The learning I have participated in through the concepts and practices for a digital age course has broadened my perspective to connected learning and consideration of future educational capabilities and environment. My prior knowledge entering the course was limited to a knowing and practicing the 21st-century learning competencies – citizenship, collaboration, communication, creativity, character and critical thinking; however, I didn’t understand how and why they benefited student learning. I observed how collaboration and hands-on learning opportunities for engaged students, but I didn’t know why.
Through engaging with course material and the discussion forums, I have explored and evaluated concepts to build a deeper understanding of student learning. I set a learning goal for myself to learn how to mentor teachers and support their understanding of students learning needs, how technology supports student achievement, develop an understanding of how to foster digital citizenship and digital literacy in the classroom. The digital essay assessment task I completed titled was, “Supporting Elementary Students development of Digital Literacy Skills” and provided me with the opportunity to achieve my learning goal for the course. My digital essay is an artifact that will support my work with classroom teachers integrating digital literacy into their practice.
Prior to reading INF 530 course materials, I understood that students benefited from actively practicing 21st-century competencies in the classroom. Through analyzing course materials and current classroom practice, I made connects on why and how to achieve authentic learning through digital literacy skill development. The purpose of embedding digital technologies is to foster critical thinking skills, knowledge creation and connected learning. Digital literacy is a critical skill to prepare students for their future. I analyzed and evaluated how 21st-century learning skills are directly connected to digital literacy. Linking the depth of how students learn and apply their learning through different tools available. I am equipped to connect digital tools and information behaviour to Bloom’s Taxonomy and learning theory to advocate for digital literacy practices in the classroom.
Applying connected learning skills through the course has demonstrated to me how social learning builds knowledge. I was able to connect and build knowledge from course participants all over the world. Learning from such a broad audience of students provided me with an opportunity to learn from a global perspective, as opposed to learning with my teaching colleagues in Ontario. My education was not limited by geographical barriers, but rather I actively participated in the Twitter feed #INF530, online discussions and corresponded with my peers using online tools and platforms. Students in our classrooms today can access the same learning benefits if we as educators facilitate expanding their learning environment beyond the classroom walls.
Understanding student needs and how they have changed advances pedagogy to engage learners in our classrooms, digital natives. Knowing the needs of digital natives and how to engage them will support future learning environments and problem-based learning opportunities. This new understanding has enlightened me to consider why student engagement in schools is suffering. The current education system in Ontario is not meeting the needs of students, the school board I work for has a huge issue with student absenteeism. I wonder if there is a correlation between student engagement and absenteeism.
Working through module 3, knowledge flow and information environment, a big idea I developed as that “without these literacy skills students won’t be able to navigate the online learning environment.” Web 2.0 is democratizing education, information and knowledge. If students are not learning how to effectively and efficiently use Web 2.0, their future education and employment opportunities will be limited. Digital literacy skills include how to engage responsibly online, find and share information as well as navigate the constant change of the digital environment, these skills are as important as learning reading, writing and arithmetic.
I thoroughly enjoyed the learning I was able to access through the concepts and practices for a digital age course and I know it will support me in my role. My ideas and philosophies of education and student learning have broadened. I have a new excitement of 21st-century learning and a deeper understanding to continue my work in schools.
