Supporting dialogic literacy through mashing and modding of places and spaces

John G. Hedberg, Ole C. Brudvik

Research output: Contribution to journalArticle

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

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