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By David Nettleback

Allows better pupil engagement within the deeper, extra major approaches of considering and studying. the various issues lined contain thought mapping, on-line dialogue as a problem for pondering abilities, Hypertext as a writing device for lateral pondering, and visible literacies.

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Extra resources for Computers, Thinking and Learning: Inspiring Students With Technology

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English in the digital age: information and communications technology and the teaching of English, Cassell, London, 2000, p. 27. 3 A. ), 2000, op cit, Chapter 8, ‘Texting, reading and writing in the Internet’, p. 128. 4 D. McRae, ‘What to make and why – principles for the design and development of online curriculum content’, Summary Document, Curriculum Corporation, Australia, March 2001, p. 4. , pp. 4, 5. , p. 9. 7 Reproduced here with permission of the author, John Schuman, singer/songwriter and former lead singer of the band, Redgum.

12, No. 1, February 2004. 1 M. Fullan, Leading in a culture of change, Jossey-Bass, San Francisco, 2001. 2 G. Kelly, Retrofuture: rediscovering our roots, recharting our routes, InterVarsity Press, Illinois, 1999. Includes a fuller discussion on the post-literate generation: Chapter 6, ‘Gutenberg and Fries’. 3 A. ), English in the digital age: information and communications technology and the teaching of English, Cassell, London, 2000, p. 5. 4 V. Prain & L. Lyons, ‘Using information and communication technologies in English: an Australian perspective’, in A.

Inspiration software not only allows the students to create a concept map but to manipulate it. They can ‘write’ in the concept boxes or use the ‘Add Note’ function as a separate, yet linked writing space. They can also manipulate the shape, placement, colour and size of the concept boxes, making their maps highly individualistic. They can label and move the links. This software allows a high degree of manipulation and the students can easily change and modify what they have done as they make their links and associations.

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