More often than not, the advent of contemporary information and communication technologies is presented as one of the great success stories of contemporary schooling, and while ICT has the potential to be a transformative force in education, the issues are complicated and the outcomes far from certain. The field is often divided into those who grew up with such technologies ߝ ‘digital natives’/students ߝ and those who have come to these technologies at a later date ߝ ‘digital immigrants’/teachers. This binary articulates a central problem within a power relation where teachers are normally expected to know more than those they teach. Furthermore, such new technologies do not simply represent mechanisms for accessing more information more quickly and in more interesting ways. By stepping outside the domain of traditional linear texts, traditional understandings of literacy start to lose their meaning. New digital technologies necessitate the adoption of the notion of ‘multiliteracies’, a plural understanding of literacy that encompasses a range of other modes of contemporary meaning-making ߝ hypertext, audio, video and so on ߝ which are integral to the digital universe.
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