Use before know-how: teaching with technology in a Mexican public school

References

• Barton, D., & Hamilton, M. (1998). Local literacies. Reading and writing in one community. London: Routledge.
   Google Scholar
• Benavides, F., & Francesc, P. (2007). Políticas educativas sobre nuevas tecnologías en los países iberoamericanos [Educational policy for new technologies in Iberoamerican countries]. Revista Iberoamericana de Educación, 45, 19–69.
   Google Scholar
• Brandt, D., & Clinton, K. (2002). The limits of the local: Expanding perspectives on literacy as a social practice. Journal of Literacy Research, 34, 337–356.10.1207/s15548430jlr3403_4
   Web of Science ®Google Scholar
• Buckingham, D. (2007). Beyond technology: Children’s learning in the age of digital culture. Cambridge: Polity.
   Google Scholar
• Cazden, C. (1997). Performance before competence. In M. Cole, Y. Engestrom, & O. Vasquez (Eds.), Mind, culture, and activity. Seminal papers from the laboratory of comparative human cognition (pp. 303–310). Cambridge: Cambridge University Press.
   Google Scholar
• Collins, J., & Blot, R. (2003). Literacy and literacies. Texts, power and identity. Cambridge: Cambridge University Press.
   Google Scholar
• Conole, G., & Dyke, M. (2004) What are the affordances of information and communication technologies? Research in Learning Technology, North America, 12. Retreived March 4, 2014, from http://goo.gl/vWOlBU
   Google Scholar
• Cope, B., & Kalantzis, M. (2009). A grammar of multimodality. The International Journal of Learning, 16, 361–425.
   Google Scholar
• Gee, J. P. (2004). Situated language and learning. A critique of traditional schooling. London: Routledge.
   Google Scholar
• Gillen, J., & Barton, D. (2010). Digital literacies. London: Economic and Social Research Council.
   Google Scholar
• Jara, I. (2007). Las políticas de tecnología para escuelas en América Latina y el mundo: visiones y lecciones [Technology policies for schools in Latin America and the world]. Santiago de Chile: CEPAL, United Nations.
   Google Scholar
• Jenkins, H. (2009). Confronting the challenges of participatory culture: Media for the 21st century. Boston, MA: MacArthur Foundation.
   Google Scholar
• Kalman, J., & Guerrero, E. (2013). A social practice approach to understanding teachers learning to use technology and digital literacies in their classrooms. E-Learning and Digital Media, 10, 260–275.10.2304/elea
   Google Scholar
• Kalman, J., Guerrero, I., & Hernández, O. (2013). El profe 2.0. La construcción de actividades de aprendizajes con tecnologías de la información, la comunicación y el diseño. Mexico City: SM Editores.
   Google Scholar
• Kalman, J., & Street, B. (Eds.). (2009). Lectura, escritura y matématicas como prácticas sociales. Diálogos con América Latina [Reading, writing and mathematics as social practices. Dialogues with Latin America]. Mexico City: Siglo XXI Editores and Crefal.
   Google Scholar
• Kalman, J., & Street, B. (Eds.). (2013). Literacy and numeracy in Latin America: Local perspectives and beyond. New York, NY: Routledge.
   Google Scholar
• Kress, G. (2003). Literacy in the new media age. London: Routledge.10.4324/9780203164754
   Google Scholar
• Kress, G., & Selander, S. (2012). Multimodal design, learning and cultures of recognition. The Internet and Higher Education, 15, 265–268.10.1016/j.iheduc.2011.12.003
   Web of Science ®Google Scholar
• Lankshear, C., & Knobel, M. (2011). New literacies (3rd ed.). Maidenhead: Open University Press.
   Google Scholar
• Ministry of Public Education (SEP). (2006). Acuerdo 384 por el que se establece el nuevo plan y programas de estudio para educación secundaria [Mandate 384 for the establishment of a new curriculum for junior high school education]. Mexico, DF: Diario Oficial de la Federación.
   Google Scholar
• Ministry of Public Education (SEP). (2010). Click seguro. Retrieved March 3, 2014, from http://goo.gl/oN7bi
   Google Scholar
• Mouza, C. (2009). Longitudinal investigation of teacher learning in technology integration. Teachers College Record, 111, 1195–1241.
   Web of Science ®Google Scholar
• New London Group (NLG). (2000). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92.
   Google Scholar
• Organización para la Cooperación y Desarrollo Económico (OCDE). (2010). Habilidades y competencias del siglo XXI para los aprendices del nuevo milenio en los países de la OCDE [Abilities and competences for the 21st century in OECD countries]. París: Author.
   Google Scholar
• Reinking, D., McKenna, M., Labbo, L., & Kieffer, R. (2009). Handbook of literacy and technology: Transformations in a post typographic world. New York, NY: Taylor and Francis.
   Google Scholar
• Rendón, V. (2012). La computadora llega al aula: la incorporación de las tecnologías digitales a la práctica docente. Un estudio de caso [The computer goes to school: Incorporating digital technology into teaching practices. A case study]. Mexico City: (MS), Centro de Investigación y Estudios Avanzados IPN.
   Google Scholar
• Sandoval, E. (2001). Ser maestro de secundaria en México [Being a junior high school teacher in Mexico]. Revista Iberoamericana de Educación, 25, 83–102.
   Google Scholar
• Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press.10.4159/harvard.9780674433014
   Google Scholar
• Solis, A. (2009). El uso del aula de medios en una escuela secundaria de la Ciudad de México [The use of the computer lab in a junior high school in Mexico City]. (Maestro en Ciencias). Mexico City: Centro de Investigación y Estudios Avanzados del IPN.
   Google Scholar
• Street, B. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. London: Longman.
   Google Scholar
• Sunkel, G. (2006). Las tecnologías de la información y la comunicación (TIC) en la educación en América Latina. Una exploración de indicadores [Information and communication technologies in education in Latin America. An exploration of indicators]. Santiago de Chile: CEPAL, UNESCO.
   Google Scholar
• Sutherland, R., Robertson, S., & John, P. (2008). Improving classroom learning with ICT. London: Routledge.
   Google Scholar
• United Nations Educational, Scientific and Cultural Organization (UNESCO).. (2012). ICT in education. Retrieved from http://www.unescobkk.org/education/ict/
   Google Scholar
• Walker, A., Recker, M., Ye, L., Robersthaw, B., Sellers, L., & Leary, H. (2012). Comparing technology-related teacher professional development designs: A multilevel study of teacher and student impacts. Educational Technology, Research and Development, 60, 421–444.
   Web of Science ®Google Scholar
• Warschauer, M. (2002). Reconceptualizing the digital divide. First Monday, 7(7). Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/967/888
   Google Scholar
• Zimic, S. (2009). Not so techno-savvy: Challenging the stereotypical images of the net generation. Digital Culture & Education, 1, 129–144.
   Google Scholar