Tag: Digital Literacy

Capstone Project – What does it look What does it look like to effectively integrate technology into the elementary classroom through the lens of critical thinking?

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Outline of the media project

A 15-minute video was created to explain how effective integration of technology into the elementary classroom can be achieved. Effective technology integration is evaluated through the lens of critical thinking. The15 minute video serves as the media project for the INF 537 capstone research project.  The purpose of the project was framed by the teaching role Technology Enabled Learning Teacher Contact (TELTC). The Ministry of Education funds every school board within the province of Ontario with a TELTC position. The 2020-2021 Grants for Students Needs Ministry Publication outlines the four key outcomes that the TELTC is to fulfill. TELCS are expected to support educators and students in effectively using Ontario’s Virtual Learning Environment (VLE) along with ministry-provided digital tools and resources in both online learning and face-to-face classrooms, develop strong pedagogical knowledge and skills in online learning for teachers, collaborate with the ministry to build an understanding of local school board needs related to technology-enabled learning and teaching and supports building parent engagement through Ontario’s VLE.

Since the inception of the TELTC role, TELTC has been supporting educators to effectively integrate technology into the classroom. The current government has a focus to develop transferable skills in students. The framework for evaluation of effective technology integration into the elementary classroom was selected based on the Ontario Ministry of Education Document 21st Century Competencies: A Foundation Document for Discussion. The 6 Cs of 21st-century learning include critical thinking, communication, collaboration, creativity, character and citizenship. Critical thinking is a key skill identified across many Ontario curriculum documents and it is considered a transferable skill. The media project is a prototype that will commence a 6 video series. The project can be extended to develop a video that evaluates the effective integration of technology through the lens of the remaining 6 Cs. 

Critical thinking is a prominent skill in the most recent curriculum documents. The Mathematics Curriculum of 2020, Health and Physical Education 2019, The Kindergarten Program 2016 and Social Studies Curriculum 2013 have critical thinking as a key basis for student learning. The Growing Success Document 2010 identifies critical thinking in the achievement charts for assessment. The Ontario achievement charts have four key components, knowledge and understanding, thinking, communication and application. The thinking criteria include the critical and creative thinking process, see Appendix A and Appendix B.

The rationale of the project is to support a renewed board focus of technology integration through a lens of critical thinking into Superior North Catholic District School Board schools. Ontario curriculum documents have outlined the critical thinking process. The critical thinking process is embedded by practicing digital literacy and responsible digital citizenship. The school board’s policies and procedures support the implementation of digital citizenship skills, however, there seems to be a disconnect between teacher instruction and rich pedagogical practices of technology integration. The lack of resources and directive has led to teachers not actively engaging in digital literacy activities. The intention of the media project video is to enlighten educators on the importance of critical thinking, digital literacy and digital citizenship skills to support student learning and achievement. 

The video will serve as a tool for professional development to support educators to promote 21st-century learning in their classrooms. The video explains how technology redefines and transforms educational activities to impact student learning. The video contains photos and videos of student learning at SNCDSB that highlight critical thinking skills. Appendix A includes the FOI Media Parent/Guardian Consent Form. The form gives consent to use student’s images in videos and photos included in the media project. The video concludes by challenging educators to take the next step in their professional practice to integrate digital literacy and digital citizenship skills to foster students’ critical thinking skills.

Scope of research

The scope of the research included a comprehensive review of the Ontario Ministry of Education curriculum, publications and references found within the Ontario Ministry of Education documents, that support technology integration. The Ontario Ministry of Education guides and directs educators in teaching and learning in Ontario. For this reason, research was limited to the Ministry of Education publications. The Ontario Ministry of Education curriculum documents is the foundation of education within the province of Ontario. It is worth noting that much of the key ideas discovered and discussed in the media project are contained within the front matter of the curriculum and not the overall or specific expectations. The front matter of subject-specific curriculum highlights the transferable skill of critical thinking as it will support students, as they create their pathway to success both through anecdotal recommendations for teaching and learning as well as the achievement charts.

The process involved in completing the media project

The media project evolved throughout the 10 weeks of the  INF 537 Digital Futures Colloquium course. The initial proposal identified the research topic, the audience, the purpose and the tool selected to create the media project. The first capstone proposal drafted did not have a clear research question. The scope of research was not resolved, and it did not discuss how effective integration of technology would be evaluated. After consultation with the course instructor, the second draft of the media project proposal included sufficient details to begin research. The research question, the scope of the research, the framework of the 6 Cs of 21st Century learning critical thinking competency and the deliverable product of a professional development video for Superior North Catholic District School Board educators were determined. 

The research question selected was “What does it look like to effectively integrate technology into the elementary classroom?” The question was evaluated through the lens of critical thinking. The scope of the research included foundational Ontario Ministry of Education Documents and publications ranging from 2006 to present as well as policies and procedures for the Superior North Catholic District School Board. Although not all Ontario Ministry of Education publications and curriculum documents were reviewed through the research process, foundational documents that highlighted critical thinking and technology integration were included. The following documents were included in the research:

Throughout the document review process, common themes, big ideas and key components of the research question were observed and noted. A Google doc was created to record the findings of critical thinking in the Ontario Ministry of Education documents. It was through reviewing the research notes that the analysis and synthesis of the research occurred by collating common themes and ideas. A document was created that organised the main concepts of critical thinking and technology integration found in the Ontario Ministry of Education publications. 

Through the identification of curriculum connections to critical thinking and technology integration in the classroom, it was determined that digital literacy and digital citizenship were key concepts connected to critical thinking, see Appendix B. Now understanding that critical thinking skills encompass digital literacy and digital citizenship skills, it was identified that these skills are highlighted in the Superior North Catholic District School Board Governance Policies and Procedures, see Appendix A for details.

The creation of the media project began with writing the narration that is the basis of the professional development video. Once the narrative was finalised, it was recorded using the online video editor WeVideo. It took many iterations to finalize the video narration. The next step was to add in visuals to support the voice over. The visuals included text, photos, videos, graphics, charts and images that illustrate and bring deeper meaning to the narration. The sources were input to substantiate and give credit to the visual resources used in the video. The reference list was created and added to the end of the media project. 

The final step of the media project was to have it peer-reviewed. Two elementary educators watched the video and provided feedback to improve the viewing experience and maximize the impact of the media project as a professional development tool. The media project was edited to reflect the recommendations and posted on Web 2.0.

