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).