Category: Digital Essay

Introduction

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By reading and engaging with this digital essay educators will be able to apply valid instruction to support elementary students development of digital literacy skills through  cloud computing, effective searching, retrieval and analysis of online material, social learning and digital citizenship practices in the classroom. Moreover, the essay will create a context for elementary, (Kindergarten to Grade 8), educators move forward integrating digital literacy skill development into their classrooms.

Today’s learning environment is impacted by globalization, connected learning and innovation. It is necessary for students to develop digital literacy skills to learn and engage in society. Digital tools are easily accessible and evolving, creating a transliteracy learning environment (Console, 2012). Cloud computing, social learning and digital citizenship foster students ability to create, share and actively participate in the globalized learning environment (Horton, 2008).

The youth in classrooms today are confident, comfortable and desire to use 21st-century technology. Students are surrounded by technology throughout their day through regular use of apps on iPhones, iPads, Chromebooks, and gaming systems. Therefore, student centred, technology-rich classrooms support engagement. Students desire to be connected and networked through social media allows them to correspond with an authentic audience through Web 2.0 (Downes & Bishop, 2012).

Educators are responsible to provide purposeful digital learning experiences (Console, 2012). Students use Web 2.0 to search, retrieve and share information, however, they must learn how to effectively and efficiently use digital tools as a responsible digital citizen.

The 21st-century learning competencies are a starting point to create a culture for learning in a digital world. New tools allow for personalized and collaborative learning environments. According to Sarkar, Ford & Manzo (2017) learning conditions are created when teaching and learning styles are aligned, it is expected that academic performance will improve as a result.

 

Digital Literacy Model. Digital Literacy Fundamentals. MediaSmarts

Digital Literacy and Why is it crucial to students education
References

Conole, G. (2012). Designing for learning in an open world (Vol. 4). Springer. Available as ebook from CSU library. http://www.eblib.com

Downes, J. M., & Bishop, P. (2012). Educators engage digital natives and learn from their experiences with technology. Middle School Journal, 43(5), 6–15.

ExplainingComputers. (2008, March 30). Explaining Web 2.0. Retrieved from https://www.youtube.com/watch?v=7BAXvFdMBWw&feature=youtu.be

Horton, Forest Woody. (2008). Understanding information literacy: A primer. Paris France: United Nations Educational Scientific and Cultural Organization. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000157020

MediaSmarts. Digital Literacy Model. mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/digital-literacy-fundamentals. Accessed 31 May 2019.

MediaSmarts. (2018, May 31). Introduction to Digital Literacy | Digital Literacy 101. Retrieved from https://youtu.be/8o96ey4jCgE

Sarkar, N., Ford, W., & Manzo, C. (2017). Engaging digital natives through social learning. Systemics, Cybernetics and Informatics, 15(2), 1–4.

The Audiopedia. (2017, April 2). What is TRANSLITERACY? Wht does TRANSLITERACY mean? TRANSLITERACY meaning, definition & explanation. Retrieved from https://youtu.be/bZjEovBfMfg

Digital literacy and why it is crucial to students education

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Digital literacy is the ability to search, retrieve, understand and use information from a variety of digital sources (Bawden, 2008). Online information is presented in an interactive way, which is much different than static print material. Online media contains hyperlinks, photos, videos, sounds and comment features among other media. Digital literacy is an interactive forum that requires critical thinking to analyze and content evaluation and participate in content development. Digital literacy encompasses one’s ability to scrutinize material from a variety of online sources using various tools to access reading content and information.

Digital literacy is more than a skill set, but rather a set of competencies and mindset (Bawden, 2008). According to Bawden (2008), the four competencies to digital literacy are internet searching, hypertext navigation, knowledge assembly and content evaluation. Media Smarts Canada’s Centre of Digital and Media Literacy illustrates how digital literacy overarches skill sets and elements including the seven competencies for students outlined by the International Society for Technology in Education (ISTE). The model is a continuum of skills that students will use from the initial point of contact with information, all the way up the model to create, where students are participants of digital literacy. Digital literacy encompasses an understanding of e-safety, knowing how to engage in the digital environment responsibly.

