The Impact of ICT on Literacy Education

The Impact of ICT on Literacy Education

The Impact of ICT on Literacy Education

The Impact of ICT on Literacy Education

Synopsis

This authoritative landmark text examines the highly topical and important issue of ICT in literacy learning. Its distinctive focus on providing a systematic review of research in the field gives the reader an essential, comprehensive overview. As governments worldwide continue to invest heavily in ICT provisions in educational institutions, this book addresses the need to gather and synthesise evidence about the impact of ICT on literacy learning. An expert team of writers draw upon two recent reports by the Organisation for Economic Co-Operation and Development, which highlighted the considerable differences between nations in the access and use of ICT, to take a discursive and expansive look at the subject. Within its wide range and scope, chapters cover areas on: * the history of literacy and ICT * evidence for the effectiveness of ICT on literacy learning * the impact of networked ICT on literacy learning * the relationship between verbal and visual literacies. This book will be an invaluable and informative read with international resonance for student teachers, teachers, academics and researchers worldwide.

Excerpt

This book is based on a number of reports written as part of the Evidence-Informed Policy and Practice Initiative (EPPI) between 2001 and 2003. The EPPI project is funded by England and Wales' Department for Education and Skills and hosted at the EPPI-Centre (the Evidence for Policy and Practice Information and Coordinating Centre) in the Social Science Research Unit of the Institute of Education, University of London.

The work has been undertaken by the English Review Group, one of the first wave of review groups set up by the EPPI-Centre. The English Review Group is based at the University of York in the Department of Educational Studies; its members also come from the Department of Psychology at York, as well as from the Open University, the University of Durham, the Institute of Education, City of Kingston-upon-Hull Education Services and Parkside Community College in Cambridge; Waikato University in New Zealand; Queensland University of Technology, Brisbane; Harvard Graduate School of Education; and the National Health Service Centre for Reviews and Dissemination, based at the University of York.

I have attempted to bring together the results of a number of reports in this book. Andrews et al. (2002) is the report of the first year of systematic reviewing in the field, which resulted in an initial map of the field plus an in-depth review into the impact of networked ICT on literacy learning. The in-depth review on networked ICT was updated in 2003 and forms the basis of the chapter on networked ICT included in this book (Andrews et al. 2003). The reports of the second year of the project are Burn and Leach (2003), Locke and Andrews (2003), Low and Beverton (2003), Torgerson and Die (2003). These focus on different aspects of the overarching question:

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