21st Century. Melbourne: MCEETYA.
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Zammit, K., Downes, T. (2002). Tracking Technology and Literacy Practices. In: Watson, D., Andersen, J. (eds) Networking the Learner. WCCE 2001. IFIP — The International Federation for Information Processing, vol 89. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35596-2_19
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DOI: https://doi.org/10.1007/978-0-387-35596-2_19
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4020-7133-1
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