By Anthony Adams, Sue Brindley

Latest school rooms are outfitted with ICT (information and communications expertise) instruments, and academics are anticipated to exploit them. With equivalent emphases on idea and perform, educating Secondary English with ICT is helping you in case you are strange with the most recent lecture room applied sciences to increase your personal lesson plans using the electronic instruments to be had to them. packed with case experiences illustrating the tips and techniques mentioned, it explores all significant parts of the English curriculum.

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Extra resources for Teaching Secondary English with ICT: n a (Learning & Teaching with ICT)

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Interesting developments in the present and last centuries are represented by the surrealist approach to literature, such as a ‘novel’ printed on separate cards and presented in a box, recently reprinted. The ‘reader’ threw the cards into the air and picked them up in any order to construct the ‘novel’ that was being read. In a sense the whole development of reader-response theory of literary criticism encapsulates this in more academic terms. All this goes back as long as the Dada movement of 1916 with the work of Tristan Tzara who developed the idea of ‘cut ups’, poems made out of random phrases and assembled in no particular order except by chance.

2003: 4) In my experience many teachers shy away from using ICT in this kind of interactive manner in their classroom due to lack of opportunity, resources and time. However, there is growing evidence that it is essential to build teachers’ confidence in this area as it will result in ICT proving to be an asset to learning and teaching, rather than simply acting as a presentational tool. In England, the National Strategy requires English teachers to use various effective teaching styles: direction, demonstration, modelling, scaffolding, explanation, questioning, exploration and investigation.

Second, we want to consider the reading of electronic texts and the ways in which (and the extent to which) the text form, for example the place of graphics and the physical representation of text beyond the linear, make different demands on the reader. Third, we want to consider how text and provisionality, for example the reading of wikipedias, have brought an additional dimension to the notion of reader-response theory – the demise of the concept of closure in relation to the construction of text and the ways in which this concept can enhance the notion of drafting written text.

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