Read the following text to answer the
question bellow:
The role of technology in language and literacy
education
As Dourish and Bell (2011) have pointed
out, “The technologically mediated world does
not stand apart from the physical one within which
it is embedded; rather, it provides a new set of
ways for that physical world to be understood and
appropriated” (p. 132). But those new ways of
understanding and appropriating are not likely to be
developed automatically. A favorable disposition
of mind is a prerequisite. And that disposition is
probably best fostered in educational settings.
Young people today learn digitally mediated
modes of expression largely outside of school, and
those out of school uses of digital technologies
are often more varied and more sophisticated
than those they encounter at school (Jenkins,
Purushotma, Weigel, Clinton, & Robison, 2009;
Lundby, 2008). This raises the question of what
the function of schools should be with respect to
digital technologies and literacy.
If literacy is the know-how needed to deal
with the technology of writing in a given culture,
and if globalization and its attendant social and
technological changes have simultaneously
increased individuals’ control of and control by
technologies of communication, then I would
suggest that the answer to the question above is
that schools need to foster literacy that includes a
dimension of critical semiotic awareness.
KERN, Richard. Language, literacy, and technology.
Cambridge University Press, 2019.
According to the text, the technologically
mediated world influences the understanding and
appropriation of the physical world, therefore what role should educational settings play in this
context to improve students’ awareness?