ABSTRACT
Metacognition refers to ‘that uniquely human capacity of people, to be self-reflective, not just to think and know, but to think about their thinking and knowing.’ 1 Wray 2 has identified metacognition as a key factor in developing reading and writing, drawing upon Vygotsky’s 3 argument that bringing the process of learning to a conscious level will enable learners to gain mastery and control over their learning. Central to metacognition are the processes of representing ideas dynamically (to oneself or others), gaining feedback and flexibility in responding to the evaluation of ones own ideas. Such a description mirrors research findings into how literacy teaching can be enhanced by the use of ICT, which can offer the following benefits:
the capacity to present or represent ideas dynamically or in multiple forms;
the facility for providing feedback to pupils as they are working; and
the capacity to present information in easily changed forms. (Moseley et al.) 4