A Critical Evaluation of the Media Project

Critical thinking is a foundational and transferable skill that is foundational to the Ontario Ministry of Education curriculum. The critical and creative thinking process is found in the front matter of all subject-specific curriculum. It highlights the importance of students learning how to solve problems by acquiring, processing, analyzing and interpreting information to make informed judgments to inform decisions and actions (Ontario Ministry of Education, 2017). The critical and creative thinking process supports student learning to understand media messages, identify the author’s intentions and missing voices from a publication. Students will demonstrate critical thinking by identifying biases, look for implied meaning and develop a personal stance and opinion on gathered information (Ontario Ministry of Education, 2013). 

Critical thinking is embedded in the achievement charts within the front matter of the Ontario Ministry of Education curriculum documents see Appendix C and Appendix D. Additional Ontario Ministry of Education published documents connected critical thinking, a 21st-century learning competency, to digital literacy skills and digital citizenship skills see Appendix B and Appendix E. This is how the effective integration of technology can be evaluated through the lens of critical thinking. Students are expected to think critically when interacting and engaging with technology-based tools and digital resources. 

The Ontario Ministry of Education Language curriculum defines critical thinking in oral communication and through writing contexts in the glossary. To support student acquisition of critical thinking skills, teachers can facilitate classroom discussions to analyze the meaning of texts or the author’s intent and identify what information is present and what is missing. Critical thinking in writing includes questioning, hypothesizing, interpreting, inferring, analyzing, comparing, contrasting, evaluating, predicting, reasoning, distinguishing between alternatives, making and supporting, judgement, synthesizing, elaborating on ideas, identifying values and issues, detecting bias, detecting implied as well as explicit meanings (Ontario Ministry of Education, 2006). Educators support these skills by developing a culture of curiosity in the classroom. Teachers need to listen to students’ questions, elicit questioning by modelling questioning through shared readings, think-alouds and oral discussions. Implementing collaborative inquiry into the classroom and providing opportunities for critical challenges are strategies that also foster critical thinking (What Works? Research into Practice, 2017, April). To support educators implementing and assessing students’ critical thinking skills, a rubric was developed and included in Appendix F. 

The research by Fullen and Langworthy highlighted in the 21st Century Competencies Foundational Document for Discussion explains that digital tools and resources can support the process of critical thinking when used to create authentic and relevant learning experiences. When students have the opportunity to engage in digital learning through the SAMR model, students will naturally practice the critical thinking process. Through the use of digital tools, students are able to demonstrate their learning in ways that were previously not possible without technology. Students are able to create products and demonstrate their learning, using hardware tools such as a webcam, microphone and Chromebook, and create using digital software tools. 

21st Century Teaching and Learning Digital Citizenship and Digital Literacy What Research Tells Us document states, “to prepare students for the current globalized world and technology-driven society, students must have digital literacy and digital citizenship skills to be successful. Students must have digital literacy skills to develop responsible digital citizenship skills” (Ontario Ministry of Education, 2016). Digital literacy skills should be embedded in all curriculum areas. To support educators to develop digital literacy skills in order to foster student learning, professional development is needed for elementary teachers.  It is important to communicate clear expectations for responsible use of technology and create a school culture that embeds digital literacy and digital citizenship (Research and Resources, January 2017). 

Digital literacy instruction and assessment naturally embed critical thinking skills. Digital literacy skills require students to think critically about what information is reliable and evaluate the source. Students using Web 2.0 to learn and conduct research must know how to use a search engine, input keywords and phrases to obtain the information they are looking for. Digitally literate learners in the 21st century need to be critical thinkers, as they analyze information from multiple media sources that can be instantly found through Google (Ontario Ministry of Education, 2015). Students must also know how to organize and curate information to access and archive it for future use. For example, Superior North Catholic District School Board is a Google board. Digitally literate students will know how to name a doc, move the doc to a folder that is named to maintain an organized Google Drive. If all of a student’s work were titled “Untitled Document”, it would be very difficult to retrieve. An organized Google Drive demonstrates a student’s ability as a digitally literate learner.

Educators will access digital tools to support pedagogy. Students will learn what digital tools best support different assessment tasks. As educators learn about and use digital tools, the pedagogical opportunities for effective technology integration will be evident. Digital resources, software and programs are tools. It is important for educators to know the functionality of the tool to identify how it can transform student learning. Educators must also become knowledgeable about how technology can support the learning needs of their students. Assistive technology creates equity and access to knowledge through universal design for instruction (Ontario Ministry of Education, 2015). It is also necessary for students to take ownership of their learning and develop their ability to select from the plethora of digital resources and tools available through the SNCDSB Hub, see Appendix G. The digital structure of the SNCDSB Hub supports students’ critical thinking skills as they identify and select an appropriate tool to demonstrate their learning (Ontario Ministry of Education, 2015). 

Students as creators foster student motivation and engagement (Ontario Ministry of Education, 2014). When students create for an authentic audience or to solve a real-world problem, they practice critical thinking skills. Digital storytelling through the use of digital tools such as WeVideo or Book Creator allows students to collaboratively create using rich digital tools. The professional product can be shared with parents, the local community and on Web 2.0. When students create and share their learning online, they are contributing digital citizens that are developing their digital identity. The contributions to Web 2.0 allow students to participate as productive, positive and responsible digital citizens (21st Century Learning and Teaching, 2016). 

Through cross-cultural connections, students will practice critical thinking skills as they learn and communicate with others with various perspectives and different viewpoints. Students and educators must take advantage of technology tools that enable them to connect with people and knowledge beyond their classroom walls. With Web 2.0, students are able to communicate and respond to other students from across the globe. Educators can ask themselves who they can connect with their students to enhance their learning experience. 

Students and teachers who interact and participate in critical thinking learning skills using Web 2.0, need to practice responsible digital citizenship. According to 21st Century Competencies digital citizenship requires students to know to determine if a source is credible, respect copyright laws, practice responsible use of technology and monitor their own digital footprint. To best support students, educators need to be practitioners of responsible digital citizenship. Educators must be engaged digital citizens, connecting to educators through social media platforms such as Twitter or join a Facebook group. Communities of practice is also an action for educators to foster critical thinking. Communities of practice promote teachers learning as a student, engaging with fellow educators through collaborative inquiry to improve pedagogical practice (Ontario Ministry of Education, 2015). Educators can actively practice digital citizenship through the development of digital identity and reflect on their personal and professional digital footprint. Educators must be aware of the ethical responsibility of the Ontario College of Teachers as the governing body for teachers who hold an Ontario Teaching Certificate as well as board policy and procedures and the school boards policies and procedures, see Appendix A. Educators have the opportunity to contribute knowledge and reflect on their teaching practise by creating a blog. Blogging is a great tool to make one professional practice visible to other educators. Educators who blog connect and share their learning with their peers. Professional practice can be refined and new ideas implemented with the support and inspiration shared by fellow educators.  

