The dichotomous epistemology of explicit/implicit knowledge has led to two parallel lines of research; one putting the emphasis on explicit knowledge which has been the main road of e-learning, and the other taking implicit knowledge as the core of learning which has shaped a critical line to the current e-learning. It is argued in this article…

This article elaborates on the Inquiry Cycle as an appropriate model of learning for the digitally enhanced classroom. Its goal is to provide a useful link between theory and pedagogic practice. This involves taking a new look at the concept of digital literacy. The authors propose a conceptual framework connecting classroom practices and elements…

Although virtual worlds offer teachers the potential to enhance the K-12 curriculum in novel ways, there have been few systematic attempts to instruct teachers about virtual worlds, research their reactions, or track their explorations of these three-dimensional environments. Therefore, this study was designed to respond to the call to help…

The power to influence others in ever expanding social networks in the new knowledge economy is tied to capabilities with digital media production that require increased technological knowledge. This article draws on research in primary classrooms to examine the repertoires of cross-disciplinary knowledge that literacy learners need to produce…

This article discusses a study of three Australian middle-years teachers who deployed Learning by Design principles and practice to support multiliteracies learning through students' production of digital/multimodal texts. The aim of the research was to develop an understanding of how three teachers embraced new e-learning pedagogical designs for…