Digital literacy is how 21st-century learners structure information and knowledge. The focus is no longer on technical skills acquisition but rather orienting towards the cognition of literacy, critical thinking and judgement (Beetham & Oliver, 2010).

 

I am a Digital Age Learner

Context for Discussion
References

Artscape. (2010, March 16). Sir Ken Robinson: Collaboration in the 21st Century. Retrieved from https://www.youtube.com/watch?v=63NTB7oObtw&feature=youtu.be

Bawden, D. (2008). Origins and concepts of digital literacy. Digital Literacies: Concepts, Policies & Practices, 17–32.

Beetham, H. and Oliver, M. (2010). The changing practices of knowledge and learning. In Sharpe, R., Beetham, H., de Freitas, S. (2010). Rethinking learning for a digital age: How learners are shaping their own experiences. (pp.155-170).

I Am a Digital Age Learner. ISTE.ORG/STANDARDS. Accessed 31 May 2019.

Macfound. (2010, December 1). Rethinking Learning: The 21st Century Learner | MacArthur Foundation. Retrieved from https://www.youtube.com/watch?v=c0xa98cy-Rw&feature=youtu.be

The Audiopedia. (2017, April 1). What is DIGITAL LITERACY? What does DIGITAL LITERACY mean? DIGITAL LITERACY meaning & explanation. Retrieved from https://www.youtube.com/watch?v=ytWuiGXJxhE&feature=youtu.be

Context for Discussion

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Information Behaviour Framework

Information behaviour is the way humans absorb and process information and the sequence of events to obtain new information (Bawden & Robinson, 2012). Information seeking to solve a problem, answer a question or meet a need is the initiation of the process. The cognitive model explains the six-phase process, initiation, selection, exploration, formulation, collection and presentation (Bawden & Robinson, 2102). Information behaviour also categorizes behaviours by groups and information style. There are many theories and models within the information behaviour framework; however, understanding the goal of this essay is to support elementary students, the cognitive model will be discussed.

As students engage in the active process of making sense of the world through metacognition, they will learn how to think critically to construct new knowledge and to challenge their original thinking as they learn new concepts. Interacting and filtering information through a critical lens supports the creation of knowledge and development of critical thinking skills (Starkey, 2011). Students at the elementary level practice digital literacy in the classroom by interpreting, scrutinizing, organizing and summarizing information to support their learning goals.

Bloom’s Taxonomy

Bloom’s Taxonomy is a framework that sequences the cognitive process of learning. It begins with lower order thinking skills and moves to higher order thinking skills. The taxonomy outlines six cognition process dimensions and describes how learning is happening. The sequence begins with remembering, followed by understanding, applying, analyzing, evaluating and creating (Heer, n.d).  

What is most important is that students understand concepts, critique information and make connections. Along the continuum of Bloom’s Taxonomy, richer learning occurs through engaging in analyzing, evaluating and creating activities. Remembering is the lowest order thinking skill on the continuum, information does not support new knowledge creation, but rather focuses on memorization of processes and facts. Makerspaces, hands-on learning opportunities and utilizing digital tools allow students opportunities to enter into higher order thinking (Stakey, 2011) by thinking about what they are discovering rather than simply passively receiving knowledge.   

Constructivism

Constructivism learning theory describes learning as the process of students connecting new experiences to their prior or existing knowledge. There is a strong element of social interactions that underpins students’ acquisition of cognition. Knowledge does not just exist, but rather knowledge is constructed by the student and shared for others to learn (Vygotsky, 1978). The constructivism learning style requires students to actively engage in rich-authentic learning tasks.  

Connectivism

Connectivism is a learning theory for the digital age that explains how students collaboratively construct knowledge. Seimen (2005) suggests that students learn through the connection of the networked devices. Connectivism frames the learning processes that occur in a networked environment, therefore self – regulated learning can support the framework to inform teaching practices across the connected learning environment (O’Brien, Forte, Mackey & Jacobson, 2017).