It is important to note that the scope of the research did not identify barriers to implementing technology into the classroom or to the critical thinking process. This information was not included in the Ontario ministry documents. The ministry documents highlight the requirement and benefits for teaching and learning critical thinking skills. The implication is that it is the responsibility of the educator to teach the critical thinking process and integrate technology into their practice as outlined in the curriculum and learn through the process of implementation and reflection. 

The media project titled “Effective integration of technology into the elementary classroom through the lens of critical thinking” will enlighten educators to the fact that critical thinking is a foundational skill outlined in the Ontario curriculum. Critical thinking is more prominent in curriculum documents than one would have considered prior to conducting a comprehensive review of the Ontario Ministry of Education curriculum and supporting publications. The transferable skill critical thinking supports student learning and achievement as they develop digital literacy and digital citizenship skills that will support them in their future. Moreover, critical thinking is beyond content knowledge but rather a skill used in everyday life. Ontario students and educators must renew their focus to include critical thinking into the classroom through effective technology integration. 

References

21st Century Teaching and Learning. (2016). Digital Citizenship and Digital Literacy What Research Tells Us… Retrieved from http://edugains.ca/resources21CL/WhatsNew/WhatResearchTellsUs-DigitalCitizenship.pdf 

Capacity Building K – 12. (2015, September). Literacy for a Connected World. Queen’s Printer for Ontario. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_LiteracyConnected.pdf 

Ontario Ministry of Education. (2006). Language The Ontario Curriculum Grades 1 – 8. Queen’s Printer for Ontario. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf

Ontario Ministry of Education. (2007). Science and Technology The Ontario Curriculum Grades 1 – 8. Queen’s Printer for Ontario. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf 

Ontario Ministry of Education. (2008). Reach Every Student Energizing Ontario Education. Queen’s Printer for Ontario. Retrieved from https://michaelfullan.ca/wp-content/uploads/2016/06/13396078200.pdf 

Ontario Ministry of Education. (2010). Growing Success Assessment, Evaluation, and Reporting in Ontario Schools. Queen’s Printer for Ontario. Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf 

Ontario Ministry of Education. (2013). Social Studies The Ontario Curriculum Grades 1 – 6, History and Geography Grades 7 – 8. Queen’s Printer for Ontario. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/sshg18curr2013.pdf 

Ontario Ministry of Education & Ontario Human Rights Commission. (2013). Supporting Bias-Free Progressive Discipline in Schools. Queen’s Printer for Ontario.  Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/SupportResGuide.pdf  

Ontario Ministry of Education. (2014). Achieving Excellence A Renewed Vision for Education in Ontario. Queen’s Printer for Ontario. Retrieved from https://drive.google.com/drive/search?q=Achieving%20Excellence 

Ontario Ministry of Education. (2016). 21st Century Competencies: Foundation Document for Discussion. Queen’s Printer for Ontario. Retrieved from http://www.edugains.ca/resources21CL/About21stCentury/21CL_21stCenturyCompetencies.pdf

Ontario Ministry of Education (2016).  Framework of Global Competencies. Retrieved from http://www.edugains.ca/resources21CL/21stCen  turyLearning/FrameworkofGlobalCompetencies_AODA.pdf 

Ontario Ministry of Education. (2017). The Kindergarten Program. Queen’s Printer for Ontario. Retrieved from https://www.ontario.ca/document/kindergarten-program-2016?_ga=2.33429566.1210672548.1601299585-327187033.1599783717 

Ontario Ministry of Education. (2019). Health and Physical Education The Ontario Curriculum Grades 1 – 8. Queen’s Printer for Ontario. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/2019-health-physical-education-grades-1to8.pdf 

Ontario Ministry of Education. (2020). Mathematics The Ontario Curriculum Grades 1 – 8.  Queen’s Printer for Ontario. Retrieved from https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics 

Research and Resources. (2017, January). Digital Citizenship. Retrieved from http://www.edugains.ca/resources21CL/WhatsNew/ResearchandResources_Digital%20Citizenship2017.pdf  

What Works? Research into Practice. (2017, April). Think About It!. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ww_Think_about_it.pdf 

What Works? Research into Practice. (2013, June). Promoting Critical Literacy across the Curriculum and Fostering Safer Learning Environments. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_PromotingCriticalLiteracy.pdf 

 

Appendix A The Categories of Knowledge and Skills

Growing Success Categories of Knowledge and Skills page 17 Retrieved from http://www.edugains.ca/resources21CL/21stCenturyLearning/FrameworkofGlobalCompetencies_AODA.pdf

Appendix B The Achievement Chart – Science and Technology, Grades 1 – 8

Growing Success Achievement Chart – Science and Technology, Grades 1 – 8 Page 22

Appendix C Superior North Catholic District School Board Guiding Documents

Policies and Procedures 

Policy: Acceptable Use Technology by Students – Technology 701

Administrative Procedure – Technology 701: Acceptable Use of Technology by Students

Policy: Acceptable Use of Technology for Users – Technology 702

Administrative Procedure: Acceptable Use of Technology for Users – Technology 702 

Master Form

FOI Media Parent/Guardian Consent Form

Appendix D 21st Century Competencies

Retrieved from 21st Century Competencies Foundation Document for Discussion 2016

Appendix E Framework of Global Competencies

Framework of Global Competencies Retrieved from http://www.edugains.ca/resources21CL/21stCenturyLearning/FrameworkofGlobalCompetencies_AODA.pdf

Appendix F Rubric for Critical Thinking Assessment

Rubric created for teachers at SNCDSB to assess critical thinking skills

Appendix G SNCDSB Hub Ontario’s VLE 

Image from SNCDSB Hub Home Page D2L Brightspace Ontario’s VLE

Critical Reflection

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Reflection as a practice to deepen and consolidate learning is a fascinating process to me. I am always amazed at how the learning objectives set out at the beginning of the course are the big ideas that are then gleaned throughout the course. Through my graduate study experience, I have experienced that identifying one’s own learning goals is an important piece of the learning cycle. As a lifelong learner, establishing my own learning goals gives me ownership and understanding about where my learning journey will take me. One of the learning goals I posed as a question in my first blog post was “What and how should technology and digital tools be embedded into a teacher’s program?” This question is essentially what my research question was, “What does it look like to effectively integrate technology into the elementary classroom?” 

