Harnessing mobile technologies to enrich adolescents' multimodal literacy practices in middle years classrooms

Abstract

This article discusses the potential of new technologies for 'dynamic literacy learning' (Walsh, 2011, p. 101). It illustrates the growing use of technology by today's adolescents in out-of-school environments and the implications of new technologies for literacy learning and practice in middle years classrooms. It argues that mobile learning (m-Learning) is causing a shift in pedagogy by merging higher order thinking, creativity, personalisation and learner autonomy. The article also provides information about specific apps that can be used to engage students and extend their thinking.