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A systematic review of the impact of ICT on the learning of literacies associated with moving image texts in English, 15-16: Review conducted by the English Review Group

Authors
Publisher
EPPI-Centre, Social Science Research Unit, Institute of Education, University of London
Publication Date
Disciplines
  • Education
  • Literature

Abstract

Microsoft Word - Moving image_FINAL_May04.doc REVIEW May 2004 A systematic review of the impact of ICT on the learning of literacies associated with moving image texts in English, 5-16 Review conducted by the English Review Group The EPPI-Centre is part of the Social Science Research Unit, Institute of Education, University of London © EPPI-Centre i AUTHORS Andrew Burn, Institute of Education, University of London Jenny Leach, Open University Andrew Burn specializes in media education, and is currently involved in funded research projects in the textuality of video games, the use of digital editing techniques in schools, and internet safety through media education. He has extensive experience of digital moving image production in schools, and was formerly Director of Media Arts at the first specialist media arts college in the UK. Jenny Leach is a Senior Lecturer in the Faculty of Education and Language Studies at the Open University, where she directs the Learning Schools Programme. Her research includes the use of ICT for teacher professional development and she is currently co-ordinator of DEEP (the Digital Education Enhancement Project) which is looking at the impact of the use of ICT on teachers in schools in South Africa and Egypt. She also co-ordinates the website Moving Words (http://www.open.ac.uk/crete/movingwords/index3.html), which explores the use of ICT enhanced pedagogy using hypertext, kinetic poetry, text mapping and video collage for mother tongue teaching. Leach co-edits (with S Wiske) the journal Education, Communication and Information. REVIEW TEAM Richard Andrews, University of York Sue Beverton, University of Durham Andrew Burn, Institute of Education, University of London Jenny Leach, The Open University Terry Locke, University of Waikato, New Zealand Graham Low, University of York Carole Torgerson, Univ

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