Through the iterative planning process for my capstone project, it was discovered that I needed to select a framework to evaluate what is effective technology integration into the classroom. Since the Ontario Ministry of Education has a 21st Century Competencies Foundation Document for Discussion the 6 C’s was the framework chosen. There are six competencies that could have been selected, however, critical thinking seemed to fit well with technology and the current provincial government has highlighted critical thinking as a focus transferable skill in recent publications. 

When I opened up my reflection blogs from the INF 537 course to begin thinking about my thinking over the last 13 weeks, I chuckled when I read the first sentence of my first blog post. “Critical thinking is the cornerstone of teaching and learning in the 21st century”. I found this fitting as having just finalized my capstone project; the final sentence of my capstone project is “Ontario students and educators must renew their focus to include critical thinking into the classroom through effective technology integration.” When I started the course I did not consider that where I started is where I would end, learning how critical thinking supports student learning and educator practice. The idea of critical thinking in my first blog post was inspired by engaging in the course materials. Critical thinking as an area of study for the conclusion of my study was based on my interest and insight from reading the Ontario Ministry of Education documents. Although my engagement with the curriculum was much less rigorous prior to the commencement of research, I did have an understanding of critical thinking was as a foundational concept in the most recent curriculum documents was recognized.

My blog post for module 1, the information environment, included discussion about Web 2.0 as a learning tool and the idea of students practicing digital citizenship. Ideas such as participatory learning, being a networked learner, engaging in the critical thinking process and making my learning visible were all ideas that I studied about through course material and revisited through my research to understand what the effective integration of technology looks like in the elementary classroom. The knowledge I encountered through module 1 course readings were substantiated through my research of the Ontario Ministry of Education documents. Without documenting my thinking using my blog, I would not have realized the strong connection between my capstone research project and course content. 

Module 2 digital futures, digital scholarship highlighted the impact of technology on learning and teaching. Again through my capstone research project, I understand that digital literacy skills are developed through the effective integration of technology. The critical thinking process is required when utilizing digital tools and resources. The SAMR model is a foundational concept for educators to review to reflect upon their own understanding of how technology impacts their classroom instruction. My module 2 blog past states “To prepare students for the future, students need learning opportunities that foster collaboration, active learning through participation, developing their online identity through networking, social media and digital citizenship.” Again this idea was reflected in my capstone project. It is our role as educators in Ontario to prepare students for their future. We may not fully understand what that may look like, but we can be certain that it will involve technology. The way in which students learn is different in the 21st century. Prior to Web 2.0, society needed to memorize, recall or know where to find information, now students and educators can find information in seconds using the internet. Students can now focus on transferable skills development such as critical thinking. 

Engaging in the research of the Ontario Ministry of Education curriculum and publications has positively impacted my knowledge as an Ontario educator. I understand the importance of critical thinking and how to navigate the effective integration of technology into the classroom. Prior to the research capstone project, effectiveness was measured on student motivation and engagement. Evaluating technology integration through a framework has supported my ability to continue exploring this question through the lens of the remaining five competencies of the 6 C’s of 21st-century learning. 

Capstone Media Project

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I have created a 15-minute video that is designed to support Ontario teachers, within Superior North Catholic District School effectively integrate technology into the classroom. The video will support educators’ understanding of critical thinking and how critical thinking connects to digital literacy and digital citizenship concepts.

Media Project How to effectively integrate technology into the elementary classroom?

Capstone Project Research Reflections

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I began my capstone project by identifying and reading the Ontario Ministry of  Education Ministry documents. Below is a list of the documents I reviewed. However, one trend I noticed was that critical thinking was not included as a theme in older publications. The newest documents and resources have critical thinking as a key transitional learning skill.

Another big idea I learned is that curriculum is content, but critical thinking is a skill that can be applied to future situations. The content of learning may not linger, but if a student can think critically they will be able to solve problems and see connections in data sets and information. The content is the material that is delivered to engage students in deeper learning that develop critical thinking processes in students.

Teachers can foster students with critical thinking skills by modelling curiosity and develop an atmosphere of inquiry. They can also provide students with thinking strategies that extend beyond broader relevance and investigate the perspectives of others through a social justice lens.

Digital Scholarship Interpretive Discussion

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Introduction

Digital scholarship has transformed how educators within the elementary panel learn and teach, expanding the capabilities and impact of classroom teachers. This evolving approach to research, learning, and teaching is grounded in the functionality and flexibility of digital and technological tools. According to Weller (2011), a digital scholar engages in digital, networked and open approaches to academic study and learning. Within the elementary panel, Kindergarten to Grade 8 teachers can practice digital scholarship research to foster professional development, professional networking, information and resource curation and authoring.

An open-access approach, the development of online identity and establishing a peer network support classroom teachers as connected digital scholars. Technological devices enable educators to create, write and share virtually anywhere there is a wireless connection (Wright & Parchom, 2011). Learning and teaching in digital environments promote global competency development including collaboration, communication, critical thinking, citizenship, creativity, and character (Ontario Ministry of Education, 2016). Educators functioning as digital scholars promote knowledge creation and sharing within the elementary panel.

Principles and Practices of Digital Scholarship

Technology has enabled educators to transform their practice by using open, networked and digital channels (Weller, 2011). Educators practicing digital scholarship can engage in professional development by actively creating and participating in networks through open and digital spaces. Teachers as digital scholars raise the profile of teaching beyond a routine function embracing digital technologies and open approaches to their practice (Weller, 2018).

Digital tools have influenced how teachers are able to participate in scholarly activities professionally and academically. Digitization allows for annotation, remixing content, and adapting information as new knowledge is created. It also allows for the curation of collections of data that can be analysed to identify patterns and connections to information (Weller, 2011). Through the digitization of scholarly writing,  images, videos and hyperlinks can enhance data and information to be more clearly communicated and extend learning.

