Education Journal



Critical Cyber Pedagogy: Doing Multiliteracies in the Singapore Classrooms

2001.第29卷第1期(Vol. 29 No. 1).pp. 33–46

 

Critical Cyber Pedagogy: Doing Multiliteracies in the Singapore Classrooms

批評性網上教育:新加坡課堂多功能語文能力的培養與實踐

Aaron KOH(許順利)

Abstract

The Ministry of Education in Singapore has embarked on the ambitious project of introducing IT in schools. The IT Masterplan, budgeted at a cost of $2 billion, aims to wire up all schools by the year 2002. While the well-funded IT Masterplan is seeing the project in its final phase of implementation, this paper argues for a "critical cyber pedagogy" along with the acquisition of the functional and operational skills of technology. Drawing on theories of critical multiliteracies (Burbules & Callister, 2000; Luke, 2000b; New London Group, 1996), this paper explores and suggests how an instructional design of two classroom activities can be utilized as new forms of cyber and technoliteracies. Through the critical evaluation of websites and hypertext construction, students will be equipped with a new literacy that extends reading and writing by incorporating new blended forms of hybrid textualities. This technology-assisted pedagogy can achieve the desired outcome of self-directed learning, teamwork, critical thinking and problem solving strategies necessary for a knowledge-based society.

摘要

N.A.