Information is evolving, continuous learning through creating and building connections is an ongoing process (Seimen, 2005).  Learning by analyzing, evaluating and creating is far more important than remembering static information as knowledge is expanding exponentially with increased participation of Web 2.0. The variables that support digital learning and innovation is the network, the diversity of participants, learning communities and connectivity (Goldie, 2016).

Students Learning Needs
References

Bawden, D. & Robinson, L. (2012). Information behaviour. In Introduction to information science. (pp. 187-210). London: Facet.

Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064–1069. Retrieved from https://doi.org/10.31/0142159X.2016.1173661

Griswold, M. (2016, March 29). Constructivist Learning Theory. Retrieved from https://www.youtube.com/watch?v=qqAgJ40ATT4&feature=youtu.be

Heer, R. (n.d). Revised Bloom’s Taxonomy. Center for Excellence in Learning and Teaching, Iowa State University Retrieved from http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/

O’Brien, K. L., Forte, M., Mackey, T. P., & Jacobson, T. E. (2017). Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas. Open Praxis, 9(3), 267-286.

rainbow4121. (2017, April 2). Connectivism in the Classroom. Retreived from https://www.youtube.com/watch?v=PYOj8ztV4uQ&feature=youtu.be

Siemens, G. (2005). Connectivism: a learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(10, 3-10. Retrieved from http://www.itdl.org/journal/jan_05/article01.htm 

Starkey, L. (2011). Evaluating learning in the 21st Century: A digital age learning matrix. Technology, Pedagogy And Education, 20(1), 19-39.

The Audiopedia. (2017, December 1). What is INFORMATION SEEKING BEHAVIOR? What does INFORMATION SEEKING BEHAVIOR mean? Retrieved from https://www.youtube.com/watch?v=cIkqPEwedRM&feature=youtu.be

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Students Learning Needs

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Today’s students have grown up with technology devices in their hands are referred to as digital natives. Marc Prensky (2010) outlines how students today have learning preferences that are different than students in the past. The change in students has been due to digital advancements and technological innovation (Brabazon, Dear, Greene & Purdy, 2009).

Digital natives have higher expectations from their teachers and learn through trial and error. They value student and teacher learning partnerships (Downes & Bishop, 2012). Connected learning is an approach to learning that fosters collaboration through inquiry and exploration centred on the student’s interests, opportunities and social interaction (Sarkar, Ford & Manzo, 2017). The advancement of the internet, connectivity and access to electronic devices has increased the need for digital literacy skill development.

The current educational system itself inadequately meets the learning needs of digital natives; however, technology integration will bridge the gap between the system and the students’ needs (Sarkar et al., 2007). Students have short attention spans, prefer immediate feedback, active and collaborative learning. Student centred and personalized learning provides optimal learning experience (Console, 2012). When students interests are linked through inquiry learning students have authentic opportunities to build knowledge. Student centred learning improves student engagement (Levy, Foster, Madden, Miller, Nunes, McPherson, Webber  2003). Students need to be curious and question the world in which they live in order to foster future knowledge generation.

Digital Citizenship
References

WhatBrabazon, T., Dear, Z., Greene, G., & Purdy, A. (2009). Why the Google generation will not speak: The invention of digital natives. Nebula, 6.

Conole, G. (2012). Designing for learning in an open world (Vol. 4). Springer. Available as ebook from CSU library. http://www.eblib.com

Downes, J. M., & Bishop, P. (2012). Educators engage digital natives and learn from their experiences with technology. Middle School Journal, 43(5), 6–15.

Levy, P., Ford, N., Foster, J., Madden, A., Miller, D., Nunes, M. B., McPherson, M, & Webber, S. (2003). Educational informatics: An emerging research agenda. Journal of Information Science, 29(4), 298-310. Retrieved from http://jis.sagepub.com.ezproxy.csu.edu.au/content/29/4/298.full.pdf+html

Lunch Box School. (2013, August 10). Marc Prensky – Digital Natives. Retrieved from https://www.youtube.com/watch?v=jRR76Mz9NII&feature=youtu.be

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon. 9(5), Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Sarkar, N., Ford, W., & Manzo, C. (2017). Engaging digital natives through social learning. Systemics, Cybernetics and Informatics, 15(2), 1–4.

