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dc.contributor.authorKimber, Kay
dc.contributor.authorWyatt-Smith, Claire
dc.date.accessioned2017-05-03T12:53:13Z
dc.date.available2017-05-03T12:53:13Z
dc.date.issued2010
dc.date.modified2011-01-20T05:57:58Z
dc.identifier.issn14493098
dc.identifier.urihttp://hdl.handle.net/10072/34912
dc.description.abstractIn this increasingly convergent and digital world, young people are reportedly using new media with high engagement outside school, yet disengaged in those schools where technology access is low or restricted. Such an apparent disconnection is magnified when predictions of their futures are tied to requisites including technological expertise, adaptability to change, innovative capacities and complex problem-solving abilities. Such future-oriented capacities challenge traditional views that basic literate and numerate proficiency is sufficient for academic success. They also raise questions about the sufficiency of digital engagement for developing higher-order critical and creative skills. Collectively, these future-oriented capacities heighten educational imperatives for improving the quality of young people's learning outcomes in this rapidly changing online world. This article addresses these issues. It draws on diverse literature sources and an Australian research study (2003-2008) into secondary students' curricular digital literacies (Appendix A) to present conceptual advances in understandings about how to recognise, talk about and value signs of quality learning in student-created multimodal products. Finally, the article offers an assessment framework with potential for assisting students and teachers to access core concepts and mobilise those essential capacities for enhancing performance when using and creating knowledge online.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent289943 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherASCILITE
dc.publisher.placeAustralia
dc.publisher.urihttps://ajet.org.au/index.php/AJET/article/view/1054
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom607
dc.relation.ispartofpageto625
dc.relation.ispartofissue5
dc.relation.ispartofjournalAustralasian Journal of Educational Technology
dc.relation.ispartofvolume26
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchCurriculum and pedagogy theory and development
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode390102
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode3903
dc.titleSecondary students’ online use and creation of knowledge: Refocusing priorities for quality assessment and learning
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyright© 2010 Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.date.issued2010
gro.hasfulltextFull Text
gro.griffith.authorWyatt-Smith, Claire M.
gro.griffith.authorKimber, Kay


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