The complexity of teacher's work is manifest in the divergent use of digital technologies in and out of school. This article explores the logical step of connecting students' out-of-school mediated literacy learning to the content descriptors of the Australian Curriculum. The study uses published evidence from four previous studies of young people to demonstrate the diverse ways that out-of-school practices can be linked to literacy learning in the Australian Curriculum. The authors frame this linking of informal literacy learning to the Australian Curriculum by highlighting the 'funds of knowledge' children bring through the school gate. [Author abstract]
This pilot study comprises an initial exploration of secondary teachers’ use of ICTs within the current climate of testing and accountability. The project seeks to understand how teachers are coping with and negotiating the competing and complex demands of their work within these current policies. It explores how a small group of teachers’ professional practice has changed in the last few years as a result of externally imposed testing regimes and as a result of the nation-wide Digital Education Revolution. This paper will explain the rationale for this pilot project and highlight some initial findings resulting from policy analysis and preliminary investigation.