Tag: Digital Literacy

Module 1 Trends and Developments

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Literature has been changing as technology and Web 2.0 evolve. Students have access to literature online as well as print. The way youth are reading today, is very different than in the past. Youth will do more reading on a screen than paper and ink. Technology affords a different experience over printed materials. Readers have the ability to store and read multiple books, stories and multimodal text quickly and easily on a single device with an internet connection.

Storytelling in itself has evolved from oral stories to written tablets and scrolls, to books printed on the printing press and now the digital literacy and stories including audio and video features. Digital literacy allows the reader to construct meaning from words in a non-linear format. Traditional books have a front and back cover and the content is generally read in order and page number sequence. Online reading allows the reader to search for keywords, click a hyperlink to find a definition or learn more about a specific idea.

It is not only important for educators to teach students how to consume information online but also share and participate in Web 2.0. Students need to have opportunities to be creators of knowledge by sharing. As educators, we need to be life long learners to keep up with changes in technology to best support our students.

Here are some ideas to support digital literacy acquisition in the classroom:

  • implement internet research workshop
  • research with both online and offline sources
  • engage students in shared or guided online reading
  • model critical evaluation of sources
  • create an electronic portfolio
  • opportunities to code
  • write using video editing software to create a digital story

Students in classrooms today are accessing both print and digital literacy. How are we as educators supporting students utilizing both print and online content? Do students inherently know and understand the features of print within a textbook that will aid in their study. How do we model to students how to search and find information to support learning on Web 2.0.cDo students know how to critically analyze a website or validate the information being shared? How are we supporting students participation and creation of digital literacy? As educators, we need to be instructing students in these literacy skills to support learning.

 

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

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.

Blog Task #2

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Technology in education is constantly evolving and innovation is moving faster than pedagogy, however, there are noticeable trends that support student learning. The students in classrooms today are different, these digital natives, are growing up in a world where technology is embedded in their daily life. These students learn by doing, creating, learning through a  connected network – social, Web 2.0, connected learning. Digital natives prefer to learn through visuals and graphics (Cornu, 2011, p. 7).

Trend #1 Connectivism and Social Learning

Connectivism is a developing learning theory that encompasses how students learn within a digital and connected learning environment. Students have access to tools that were not available in the past. These tools include Web 2.0, social media, blogs, Youtube, Google Apps for Education, robotics, 1:1 devices, makerspace and video equipment. Students are able to obtain knowledge from sources other than a teacher in real time using tools that are accessible to them. Students have access to information and they demand to be connected to the network. In turn,n students are intrinsically motivated to learn. Siemens (2005) states that technology is changing the way our brains work. Students are multitasking, moving from one task to the next, their learning habits seem chaotic.

Trend #2 Collaboration through Cloud Computing

Digital natives learn socially through collaboration. Students network and connect with one another using social media, blogging and project-based learning to name a few contexts. New technology such as Google Apps for Education support student to student collaboration and student to teacher feedback. The very nature of cloud computing has expanded the boundaries of students co-creating a product that demonstrates their learning.  Students can connect with classmates outside of school hours or building. Educators can provide comments on student work to encourage students to deepen their learning at any time from multiple devices.

Trend #3 Digital Literacy and 21st Century Learning

The umbrella concept of all trends in technology in the classroom is digital literacy. International Society for Technology in Education (ISTE) outlines digital literacy for students to include: creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem-solving and decision making. Digital literacy has three classifications: use, understand and create (“Digital Literacy Fundamentals,” n.d., para. 3). Students have access to use digital media such as computers, various software programs and applications, cloud computing and the internet. Understand students ability to know how technology affects our perceptions, beliefs and attitudes. Students need to comprehend how to seek and retrieve information using digital resources. Create is when students make a product, whether it be a video, prototype, computer program or robot. Students creating is the highest point on Blooms Taxonomy for digital technology. Developing a makerspace or fostering a maker movement culture in the classroom is an excellent way to engage students in creating.

Retrieved from https://literacyteaching.net/2015/02/19/blooms-taxonomy-meets-the-digital-world/

Trend #4 Maker movement and Computational Thinking

The maker movement learning by doing, coding and computational thinking are themes that are permeating classrooms. The goal in education is to prepare students for their future. Integrating makerspaces into the classroom supports many different learning styles. Students have the opportunity to have an experience, they are creators. The maker movement has a cyclical process: think, make and improve (Martinez & Stager, 2019 pg. 54 – 55). 21st century learning is the key to preparing students for their careers – collaboration, communication, critical thinking and creativity are skills that employers will demand. As educators how do we provide learning opportunities to foster these skills in the classroom?

Student is creating a dragon using squishy circuits

References

Cornu, Bernard (2011, September). Digital natives: How do they learn? How to teach them? Policy Brief UNESCO Institute for Information Technology in Education, 229, 1 – 12.

Digital Literacy Fundamentals. (n.d.). Retrieved from http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/digital-literacy-fundamentals

International Society for Technology in Education (2007). iste.nets.s: Advancing Digital Age Learning. Iste.org/nets.

Martinez, S. L. & Stager, G (2019). Invent to Learn (2nd ed.).  Torrance, California: Constructing Modern Knowledge Press

Siemens G. 2005. Connectivism: a learning theory for the digital age. Int J Instr Technol Dis Learn 2:1–8; [cited 2015 Aug]. Available from: http://www.itdl.org.ezproxy.csu.edu.au/Journal/Jan_05/article01.htm.

Module 1 The Information Environment

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The information environment is constantly changing. New knowledge is acquired, linked and shared through the web, this is called connected learning. How do we as educators foster 21sr century learning in this rapidly evolving digital environment? Digital citizenship is the foundation for students learning within the information environment. Digital citizenship supports students learning in the digital environment. Through digital citizenship education, students will understand how to maintain privacy, internet safety and consider their digital footprint. There are many resources to integrate digital citizenship into the classroom. Below is a list of resources to consider:

https://www.osapac.ca/dc/

http://www.digizen.org/

https://www.commonsense.org/education/scope-and-sequence

http://mediasmarts.ca/

 

Digital literacy education will equip students to learn and be successful within the information environment. Students will learn digital literacy skills: collaboration, communication, citizenship, creativity, character and critical thinking. Students will need to practice digital citizenship while learning in the information environment. Learning how to find and critique information, share new learning and collaborate with students or professionals that will bring a new perspective to learning are activities within the information environment. Information is quickly and easily accessible from many devices, teachers and textbooks are no longer the sole sources of knowledge, students have the power with technology to learn, explore and investigate using technology.

Classrooms today are very different than classrooms 50 years ago and classrooms of the future will look very different than they look today. The rapid pace of innovation is putting new tools into the hands of learners. As an educator, it is my responsibility to teach students how to use these tools effectively to construct knowledge and actively participate in a connected learning environment.