Educators create professional learning networks by connecting with others who study or are interested in a specific topic. For example, French as a Second Language (FSL) teachers may join a Facebook group specific to FSL instruction to share resources to enhance elementary students’ education. Learning is continually occurring through participation in communities of practice and networks (Siemens, 2005). Communities of practice is the active collaboration of individuals who have a vested or keen interest in a topic of study. Participants collaborate and engage in conversation through regular interactions. Educators as practitioners can improve their performance through increasing knowledge, collecting and sharing resources across geographic boundaries and beyond their physical school or region (Wegner, 2011).

Learning and teaching is democratized through open access afforded through online and digital spaces on Web 2.0. The quality, quantity, and availability of information are increasing at an exponential rate (Siemens, 2005). Educators are able to create a Facebook page, connect through Twitter, pin ideas to Pinterest, reflect on their practice through blogging or create a Google Site to disseminate learning. It is through collaboration and participation with an open access ideology where educators learn from the experiences of their peers, build onto their knowledge. The learning cycle is continuous through feedback and reflection using open media tools to comment and challenge peers’ thinking. Openness in education is necessary to promote new knowledge through improving access to digital scholarly writing by removing barriers. The cost of production of traditional scholarly journals can be prohibitive and suppress and limit the access and readership (Costello, Huijsar & Marshall, 2019).

Theoretical Perspectives and Framework

New possibilities exist for learning and teaching as technology has transformed teacher and scholarly practices. Frameworks and learning theory explains how scholarship has been transformed through technology, innovation and digital tools. These guiding principles explain how educators develop their practice, engage in professional development and enhance their teaching impact.

Boyer’s framework of scholarship outlines the effects digital, networked and open practices and attitudes have on learning and teaching (Weller, 2018). There are four functions that link traditional scholarship to digital scholarship – discovery, integration, application and teaching. Discovery highlights how new knowledge is discovered across physical boundaries and across disciplines. Digitization allows for the discovery of information through open-source scholarly material that facilitates collaboration and promotes current and accurate information. Integration involves the connection of information through analysis and interpretation of data across inter-disciplinary networks. Disciplines will view and synthesize data through different lenses and perspectives. The knowledge that is created and information connections expanded through viewing data with varying perspectives. The application mechanism requires the dissemination of information to a wider audience beyond academia and includes online and open media discussions and public engagement activities (Weller, 2018). The scholarly activity of teaching has been altered to include blended learning tools such as virtual learning environment (VLE) and learning management systems (LMS) to foster communication between teachers and students. The mainstreaming of digital resources includes curriculum documents and open educational resources (OERs).

The way in which educators and scholars learn and teach can be understood through viewing learning through connectivism learning theory developed by George Siemens (Siemens, 2005). Prior learning theories can now be replaced with technology, as learners activate digital literacy skills. Knowledge that exists can be accessed through digital tools such as a search engine. Connectivism explains how learning and knowledge have changed as a result of technological affordances. Connectivism learning theory explains that knowledge can reside outside of a teacher or student and be contained within a database. However, knowledge within a database needs to be connected to specific people who can have the required knowledge to create and extend information to learning.

The culture within the system will develop thriving or restrictive networks. Network connectivity is required to create new knowledge within a system. Networks exist within a system and the system always overrides the forces of a network. Siemens (2019) argues that learning is the process of developing, connecting and pruning networks. Personal knowledge is developed through interactions within a network. Schools, family and organizations are examples of networks that will feed human perspectives, learning and knowledge. Learning is amplified through the expansion of one’s professional network (Siemens, 2005). Elementary teachers network and connect with peers within the system and domain of practice ie. special education, FSL, or subject or grade division. This supports an educator’s professional development and practice.

Traditional Scholarship

Scholarship is learning through study and an academic pursuit of knowledge. In the past, learning was passive; learning through listening to lectures, reading print material such as textbooks or attending a conference. Traditional scholarship activities were limited to a physical location such as a school, business or organization (Wegner, 2011). Print material became outdated as it was expensive to replace a set of printed textbooks. Rheingold (2012) outlined conventional learning as a lecture, discussion, test cycle. The advancement of digital, open and networked tools has changed how educators learn and teach. Promoting participation through social media, Web 2.0, cloud computing and engaging in digital literacy development.

New and Emerging Trends in Technology and Professional Practice

Technology has changed how society learns and teaches. According to Weller (2018), digital scholarship includes academic scholarship, information literacy and digital literacy. Digital scholarship cannot exist outside of all these components. Digital scholar’s web literacy, media literacy and information literacy underpin digital literacy fluency and practice (Bawden, 2008). Creating, participating through publishing online, working in the cloud and leveraging open facilitates connections as a researcher and educator. The ease of use of technology and media tools fosters innovation and exploration of those wishing to engage in digital scholarship, professional development or refining their practice (Weller, 2011).

Digital Literacy

Teachers in classrooms today are learning digital literacy skills, modelling connected, open and networked learning to foster students’ identities as 21st-century learners (Ontario Ministry of Education, 2016). Educators as researchers filter and validate digital resources to curate information which are core activities of digital literacy. Refining educator’s digital literacy skills are necessary to facilitate 21st-century learning opportunities for elementary students. Digital literate educators participating in formal online professional development have likely accessed platforms to engage in collaboration, resource curation, social media networking to further their own scholarship.

The learning environment is no longer confined to a physical classroom but encompasses digital learning spaces also known as a virtual learning environment (VLE). VLEs are able to meet the diverse needs of elementary students creating a learner-centred environment where teachers develop a space to maximize learner autonomy, openness, interactivity and engagement (Veletsianos, 2016)(Corneli, Danoff, Pierce, Ricuarte, & Snow MacDonald, 2016). Leveraging digital learning beyond a physical space has shifted how students are educated. According to Weller (2017), VLE’s are the focus of digital scholarship. Within the elementary panel, educators have the option of using programs such as Google Classroom or D2L’s Brightspace portfolio to support early learners and develop digital literacy skills for their future.

Online Identity

Through the engagement in digital networks, professionals develop their online network identity as practitioners and digital scholars (Weller, 2018). Mainstreaming digital scholarship as a practice to promote professional development and academic endeavours while supporting an open philosophy to learning and teaching through leveraging digital tools. Educators shift to open ideology will support collaboration and communication through knowledge sharing through networks. Teachers modelling their digital identity development and networks can impact elementary students’ ideology of themselves as digital citizens (Greenhow, Robelia, & Hughes, 2009).  Elementary teachers engaging in digital scholarship will be suited to model responsible use of technology and digital citizenship. Elementary students need to how to be a good digital citizen, acting responsibly using digital tools. Digital citizenship in Ontario requires students to develop an awareness of what it means to protect their privacy and have a global awareness of cultures and sensitivity to different cultures (Ontario Ministry of Education, 2016).

