By Andrew Goodwyn
New communications know-how has been a boon to educating and studying matters of English, from examining and writing to literature comparable to Shakespeare. This publication explores the ways in which details and communications expertise, or ICT, could be hired in instructing English and enriching the talents of scholars. What are the benefits of ICT, and what are a few of the issues? members from Europe, Australia, and North the US deal with using media in educating, from video, movie, and audiotape to laptop video games and on-line assets. English within the electronic Age surveys the methods ICT is almost immediately being hired in educating and studying, and it introduces new equipment for education.
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Additional resources for English in the digital age: information and communications technology (ICT) and the teaching of English
Sample text
Once teachers are equipped with their own multi-media portables, they will be able to store and revise lessons plans, store school and LEA plans, government documents and records about their pupils in digital form in an easily accessible way. They will be able to project materials and lesson objectives or learning outcomes via video projectors to small, medium or large groups in school. Equally, pupils and students will be undertaking their own research, managing their own files, undertaking their own tasks and projects and submitting work for assessment electronically as well as in print and other forms.
Such collaboration is not new: the putting on of a school play has always required exactly such collaboration. But collaboration in the design of multi-media software or the interpretation of it is relatively new. Second, we're moving away from the authority of the text as a stable, fixed, cultural artefact. We know the folio manuscript and the quarto manuscript of Shakespeare were hardly stable versions themselves - or were an attempt to record the various versions around at the time - but now you can play with Shakespeare, by, for example, intercutting his text with yours, editing his words, writing new speeches and lines, commenting alongside his words in the same font.
The opportunity for a group of children, anything from three to many more, but let us say a class of 30, to produce at least one such collective text seems to me a valuable learning experience, and one made far more powerful and easier, so therefore more manageable, through technology. It is an ideal task for the English classroom, demanding high-level input from potentially all children. It would be quite possible now for children to produce such a text, a guide to their school or a critical commentary on their local environment.