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Multiple Literacies and Environmental Science Education: Information Communication Technologies in Formal and Informal Learning Environments

Multiple Literacies and Environmental Science Education: Information Communication Technologies in Formal and Informal Learning Environments

Ruth Hickey, Hilary Whitehouse
Copyright: © 2010 |Pages: 19
ISBN13: 9781615206902|ISBN10: 1615206906|ISBN13 Softcover: 9781616922221|EISBN13: 9781615206919
DOI: 10.4018/978-1-61520-690-2.ch008
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MLA

Hickey, Ruth, and Hilary Whitehouse. "Multiple Literacies and Environmental Science Education: Information Communication Technologies in Formal and Informal Learning Environments." Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments, edited by Susan Rodrigues, IGI Global, 2010, pp. 123-141. https://doi.org/10.4018/978-1-61520-690-2.ch008

APA

Hickey, R. & Whitehouse, H. (2010). Multiple Literacies and Environmental Science Education: Information Communication Technologies in Formal and Informal Learning Environments. In S. Rodrigues (Ed.), Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments (pp. 123-141). IGI Global. https://doi.org/10.4018/978-1-61520-690-2.ch008

Chicago

Hickey, Ruth, and Hilary Whitehouse. "Multiple Literacies and Environmental Science Education: Information Communication Technologies in Formal and Informal Learning Environments." In Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments, edited by Susan Rodrigues, 123-141. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-690-2.ch008

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Abstract

A project by James Cook University’s School of Education created an online learning environment targeted at rural and regional schools in Far North Queensland. Pre-service teachers worked with practising teachers and children to develop learning activities which were shared through the BirdNet website. The site hosts a wide range of learning activities for bird identification, building school gardens, as well as professional learning tools such as lesson plans and integrated units of work. Project successes indicate that innovation, creativity and place-based learning can support high levels of both ICT and scientific literacy in all participants. The challenges faced included those resulting from technical issues, effects of distance, child-safety provisions for an on-line environment, and entry level of skills for participants. The value of informal learning by pre-service teachers, freed from the formal learning assessment regime, is endorsed as a valid sustainable, strategy which can be adopted by teacher educators.

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