Connected Learning

Engaging in collaborative networks, developing co-creation and interdisciplinary approach facilitates connection, openness, autonomy and innovation to drive learning forward. Web 2.0 has created environments for professionals to interact, create new alliances and collaborate (Davidson & Goldber, 2009). The process of connected learning transforms educators and expands creativity and future innovation (Cea & Rimington, 2017). Participating in connected learning through various input channels with multiple perspectives creates a relational and comprehensive understanding of information.

To be a connected educator, one must adopt the attitude and acceptance of making mistakes and invite new perspectives to enhance their learning. Connected educators enter into an active learning process by being vulnerable with this attitude (Corneli, Danoff, Pierce, Richurarte & Snow MacDonald, 2016). According to Rheingold, 2011) open mindsets are essential to the success of connected learning, moreover, then the tools used by an educator. Peer-to-peer networking benefits both education and society as new ideas are generated through connected and transparent networks. Elementary teachers can make their learning visible through online blogging to reflect and share their own learning through their teaching practice. Teacher authors can connect their blogs to their social media accounts to link to their peers beyond the school walls through digital networks.

Policy Implementation

Digital scholarship can penetrate education in the elementary panel through the support of policy implementation. Educational systems need to support open ideology to promote educators embracing digital scholarship. Many educators have a proceed with caution mentality towards digital scholarship, some of the concerns may arise from not fully understanding the benefits, not actively participating in digital networks or developing their digital identity as a professional educational practitioner (Greenhow, Robelia & Hughes, 2009). School boards and the Ministry of Education could alleviate this apprehension by providing their staff with time and training to engage in digital scholarship research practices.

Although there have been significant advancements in technology and access to devices in classrooms today, it has fundamentally altered education (Weller, 2018). School board or Ministry policies must support open access to research and open educational resources only then will education impacted to its greatest potential. Weller (2018) argues a key competency of a 21st-century educator must be to identify and locate digital resources that best fit their programming based on the curriculum and students’ needs and interests.

Futurist Predictions and Conclusion

The current Coronavirus disease of 2019 (COVID19) pandemic has given society a glimpse as to what digital scholarship will look like in the future within the elementary panel. Educators now rely on digital, open networks to connect to learning and teaching. Although blogging and social media have existed for a number of years, the dependence on Web 2.0 to support learning and teaching is needed now more than ever.

Attending a face to face conference is not an option, however, attending virtually is quite possible. Using physical textbooks to develop a lesson is not currently possible, however, accessing digital textbooks to develop synchronous instruction and provide inquiry support is what is required. Although not all educators are digital scholars, many are participating and engaging in activities that support digital scholarship. Using digital open-access resources and social networks to connect and share, helps develop a community of practice to support online teaching and learning. Digital scholarship is a research practice that elementary educators can practice to create new knowledge and refine their teaching practices.

Digital technologies affect the way we consume and create as well as allocate financial resources. “Technology is shaping human behaviour (Weller, 2011).” As educators contribute to digital open resource development, educators must exercise their digital literacy skills to ensure resources are validated and selected with intention. The quality of information circulating on the Web 2.0 is continually being expanded as more users continue to upload, remix and share. Openness serves as a check and balance for information on Web 2.0 as peers review information and provide comments and feedback. Each participant must continue to be invested in their online identity. When misinformation goes unchecked, an individual’s online identity may be tarnished. The process of rigorous reflection and curation of one’s content is a necessary practice for digital participation (Weller, 2012). One’s professional learning network promotes learning through feedback and collaboration, connecting resources to validating peer-reviewed digital content.

The future of digital scholarship will be shaped by participants and technology advancements. As the world becomes increasingly connected through Web 2.0 and social networks, research and reflection will create a flat classroom. A flat classroom is one where all participants are scholars who actively research, share and reflect through contributions on truly open digital networks. Active digital scholars will become global educators pushing through barriers to access and prohibitive mindsets (Thurow, 2017). The evolution of a flat classroom is contingent on global educators contributing and providing interdisciplinary perspectives. It will be through this process that knowledge networks and digital innovation continue to shape digital scholarship. As digital scholarship is embraced, teachers will engage students with inspiration that will make learning exciting and develop curiosity in the next generation of learners and teachers.

References

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

Cea, J., & Rimington, J. (2017). Creating breakout innovation. Stanford Social Innovation Review. Retrieved from https://ssir.org/articles/entry/creating_breakout_innovation

Corneli, J., Danoff, C. J., Pierce, C., Ricuarte, P., & Snow MacDonald, L., Eds. (2016). The Peeragogy Handbook (3rd ed.). PubDomEd/Pierce Press. Retrieved from http://peeragogy.org

Costello, E., Huijser, H., & Marshall, S. (2019). Education’s many “opens”. Australasian Journal of Educational Technology, 35(3). doi.org/10.14742/ajet.5510

Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246–259. doi: 10.3102/0013189X09336671

Ontario Ministry of Education, (2016). 21st Century Competencies: Foundation Document for Discussion. Queen’s Printer for Ontario. Retrieved from http://www.edugains.ca/resources21CL/About21stCentury/21CL_21stCenturyCompetencies.pdf

Rheingold, H. (2011, July 22). Learning reimagined: Participator, peer, global, online [Blog post]. Retrieved from https://dmlcentral.net/learning-reimagined-participatory-peer-global-online/

Rheingold, H. (2012). Toward peeragogy. DML Central, 23. Retrieved from http://dmlcentral.net/blog/howard-rheingold/toward-peeragogy

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

Siemens, G. (2019). I was wrong about networks. Retrieved from https://www.linkedin.com/pulse/i-wrong-networks-george-siemens/

Thurow, A. (2017). The Global Educator: Leveraging Technology for Collaborative Learning and Teacher. School Library Journal, 63(1), 121-122.

Veletsianos, G. (2016). Digital learning environments. Handbook of learning technologies. Wiley, 242-260

Weller, M. (2011). The digital scholar: How technology is transforming scholarly practice. A&C Black. Retrieved from https://www.bloomsburycollections.com/book/the-digital-scholar-how-technology-is-transforming-scholarly-practice/ch1-digital-networked-and-open

Weller, M. (2012). The virtues of blogging as scholarly activity. Chronicle Of Higher Education, 58(35), B27-B28.

