Andrew Brown - World Yearbook of Education 1965-2005: World Yearbook of Education 2004: Digital Technologies, Communities and Education

Digital technology, communities
and education

Edited by
Andrew Brown and
Niki Davis

First published 2004
by RoutledgeFalmer
11 New Fetter Lane, London EC4P 4EE

Simultaneously published in the USA and Canada
by RoutledgeFalmer
29 West 35th Street, New York, NY 10001

This edition published in the Taylor & Francis e-Library, 2004.

RoutledgeFalmer is an imprint of the Taylor & Francis Group

2004 editors and individual contributors

All rights reserved. No part of this book may be reprinted
or reproduced or utilized in any form or by any electronic,
mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in
any information storage or retrieval system, without
permission in writing from the publishers.

British Library Cataloguing in Publication Data
A catalogue record for this book is available from
the British Library

Library of Congress Cataloging in Publication Data
A catalog record for this book has been requested

ISBN 0-203-41617-1 Master e-book ISBN

ISBN 0-203-43852-3 (Adobe eReader Format)
ISBN 0-415-33493-4 (Print Edition)

Introduction
ANDREW BROWN AND NIKI DAVIS

Learning, a semiotic view in the context of digital technologies
GUNTHER KRESS

Networking and collective intelligence for teachers and learners
BERNARD CORNU

Multimedia learning in the digital world
JOS L. RODRGUEZ ILLERA

Children's concepts of ICT: pointers to the impact of ICT on education within and beyond the classroom
BRIDGET SOMEKH

(Dis)possessing literacy and literature: gourmandizing in Gibsonbarlowville
SOH-YOUNG CHUNG, PAUL DOWLING AND NATASHA WHITEMAN

Rethinking and retooling language and literature teaching
RONALD SOETAERT, ANDRE MOTTART AND BART BONAMIE

Playing and learning with digital technologies at home and at school
TONI DOWNES

Learning and teaching adult basic skills with digital technology: research from the UK
HARVEY MELLAR AND MARIA KAMBOURI

Teachers and teaching innovations in a connected world
NANCY LAW

Teaching with video cases on the Web: lessons learned from the Reading Classroom Explorer
RICHARD E. FERDIG, LAURA R. ROEHLER, ERICA C. BOLING, SUZANNE KNEZEK, P. DAVID PEARSON AND AMAN YADAV

Digital technology to empower indigenous culture and education
PAUL RESTA, MARK CHRISTAL AND LORIENE ROY

Refugee children in a virtual world: intercultural online communication and community
LIESBETH DE BLOCK AND JULIAN SEFTON-GREEN

The role of local instructors in making global e-learning programmes culturally and pedagogically relevant
MICHELLE SELINGER

Case method and intercultural education in the digital age
MARSHA A. GARTLAND, ROBERT F. MCNERGNEY, SCOTT R. IMIG AND MARLA L. MUNTNER

Intercultural learning through digital media: the development of a transatlantic doctoral student community
ANDREW BROWN AND NIKI DAVIS

A cross-cultural cadence in E: knowledge building with networked communities across disciplines and cultures
ELSEBETH K. SORENSEN AND EUGENE S. TAKLE

Telecollaborative communities of practice in education within and beyond Canada
THRSE LAFERRIRE, ALAIN BREULEUX AND GAALEN ERICKSON

Informatics teacher training in Hungary: building community and capacity with tele-houses
MRTA TURCSNYI-SZAB

Building communities of practice in New Europe
CHRISTINA PRESTON AND LAURA LENGEL

A systemic approach to educational renewal with new technologies: empowering learning communities in Chile
PEDRO HEPP, J. ENRIQUE HINOSTROZA AND ERNESTO LAVAL

Liesbeth de Block, Institute of Education, University of London, UK

Erica C. Boling, Rutgers University, USA

Bart Bonamie, Ghent University, Belgium

Alain Breuleux, McGill University, Canada

Andrew Brown, Institute of Education, University of London, UK

Mark Christal, Smithsonian Institution, National Museum of the American Indian, USA

Soh-young Chung, Sogang University, Seoul, Korea

Bernard Cornu, University of Grenoble and La Villa Media, France

Niki Davis, Iowa State University, USA, and Institute of Education, University of London, UK

Paul Dowling, Institute of Education, University of London, UK

Toni Downes, University of Western Sydney, Australia

Gaalen Erickson, University of British Columbia, Canada

Richard E. Ferdig, University of Florida, USA

Marsha A. Gartland, University of Virginia, USA

Pedro Hepp, Universidad de La Frontera, Chile

J. Enrique Hinostroza, Universidad de La Frontera, Chile

Scott R. Imig, University of Virginia, USA

Maria Kambouri, Institute of Education, University of London, UK

Suzanne Knezek, Michigan State University, USA

Gunther Kress, Institute of Education, University of London, UK

Thrse Laferrire, Universit Laval, Canada

Ernesto Laval, Universidad de La Frontera, Chile

Nancy Law, University of Hong Kong, China

Laura Lengel, Bowling Green State University, USA

Robert F. McNergney, University of Virginia, USA

Harvey Mellar, Institute of Education, University of London, UK

Andre Mottart, Ghent University, Belgium

Marla L. Muntner, University of Virginia, USA

P. David Pearson, University of California-Berkeley, USA

Christina Preston, Mirandanet, UK

Paul Resta, University of Texas at Austin, USA

Jos L. Rodrguez Illera, University of Barcelona, Spain

Laura R. Roehler, Michigan State University, USA

Loriene Roy, University of Texas at Austin, USA

Julian Sefton-Green, WAC Performing Arts and Media College, London, UK

Michelle Selinger, Cisco Systems, UK

Ronald Soetaert, Ghent University, Belgium

Bridget Somekh, Manchester Metropolitan University, UK

Elsebeth K. Sorensen, Aalborg University, Denmark

Eugene S. Takle, Iowa State University, USA

Mrta Turcsnyi-Szab, Etvs Lornd University, Hungary

Natasha Whiteman, Institute of Education, University of London, UK

Aman Yadav, Michigan State University, USA

The World Yearbooks of Education have dealt with topical educational issues for well over fifty years now. Many of the topics covered in recent volumes would have been familiar to the original editors since many educational issues stay constant the management of schools and vocational education would be two examples. At first glance, the topic of this Yearbook would appear to be novel, for both the speed of development in digital technology and its impact on education almost appear to have suddenly sprung upon us. But this is not really the case. Like vocational education and the management of schools, the impact of new technologies on education has also been a recurring topic. The 1982