Tag: constructivist

Digital Fluency and Third Space

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Digital literacy must be embedded across the curriculum to enhance student participation in learning and garner outcomes that will support their current and future learning endeavours. Embedded digital literacy, and to the next level digital fluency, encourages teachers to consider how technology will be used to enhance learning, and encourages students to apply their pre-existing digital knowledge to new and novel learning experiences (Hague & Payton, 2010). To effectively embed these practices, teachers can use a model such as Kuhlthau’s Guided Inquiry Design (Kuhlthau, Caspari, & Maniotes, 2015) or Stripling’s (2010) Model of Inquiry, which require students to practice core digital literacy skills while promoting third space interactions.

Tapping into available technologies and connecting to students’ third space enables constructivist learning that is holistic (cross-curricular), situated and authentic, and inquiry-based where students are active producers and evaluators. These experiences enable students to develop crucial 21st century skills that are required to effectively adapt to changing environments. This combination of declarative, procedural and critical skills enhances higher-order thinking and acquisition of deep understanding (Wheeler & Gerver, 2015). Embedded digital literacy practices through student-centred learning experiences are also likely to strengthen students’ digital fluency, as these experiences require students to use digital technologies strategically to communicate, connect, collaborate, consume, produce, share, evaluate, model and manage (Couros, 2012).

Venn diagram illustrating two overlapping circles to show students first space (home life) in the left circle connecting with students' second space (formal schooling and curriculum) in the right circle, which creates students' third space in the centre overlapping segment. This third space is useful in developing students' high-order understanding and constructivist learning.
Students’ third space is activated when strategies are put in place to connect students’ first and second spaces.

References

Couros, A. (2012, January 18). Towards digital fluency [Slideshow]. Retrieved from http://www.slideshare.net/courosa/towards-digital-fluency.

Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2015). Guided Inquiry: Learning in the 21st Century (2nd Ed.). Santa Barbara, California: Libraries Unlimited. Retrieved from EBSCOHost

Stripling, B. (2010). Teaching students to think in the digital environment: Digital literacy and digital inquiry. School Library Monthly, 26(8), 16-19. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au

Wheeler, S., & Gerver, R. (2015). Learning with ‘e’s: Educational theory and practice in the digital age. Retrieved from ProQuest Ebook Central.

 

[Reflection: Module 2.2]

Digital Learning Environments

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Below is a visual summary of Digital Learning Environments according to Veletsianos (2016). It was very interesting to read about the different perspectives of guided vs. unguided instruction thus, differing opinions on inquiry learning – those for and those against. I see the majority of technology, networks and communities present in schools are highly controlled and restrictive, due to privacy, legal, and ethical issues surrounding duty of care. Many schools shut down the use of social networking platforms such as Facebook to prevent student distraction during the school day. While a legitimate concern (considering the adverse effects of screen time for children and young people although, this in itself is contentious), it is limiting the ways that teachers can connect to students’ third-space and provide opportunities for valuable connectivist experiences. While hierarchical groups have their place in the school learning ecology, networks seem to have the ability to provide more authentic learning and connecting experiences. This highlights the need for digital citizenship to be embedded in teaching and learning activities to open up the digital learning environment while providing opportunities for students to effectively, efficiently, ethically and justly work within digital contexts in ways that transform the learning experience. As suggested by Brewer (2018), rather than banning smart technology and forcing unethical and unproductive digital behaviours underground, schools should be engaging with this technology and promoting digital citizenship in meaningful ways that connect to the third-space and promote positive digital behaviours.

Reference

Brewer, J. (2018). Don’t ban smartphones in Australian high schools: Here’s why (and what we can do instead). Retrieved from https://www.aare.edu.au/blog/?tag=digital-citizenship

Veletsianos, G. (2016). Digital Learning Environments. Retrieved from https://interact2.csu.edu.au/bbcswebdav/pid-2644087-dt-content-rid-3763889_1/courses/S-ETL523_201830_W_D/PDF%20files/digital_learninig_environments.pdf

 

[Reflection: Module 1.0a]