Supporting Dialogic Literacy Through Mashing and Modding of Places and Spaces

摘要

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.