Interactive Creative Technologies: Changing learning practices and pedagogies in the writing classroom

Technology use in society has paved a changing landscape for producing texts in classrooms. This paper presents one way to understand how the changed nature of learning has changed writing practices and pedagogies. It draws on an empirical study investigating how the pedagogy of writing as creativity and technology converge in practice to change the face of classroom learning and interactions around text production. Furthermore, orienting teachers to the interactive nature of technoliteracy pedagogies in contemporary writing classrooms, challenges traditional notions that information and communication are the central tenets of technology use. The research explores how five teachers from one primary school in NSW, Australia, developed understandings of changing literacy and learning practices and pedagogies through focused collaborative dialogues.