The Audiopedia. (2017, July 25). What is DIGITAL NATIVE? What does DIGITAL NATIVE mean? DIGITAL NATIVE meaning and explanation. Retrieved from https://www.youtube.com/watch?v=p_ONR95eFtQ&feature=youtu.be

TU Office of Academic Innovation. (2015, November 6). Digital Natives and Active Learning, Teaching Tips, November 2015. Retrieved from https://www.youtube.com/watch?v=LWp7RDUn0WA

Digital Citizenship

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Effective use of tools available through Web 2.0 requires students and educators to develop new skills to filter the mass amounts of data, but to also respectfully and safely participate in conversations and sharing creativity (Console, 2012). Identify, privacy, ownership, authorship, credibility and participation are elements of digital citizenship  (Cronin, 2010). Digital citizenship and digital literacy skills are valuable skills for elementary students to develop a 21st-century learning pedagogy which calls for learners to take more responsibility for their own learning (O’Brien, et al., 2017). Learning and applying digital literacy with opportunities to communicate online, understanding and appreciating other perspectives and how communication can be interpreted supports digital citizenship skill development.

Promoting student connection to online learning communities, authorship and ownership of using and sharing creations are important factors in digital citizenship instruction. Creative Commons is a culture of collaboration and sharing that provides licences that protect authors’ content creation. Students who are creating and sharing their original creations online should understand how to protect their intellectual property. Students need to build a skill set to navigate media consumption and production. Through critical thinking and analysis of online material and students can build knowledge and participate in the global conversation (Mihailidis & Cohen, 2013).

 

Digital Citizenship

Cloud Computing and Web 2.0
References

Common Sense Education. (2014, July 14). Super Digital Citizen. Retrieved from https://www.youtube.com/watch?v=S7A2n1c3UiA&feature=youtu.be

Common Sense Education. (2014, October 23). Lesson in Action: Making Digital Citizenship Person. Retrieved from https://www.youtube.com/watch?v=x-vNlC89F6I&feature=youtu.be

Common Sense Education. (2014, October 28). Why Schools should Teach Digital Citizenship. Retrieved from https://www.youtube.com/watch?v=2Xxu7VW4hQc&feature=youtu.be

Conole, G. (2012). Designing for learning in an open world (Vol. 4). Springer. Available as ebook from CSU library. http://www.eblib.com

Cronin, J. R. (2010). Too much information: Why facilitate information and media literacy?.International Journal Of Humanities & Arts Computing, 4(2), 151-165.

Digital Citizenship. (n.d). Commons Sense. Retrieved from https://www.commonsense.org/education/digital-citizenship

Mihailidis, P., & Cohen, J. N. (2013). Exploring curation as a core competency in digital and media literacy education. Journal of Interactive Media in Education. Retrieved 24 December 2014 from http://jime.open.ac.uk/article/download/2013-02/476

O’Brien, K. L., Forte, M., Mackey, T. P., & Jacobson, T. E. (2017). Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas. Open Praxis, 9(3), 267-286.

Cloud Computing and Web 2.0

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Cloud computing has eliminated barriers to the learning environment, students have the ability to access their online learning environment from any device anywhere there is an internet connection. Learning is no longer restricted to a physical school building but rather accessible from any device connected to Web 2.0, removing geographic and socioeconomic barriers (O’Brien et al. 2017).

Web 2.0 also provides benefits for teachers, through the use of online learning spaces instructors post and collect assignments, share digital resources and provide real-time feedback to students. Online learning platforms, such as Google Classroom, allow students to work at their own pace and interact with peers online. Learners are able to participate in new conversations, formulate ideas and share higher-order thinking through online interfaces and multimedia platforms (Gogan & Marcus, 2013). Google enables students to collaborate and share resources (Console, 2012). Online discussion can be facilitated through Google Hangouts, co-learning and collaboration of projects can be accomplished through Google Slides and Google Docs.