Weller, M. (2017, December 20). The digital scholar revisited [Blog post]. Retrieved from http://blog.edtechie.net/digital-scholarship/the-digital-scholar-revisited/

Weller, M. (2018). The Digital Scholar Revisited. The Digital Scholar: Philosopher’s Lab, 1(2), 52-71. Retrieved from https://www.pdcnet.org/dspl/content/dspl_2018_0001_0002_0052_0071

Wenger, E. (2011). Communities of practice: A brief introduction. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/11736

Wright, S., Parchoma, G. (2011). Technologies for learning? An actor-network theory critique of ‘affordances’ in research on mobile learning. Research In Learning Technology, 19(3), 247-258. doi:10.1080/21567069.2011.624168

 

Module 1 The Information Environment

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Critical thinking is the cornerstone of teaching and learning in the 21st century. Web 2.0 has allowed teachers and students to access information and resources that were not possible in the past. Students no longer need to memorize and recall information or knowledge, students now need to know how to find and filter information that is accessed using Web 2.0. In the past, knowledge was subject required funds to purchase up to date and state of the are resources. Web 2.0 has removed barriers to access and encourages and fosters student’s ability to read and process information. Where is direct instruction relevant in today’s classrooms if information can quickly and easily be accessed through Web 2.0.

Students and educators must challenge themselves to defend and justify their thinking and assumptions. The Socratic method is a collaborative model that supports students learning to think critically. Educators are responsible for keeping the discussion focused and prompting students to reflect on the Socratic seminar discussion. The student’s role is to clarify, share analysis, synthesize, defend and ask deep open-ended questions. According to Piro & Anderson (2016), the Socratic seminar is grounded in metacognition – which is a foundational concept across the Ontario curriculum. Socratic seminar is a model of social learning that allows students to arrive at an understanding of a difficult and robust concept, where there is no right answer.

Similarly, participatory learning is facilitated through online discussion forums. I recall taking Additional Qualification courses and a requirement for the course was to post and respond to others on a discussion forum. I didn’t understand before, but can clearly see now that this activity is a form of participatory learning. I was learning through other experiences that are vastly different than mine. Others see experiences differently due to their perspectives and knowledge. I was learning by expanding my thinking and challenging my ideas through other student’s lenses. I was filtering ideas through my experiences and making connections to my personal context.

As a graduate studies student, I now actively participate in consuming information through Twitter and consolidate my learning and thinking through posting on my CSU Thinkspace blog. Ross (2012) highlights two concepts that root online pedagogy – spectacle and placeholder. Upon reflection, I can see that I use Twitter as a spectacle pedagogy, I used to see Twitter as a tool for high profile educators to share what they are learning and doing. I also use the platform to demonstrate my work within the school board. Trustees, administrators and communications follow my Twitter feed and I want to ensure that I am highlighting the engaging and rich programming I deliver in the schools. I haven’t quite developed a community on Twitter and that could come through the use of hashtags, where I can actually participate in a conversation and have others who do the work that I do challenge and extend my work. I see my Thinkspace Blog as a placeholder of my learning throughout my Master’s study at CSU. I have used tags, categories, hyperlinks and menus to organize my learning and thinking. I would also argue, that I could organize my blog to reflect my learning chronologically. I have extended my own ability to think critically, synthesize and analyze information throughout the program. I see my blog as a digital story of my learning, similar to an online journal.

Using Campuswire as a tool to discuss and challenge peer’s ideas has proven thus far to extend my thinking. It is interesting to have a group of students who read the same article and each individual pulls something of value that is quite different than others. I love the discussion forums for this purpose. I have a relatively small sphere of experience, I love learning and reading other student’s posts. I have learned that the more dedicated and investment I put into using the discussions as a tool, the more I learn.

The big questions I have upon completion of Module 1 is what is an ideal blended learning environment for an elementary classroom. What priorities are placed on asynchronous and synchronous learning? What and how should technology and digital tools be embedded into a teacher’s program? What does instruction look like? Is it curriculum content and what is the balance between direct instruction and inquiry? What structure and routines are important for a blended learning classroom?

References

Piro, J. S., & Anderson, G. (2016). A typology for an online Socrates Café. Teachers College Record, 118(7), 1-10. Retrieved from https://www.researchgate.net/profile/Jody_Piro/publication/301288038_A_Typology_for_an_Online_Socrates_Cafe/links/5a087ee5a6fdcc65eab53fe1/A-Typology-for-an-Online-Socrates-Cafe.pdf

Ross, J. (2012). The spectacle and the placeholder: Digital futures for reflective practices in higher education. In Proceedings of the 8th International Conference on Networked Learning (pp. 227–244). Retrieved from http://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2012/abstracts/pdf/ross.pdf

 

Assessment 4 Part C: Reflection

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My learning goals for this course were to learn how game creation and development can meet Ontario Curriculum Expectations and understand the theory behind why students are motivated to learn through games. Game-based learning is not a new concept, I notice how students are engaged with learning with technology and observed how students enjoy learning through digital games such as Kahoot, Reflex Math and Scratch Coding. However, prior to this course I did not see a direct correlation between game-play and academic success. I did not fully appreciate video games as a learning medium and my perception was that video games were a waste of one’s time. Furthermore, I did not understand students’ learning can be positively impacted through digital gameplay. 

Game genres such as competition, strategy and role-play are factors that make game-based learning a motivating and rich medium for learning. Students are motivated to learn through video games since they are a medium for students to learn by doing and actively participating in their learning. Video games provide students with multiple entry points to learning. Each students’ perspective and experiences will naturally differentiate how they engage in this learning environment. Students have a safe and inclusive environment to learn through trial and error. If students are not able to pass a level they continue to persevere and strategize new ways to be successful. 

Digital games create a narrative learning environment through role-play and storytelling. Throughout this course, I learned game elements support student engagement, immersion and learning. Game interaction through audio and visual elements provides students with immediate feedback. Digital games as a learning medium embed choice and agency for students. Immersion is positively impacted through student choice in character development, game environment and the narrative. 

Game-based learning supports student’s development of 21st-century learning competencies, media literacy, digital literacy and information literacy, as well as the games, target subject content areas. Through gameplay students practice critical thinking to solve problems, communicate with the game or peers through controllers, touch screens or kinesthetically. Digital games organically support student’s information literacy skills as students find, process, analyse and evaluate information through game mechanics and the game environment. 

