How can the Charter for 21st century literacies support technology-mediated teaching and learning?

Abstract

This work presents a critical review of pedagogical practices regarding the use of technologies. Hence, the practices that can make a positive contribution to children’s literacy learning are identified. The study sets out to explore the pedagogical strategies that can be applied through the use of portable devices and other technologies in teaching and learning. It draws on an empirical study in two classrooms of a Maltese state school that I conducted between February and June 2016. The key findings indicated a number of pedagogical affordances which promoted multiliteracies, engagement with a range of modes and media, and collaboration. However, the study also identified that some areas were less well developed, such as the use of playful pedagogies, innovation and experimentation, and critical thinking. The implications for teacher education in Malta are considered.