Cloud computing has influenced society to demand unlimited data storage and demand instant access to data (Wing, 2008). What students may not understand is that participation in Web 2.0 enables personal information to be collected, used or stored. It is the responsibility of those in care and custody of students education to teach and inform them how to participate responsibly in the digital world. There are risks associated with cloud-based computing and connected learning environments, therefore students need to be taught to operate as responsible digital citizens (Goldstein, 2014).

Connected Learning

Cloud Computing

References

Cloud Computing. (n.d). Krish Comusoft Services. Retrieved from https://www.kcsitglobal.com/cloud-computing-services 

Conole, G. (2012). Designing for learning in an open world (Vol. 4). Springer. Available as ebook from CSU library. http://www.eblib.com

Gogan, B., & Marcus, A. (2013). Lost in transliteracy. Knowledge Quest, 41(5), 40–45.

Goldstein, J. (2014). Get off my cloud: when privacy laws meet cloud computing. The Conversation. Retrieved from http://theconversation.com/get-off-my-cloud-when-privacy-laws-meet-cloud-computing-21001

HighTechDad. (2008, September 29). Cloud Computing Explained. Retrieved from https://www.youtube.com/watch?v=QJncFirhjPg&feature=youtu.be

O’Brien, K. L., Forte, M., Mackey, T. P., & Jacobson, T. E. (2017). Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas. Open Praxis, 9(3), 267-286.

RM Education. (2016, November 2). The benefits of cloud computing in educational institutions. Retrieved from https://www.youtube.com/watch?v=jn0RnfhoiE0&feature=youtu.be

VCU ALT Lab. (2016, February 29). Understanding Connected Learning. Retrieved from https://youtu.be/DTIlQ70NV38

Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions: Mathematical, Physical and Engineering Sciences, 366(1881), 3717–3725.

Connected Learning

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Through social media platforms, students have the ability to collaborate from anywhere, share learning and provide feedback through a learning community. Social media provides a space to connect with others who share similar interests and passions. Social media has transformed the traditional approaches to digital literacy from knowledge acquisition to collaborative and participatory in nature (O’Brien et al., 2017). Participating in virtual learning spaces, social media and creative commons platforms allow peers, educators and fellow creators to provide feedback for future development and iteration (Starkey, 2011). In the information-rich learning environment of Web 2.0, students have the ability to create, manipulate others learning and learn from the process.

Students desire to learn socially and construct new knowledge based on collaborative interactions (Siemen, 2005). Martinez and Stager (2019) suggest that “talking and working with others is one of the best ways to cement new knowledge” (p. 35). The connectedness of Web 2.0 allows for the circulation and communication of knowledge through many platforms, software and media channels.

Connected Learning

Conclusion Implication for Teachers
References

CConnected Learning. (n.d). Connected Learning Alliance. Retrieved from https://clalliance.org/about-connected-learning/

Connected Learning Alliance. (2014, October 1). Why Connected Learning? Retrieved from https://youtu.be/mFBqOgCssZI

Connected Learning Alliance. (2015, June 15). Connected Learning: The power of making learning relevant. Retrieved from https://youtu.be/TH6gH6lMDD8

Martinez, S. L., & Stager, G. (2019). Invent to learn: Making, tinkering, and engineering in the classroom (2nd edition). California: Constructing Modern Knowledge Press.

O’Brien, K. L., Forte, M., Mackey, T. P., & Jacobson, T. E. (2017). Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas. Open Praxis, 9(3), 267-286.

Siemens, G. (2005). Connectivism: a learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(10, 3-10. Retrieved from http://www.itdl.org/journal/jan_05/article01.htm

Starkey, L. (2011). Evaluating learning in the 21st Century: A digital age learning matrix. Technology, Pedagogy And Education, 20(1), 19-39.