Students think creatively while playing and constructing their own games. Based on my experience creating a digital game, I can state with confidence that I learned more through creating the game then students will learn through playing the game. In order to create the Superior North Digital Race (SNDR),  an understanding of the Grade 4 – 6 Social Studies Curriculum was needed; research of the content areas within the curriculum was required to find engaging questions. Furthermore, consideration of all the possible answers to the clues and questions was researched. There are many digital tools learned through building the game; Google Maps, Slides, Forms, Read and Write, Kahoot, Geogussr and Online Voice Recorder. Connecting these digital resources together in a comprehensive way, that can easily be integrated into the classroom by educators, was a learning experience.

The next step as a technology leader within the school board will be to actively pursue and promote game-based learning and create digital games similar to SNDR to share with teachers to be utilized as classroom resources. Since a significant amount of time was required to create SNDR and considering that time is a barrier for classroom teachers to create their own games, I will model the use of digital games during my classroom visits, share games with students and model for teachers how digital games can be implemented. Engaging students in creating their own digital games to share with their peers will also be part of my long-term plan. Using my SNDR game as a template will allow students to collaboratively work together and build their own digital games. This supports student media literacy and information literacy skills and will alleviate the barrier of a teacher’s time. Finally, I will continue to promote the implementation and creation of digital games into the classroom and follow up directly with students and teachers for concerns or challenges.

Module 7 The end and the beginning

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Throughout the readings, in this module, common threads and ideas were highlighted regarding the benefits of literature.

  1. Provides the reader with access to learning
  2. Creates an experience for the reader
  3. Can be a cure for loneliness and show us other points of view
  4. Prepares us for failure as we read about others who make mistakes

Humans are natural storytellers. We have an inclination to share our experiences with others orally to create relationships. Oral storytelling has been used for generations to share knowledge. Now literature, both traditional and digital is a means of learning and knowledge sharing. Stories are beyond facts, but rather an art of sharing experiences and perspectives with others. The listener or reader must be engaged through details, information, illustrations and Karisma. There is a purpose and meaning behind the story and the author has something important to share.

In the 21sr century, digital tools support students in learning.  There are skills required to effectively and efficiently navigate and utilize technology. These skills are necessary for the workforce. Beyond the use of technology, skills such as creativity, critical thinking, collaboration and communication will support student success in their academic and career path.

Library’s priority is to spark the public’s interest in learning, reading and research. Libraries today struggle to balance their collection and the variation of readers’ needs. Digital literature, e-books, classics and archives are all important to meet the needs of their members. The internet has changed the way libraries engage readers and the public. The internet provides all those with access to literature that is not static and is ever-changing. There are skills that are required to effectively use the internet – locating, synthesizing, communication, evaluating and evaluating the reliability of the information.

The role of educators is to ensure students learn how to use the internet, Web 2.0 effectively and efficiently. Students develop a love of learning, reading and knowledge. Educators need to equip students with skills to use technology, navigate the internet and obtain knowledge through the endless resources available online. The constant for schools is that technology is constantly evolving and we all need to develop a mindset that fosters and embraces technology and change.

Module 4 Digital Storytelling

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Storytelling can be deeply personal, digital expression of oneself or experience. It communicates to an audience an event, problem or complex situation. Stories are engaging, represent people and evoke emotions. Technology has changed how stories are told. In the past stories were told orally, then through paper and pencil, mass production through a print press and now a story can be shared instantly with the entire world through Web 2.0.

Storytelling provides a voice to those who may not have otherwise had one. Anyone with an internet connection is able to write a story and share it with the world. Digital storytelling provides a medium to share differing points of view, emotions and justification of oneself. Web 2.0 builds social capacity by allowing many points of view to be shared and considered.

Social media, wikis and blogs are common mediums used to communicate stories. Technology allows for images, video and audio to support and enhance a story. Students can document their educational learning journey using an ePortfolio. Programs such as Brightspace Portfolio or Google Drive are great tools for students to keep artifacts of their work. Students can organize photos, videos and documents by naming and tagging work. Students can quickly and easily review previous examples of their work, reflect on their learning or reference prior knowledge. Eportfolio’s can be shared with parents to promote parent engagement and school and home communication. The student has control of what they choose to document and save, they are responsible for their own learning story.

Digital storytelling is a great tool to engage students in literacy. Students learn how to use cameras, video editing equipment, green screen and photograph. These skills support students development of transliteracy skills. Students who are shy to present to the whole class, have an opportunity to create a digital story to share their learning. Students have control over what the audience sees and hears. Students are producers and actors in their learning environment while creating digital stories; this fosters a student centred classroom culture.

I have used WeVideo, Stop Motion Animation, DoInk and Book Creator to support students creating digital literacy in the classroom. My experience has been that most students are engaged in using these platforms to share their learning. I have facilitated lessons where students create book trailers using green screen technology and reenacted an Indigenous Legend using clay and stop motion animation techniques. With both these lessons students worked collaboratively with a group of students where each student had a specific role they needed to fulfill. My favourite digital storytelling moments are when students share their work; they are so proud and enjoy watching their own production, they critique their own work and others.

 

Module 2 Learning and Teaching

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Digital literacy, ebooks, interactive books and enhanced books afford classroom teachers new opportunities for instruction that were not available with traditional print books. The different types of digital literature often include huge easy to read font, beautiful graphics and illustrations, engaging narrator, word tagging, music and animation. Students are engaged with technology tools and the kinesthetic opportunities of touch screens to read. Programs, software and online platforms are now available to support these different types of books. Tumble books, Sora, Bookflix, Story Online and Raz Kids are a few that I have used to support instruction in the classroom. Additionally, digital literacy allows for students to discuss a book online outside of the walls of the classroom with students and educators from around the world. This opportunity fosters empathy and supports students awareness of various viewpoints and perspectives.

Digital literacy supports the newest learning theory connectivisim, whereby students are learning by connecting knowledge with others through active participation in Web 2.0. Teachers can support students through the following learning opportunities:

  • social networking through social media platforms
  • uploading students created videos
  • blogging
  • participate in a wiki
  • primary source documents for digital storytelling

Students in our classrooms today are digital natives. Digital media is a vital component of students lives, as they have been reading off screens since their born. It is important for educators to meet students where they are at, teach in a way that meets students learning style and interest. Technology is a tool that supports students learning and should be modelled effectively in the classroom.