Supporting dialogic literacy through mashing and modding of places and spaces

John G. Hedberg, Ole C. Brudvik

    Research output: Contribution to journalArticlepeer-review

    16 Citations (Scopus)

    Abstract

    Technology-dependent teaching strategies can exploit the currently underused capacities of mediarich Web 2.0 technology to enable student engagement and support higher order thinking. In particular, Web 2.0 technologies support learners' opportunities to coconstruct ideas/knowledge and ways in which they can add their own interpretations in to Web 2.0 tolls that enable modding of existing products and collations of multimodal information from multiple sources thorugh mashing.

    Original languageEnglish
    Pages (from-to)138-149
    Number of pages12
    JournalTheory into Practice
    Volume47
    Issue number2
    DOIs
    Publication statusPublished - Apr 2008

    Fingerprint Dive into the research topics of 'Supporting dialogic literacy through mashing and modding of places and spaces'. Together they form a unique fingerprint.

    Cite this