This chapter will explore various examples from a series of cross curricula studies, which examined the framing of questions about the ways in which students learn effectively with ICT in classrooms. Hence this chapter is concerned with curriculum and pedagogies for the 21st century that incorporate the optimal use of ICT for teaching and learning. It will also consider the ways in which teachers can design and create learning tasks to support higher order thinking while employing some of the specific affordances of ICT. A number of authors have suggested that we re-examine how ICT are being used for learning and this chapter will describe several approaches that have resulted in greater excitement, metacognitive awareness and other positive learning outcomes for students.
|Title of host publication||Rethinking education with ICT|
|Subtitle of host publication||new directions for effective practices|
|Editors||Nicola Yelland, Greg A. Neal, Eva Dakich|
|Place of Publication||Rotterdam|
|Publication status||Published - 2008|
Hedberg, J. (2008). Framing learning activities for the effective use of ICT. In N. Yelland, G. A. Neal, & E. Dakich (Eds.), Rethinking education with ICT: new directions for effective practices (pp. 31-44). Rotterdam: Sense Publishers.