Critical Literacy and Technology

2011 ◽  
pp. 157-161
Author(s):  
Marsha Grace ◽  
Susan Elwood ◽  
Mary Beth Tierce
Keyword(s):  
World Wide Web ◽  
Critical Literacy ◽  
Cell Phone ◽  
World Wide ◽  
Digital Camera ◽  
The World ◽  
And Behaviors ◽  
Literacy And Technology

Imagine that you do not have access to your Blackberry, your cell phone, digital camera, laptop, or the World Wide Web. Imagine that this level of power and this level of language have all been denied to you. Finally, imagine that you are in a situation where information is filtered, withheld, distorted, or narrowed in the name of protecting your safety or even merely to control your thoughts and behaviors. Imagine those things; and you now have the intersection of critical literacy and technology.

scholarly journals BAHAN AJAR ASAM-BASA MENGGUNAKAN KONTEKS BAHAN PENGAWET MAKANAN UNTUK MENGEMBANGKAN LITERASI SAINS SMK JURUSAN TEKNOLOGI PENGOLAHAN HASIL PERTANIAN (TPHP)

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Dian Farkhatus Solikha
Keyword(s):  
Scientific Literacy ◽  
Literacy And Technology

Penelitian ini bertujuan untuk menghasilkan bahan ajar asam-basa menggunakan konteks bahan pengawet makanan yang dapat mengembangkan kemampuan literasi sains siswa SMK jurusan Teknologi Pengolahan Hasil Pertanian (TPHP) serta mengevaluasi kualitas bahan ajar tersebut berdasarkan validasi ahli, pengujian keterbacaan, dan penilaian guru. Penelitian dimulai dengan pembuatan bahan ajar dengan pendekatan STL (Scientific Literacy and Technology) kemudian disempurnakan dengan metode validasi dan pengembangan. Validasi yang digunakan pada penelitian ini meliputi validasi ahli. Selain itu, bahan ajar juga melalui pengujian keterbacaan dan penilaian guru. Hasil penelitian menunjukkan bahwa empat dimensi sains tertuang dalam bahan ajar, nilai CVR dan CVI menunjukkan bahwa bahan ajar sangat sesuai digunakan dalam pembelajaran baik dalam pembelajaran kimia adaptif maupun pembelajaran mata pelajaran produktif TPHP materi bahan tambahan makanan, persentase total keterbacaan 75,3 % menunjukkan bahwa bahan ajar dapat digunakan untuk siswa SMK Jurusan TPHP karena mudah untuk dipahami dan termasuk bahan ajar yang baik sekali merujuk pada hasil persentase penilaian guru sebesar 98%. Kekuatan bahan ajar terletak pada aspek visualisasi (kalimat, ukuran huruf, jenis huruf, tampilan gambar) dan aspek ketertarikan siswa dalam mempelajari materi produktif TPHP, sedangkan kelemahan bahan ajar terletak pada aspek ketertarikan siswa dalam mempelajari materi kimia.Kata Kunci: bahan ajar, literasi sains, validasi ahli, pengujian keterbacaan, penilaian guru

scholarly journals Technology and Second Language Writing

2014 ◽  
pp. 1586-1600
Author(s):  
Soobin Yim ◽  
Mark Warschauer
Keyword(s):  
Second Language ◽  
Technology Use ◽  
Second Language Writing ◽  
Native Speakers ◽  
Research Focus ◽  
Educational Benefits ◽  
Language Writing ◽  
Native Speakers Of English ◽  
Literacy And Technology ◽  
Relationship Of

This chapter aims to synthesize research on technology and second language writing through the lenses of three common and broad discourses surrounding literacy and technology: achievement, change, and power (modified from Warschauer & Ware, 2008). The authors discuss the meaning and relationship of each perspective to the field of technology and second language writing as well as provide an overview of recent research under each category. This framework-based analysis sheds new light on current research, offering researchers and teachers an opportunity to consider the weaknesses and strengths of each research focus as well as the gaps in the literature. Through examining the interwoven relationship between technology and second language writing under different perspectives, the authors ultimately aim to explore the ways we can maximize the educational benefits of technology use for non-native speakers of English.

scholarly journals Developing digital module for human literacy and technology literacy

2020 ◽  
Vol 1 (1) ◽  
pp. 29
Author(s):  
Dody Hartanto ◽  
Puguh Wahyu Prasetyo ◽  
Ika Maryani ◽  
Ega Asnatasia Maharani ◽  
Intan Puspitasari ◽  
...  
Keyword(s):  
Industrial Revolution ◽  
Human Life ◽  
Point Of View ◽  
Daily Activities ◽  
Technology Literacy ◽  
Internet Connection ◽  
Is Research ◽  
Literacy And Technology ◽  
Digital Module ◽  
Positive Point

In the era of industrial revolution 4.0, many human activities depend on the gadget and the internet connection. We can observe the daily activities of human life right now. When they wake up in the morning, they usually start by using their handphones or gadget. This condition motivates educators to build a digital module in order to use the positive point of view of the Industry Revolution 4.0 era. In this chance, the researchers develop two topics that are very important for human life in Industry Revolution 4.0, whicht are, human literacy and technology literacy. Both of the topics were derived into two-courses. The course of development of students (Perkembangan Peserta Didik) will be representing the human literacy topics and the course of introduction to Biotechnology (pengantar bioteknologi) will be representing the technology literacy topic. The research is research and development. Furthermore, the products of this research are flipbooks that were uploaded on the Learning Management System managed by Universitas Ahmad Dahlan.

Technology and Innovation in the Global South

2021 ◽  
pp. 197-209
Author(s):  
Obadiah Moyo ◽  
Sibonokuhle Ndlovu
Keyword(s):  
Technological Innovation ◽  
Global South ◽  
The South ◽  
Poor Countries ◽  
Technology And Innovation ◽  
Decolonial Theory ◽  
Western Concept ◽  
Innovation And Technology ◽  
Literacy And Technology ◽  
Available Resources

This chapter addresses the problem of literacy and technology for rural impoverished and deprived children in Zimbabwe. While technological innovation is understood as the Western concept, too far-fetched for poor countries in the Global South, this chapter argues that poor disadvantaged countries have their own innovation and technology that befits its context and needs. Decolonial theory is used to analyse a unique programme that has been able to improve literacy and technology levels of rural and impoverished children of Zimbabwe. The finding is that despite remoteness and poverty, a unique kind of innovation and technology is possible to enhance literacy in disadvantaged contexts in the Global South when the locally available resources are mobilised in a scientific way. The chapter hopes to help the understanding that advanced technological innovation is not only a Western concept, but also the South.

Technology Toolbox for the K-12 Literacy Teacher

2013 ◽  
pp. 701-722
Author(s):  
James R. Stachowiak ◽  
Liz Hollingworth
Keyword(s):  
Assistive Technology ◽  
Open Source ◽  
Decision Rules ◽  
Literacy Teaching ◽  
Current Trends ◽  
Technology Tools ◽  
Literacy And Technology ◽  
Literacy Teacher ◽  
K 12 ◽  
Teaching Challenges

This chapter reviews assistive technology solutions to literacy teaching challenges in the classroom, current trends with literacy and technology, available open source, commercial, and mobile literacy technology tools, and how to select the proper tools in the classroom to create a valuable toolbox of literacy-based technology tools to advance literacy goals in K-12 schools. Because these technologies are always evolving, we provide decision rules for selecting new tools to teach literacy.

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