The Audiopedia. (2018, February 5). What is CONNECTED LEARNING? What does CONNECTED LEARNING mean? CONNECTED LEARNING meaning. Retrieved from https://www.youtube.com/watch?v=7fo2o0HFU8k&feature=youtu.be

Conclusion: Implication for Teachers

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Modelling digital literacy skills

In the elementary panel, students are exploring technology tools such as tablets and Chromebooks. Students need support in learning the basics of hardware, but more importantly, they need skills to interact with the software platforms and Web2.0. Teachers can scaffold students in learning environments through the elementary school years. Beginning with a Google Classroom or Classflow learning environment students can safely engage in online collaboration in a private space that is specific to the classroom. As students move from primary to the intermediate and junior divisions Grade 4 – 8, students’ online conversations can move beyond the school building to learn with students from another school or country through Google Hangout or Mystery Skype. Cloud-based lesson delivery and software provide students with opportunities to explore online learning, sharing and participation without the privacy risks of the open Web 2.0.

Engaging problems to solve, collaboration and, self-directed inquiry are factors teachers can implement to enhance learning in the classroom. Learners are provided with demonstrations, given time to apply their learning through a trial and error process (Levy et al., 2003).

Technology is evolving so quickly that those who are not engaging with technology are getting left further behind (Console, 2012). It is impossible to be current on all technology as it is changing so quickly, however, students and teachers will need to develop strategies and create their own personal digital environment to meet their learning needs (Console, 2012). Teachers need to educate themselves about copyright law, and model digital citizenship for students. Learners need to be competent both technologically and socially. Students learn from modelling, educators should demonstrate how to use computer software, care for hardware devices and interact responsibility online (Cooper, Lockyer & Brown, 2013).

Implement active pedagogical practices such as problem-based learning that support digital literacy practices

Effective use of technology through purposeful pedagogy is not dictated by technology, but rather teachers have the ability to design authentic tasks that challenge students to solve a real-world problem underpinned fostering digital literacy skill development (Starkey, 2011). Digital age learning matrix is a tool developed to analyze the effectiveness of digital tools in schools (Starkey, 2011).

According to O’Connell (2012) to learn digital literacy students need to apply the following skills, creativity and innovation, communication and collaboration, research and information, digital citizenship and technology operation. Decomposing digital literacy skills supports educators planning engaging, authentic and real-world activities through problem-solving.

Teachers need to focus on fostering critical thinking skills, creativity and knowledge creation through connections (Starkey, 2011). Additionally, curation instruction will prepare students to organize research and content creation. Students need to know how to sort, group and label information in a way that is retrievable and accessible (Mihailidis & Cohen, 2013).  Through curation, students learn to recognize a quality resource, choose the best source of information for their needs and widen their personal learning networks by using a wide range of sources.

Create educational environments that foster digital literacy

Knowing that students benefit from a student centred learning environment, it is pertinent for teachers to offer flexible programming, opportunities for students to create and collaboration online (Starkey, 2011). Online learning environments give students interface, assessment tasks and assignments to be quickly and easily tailored for individual students. Teachers influence the successful adoption of digital literacy, it is important for teachers to develop purposeful technology choices. There are many resources online to support teachers in implementing technology in the classroom (Philip & Garcia, 2013).

Teachers need to create the conditions for students to learn effectively, participate in knowledge creation, inquiry-based, self-directed, intrinsic motivation and allow students personal choice over their learning, offer real-world authentic learning tasks (Wing, 2008). Differentiation and Universal Design for Learning (UDL) support teachers planning to meet the needs of students. Through online learning management systems teachers are able to differentiate content, process, product and environment. Universal Design for Learning including safe, flexible and equitable learning environments is naturally embedded through digital learning environments (Ontario Ministry of Education, 2013).

Philip and Garcia (2013) highlight three methods for purposeful technology integration materializing through the interaction of texts, tools and talk (3T’s). Talk brings to the forefront, students need to interact through connected learning platforms. Using social media and online discussion forums meets the needs of students to engage in meaningful conversations with authentic audiences.

Teachers Beliefs of Learning

Educators beliefs influence their teaching practice. Effective use of technology aligns with effective teaching practice, knowing that educators belief are the basis of their practice (Starkey, 2011). The challenge is to impact teacher practice, update resources, strategies and ultimately a change in teaching philosophy is required to affect educational innovation (Console, 2012).

Teachers need to acknowledge that their role in the classroom is shifting from being the imparter of knowledge to that of a co-learner alongside their students (Goldie, 2016). Teachers are no longer the knowledge holder, but rather need to explore new technology with students so that students can acquire their learning in a more critical and thoughtful way. Embedding professional development and aligning teacher preparation programs with digital literacy competencies, educations will improve student achievement and learning results (Horton et al., 2008).

References
References

 

 

Common Sense Education. (2017, July 21). What’s a PLN? And 3 Ways Teachers Can Get Connected. Retrieved from https://www.youtube.com/watch?v=Ju54C5A3RCw&feature=youtu.be

Conole, G. (2012). Designing for learning in an open world (Vol. 4). Springer. Available as ebook from CSU library. http://www.eblib.com

Cooper, N., Lockyer, L., & Brown., I. (2013). Developing multiliteracies in a technology-mediated environment, Educational Media International, 50(2), 93-107, DOI: 10.1080/09523987.2013.795350

Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064–1069. Retrieved from https://doi.org/10.31/0142159X.2016.1173661

Horton, Forest Woody. (2008). Understanding information literacy: A primer. Paris France: United Nations Educational Scientific and Cultural Organization. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000157020

Levy, P., Ford, N., Foster, J., Madden, A., Miller, D., Nunes, M. B., McPherson, M, & Webber, S. (2003). Educational informatics: An emerging research agenda. Journal of Information Science, 29(4), 298-310. Retrieved from http://jis.sagepub.com.ezproxy.csu.edu.au/content/29/4/298.full.pdf+html

Mihailidis, P., & Cohen, J. N. (2013). Exploring curation as a core competency in digital and media literacy education. Journal of Interactive Media in Education. Retrieved 24 December 2014 from http://jime.open.ac.uk/article/download/2013-02/476

O’Connell, J. (2012). So you think they can learn? Scan, Vol 31. May, 5 – 11.

Ontario Ministry of Education. (2013). Learning for All: A Guide for Effective Assessment and Instruction for all students from Kindergarten to Grade 12. Queens’ Printer for Ontario. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/learningforall2013.pdf

Philip, T. M., & Garcia, A. D. (2013). The Importance of still teaching the iGeneration: New technologies and the centrality of pedagogy. Harvard Educational Review, 83(2), 300–319,400–401. Retrieved from http://search.proquest.com.ezproxy.csu.edu.au/docview/1399327199?accountid=10344learn? Scan, Vol 31. May, 5-11.

Starkey, L. (2011). Evaluating learning in the 21st Century: A digital age learning matrix. Technology, Pedagogy And Education, 20(1), 19-39.

Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions: Mathematical, Physical and Engineering Sciences, 366(1881), 3717–3725.

References

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Artscape. (2010, March 16). Sir Ken Robinson: Collaboration in the 21st Century. Retrieved from https://www.youtube.com/watch?v=63NTB7oObtw&feature=youtu.be

Bawden, D. (2008). Origins and concepts of digital literacy. Digital Literacies: Concepts, Policies & Practices, 17–32.

Bawden, D. & Robinson, L. (2012). Information behaviour. In Introduction to information science. (pp. 187-210). London: Facet.

Beetham, H. and Oliver, M. (2010). The changing practices of knowledge and learning. In Sharpe, R., Beetham, H., de Freitas, S. (2010). Rethinking learning for a digital age: How learners are shaping their own experiences. (pp.155-170).

Brabazon, T., Dear, Z., Greene, G., & Purdy, A. (2009). Why the Google generation will not speak: The invention of digital natives. Nebula, 6.

Cloud Computing. (n.d). Krish Comusoft Services. Retrieved from https://www.kcsitglobal.com/cloud-computing-services

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Common Sense Education. (2014, October 23). Lesson in Action: Making Digital Citizenship Person. Retrieved from https://www.youtube.com/watch?v=x-vNlC89F6I&feature=youtu.be

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