Final Reflection

       Living in a digital world, I have witnessed the revolution of modern technologies and how the members of our society have changed their behaviour towards contemporary devices. After learning about the topics: Digital Fluency, Transmedia and Digital Divide, it has enlightened me that though I am a ‘digital native’ I cannot label myself as digitally fluent. It has informed me about the digital divide evident in our community and how I should be open-minded inside classrooms.

      I have seen blogs all over the net whenever I search for topics, however I did not imagine myself doing such immature writing. At first, I thought blogging was only for popular individuals looking for global attention. But as I searched the purpose of a blog, it is great for educational intentions (Pappas, 2013). Students are not pressured to write formally as it is an online journal/diary, thus encourages students to express themselves. Morris (2013) explained not just how her students’ literacy skills improved but engagement increased. Effectively using blogs in classrooms aid students’ digital fluency through building their confidence in using the technology (Howell, 2012).

       Using audio and visual tools provide individuals their needs in relation to what kind of learners they are, either visual or audio. Using Sway application aids visual learners to understand and retain information better when associated with images or graphics (Roell, 2016). Whereas, Voki, an excellent program to convey concepts in audio makes it beneficial to audio learners, where they remember context well if heard (Roell, 2016). Making audio and visual contents available online is a great approach in reaching students, they are able to access it anytime and anywhere e.g. the blackboard we have in Curtin (Preston, 2009). Students expect this content available online, therefore distribution is inclining, making it easy to use (Preston, 2009).

    Overall, as a teacher, it is important to explore and discover a range of digital resources that can be used for teaching and learning. The expectancy to develop students’ digital fluency has been a great focus in curriculum, therefore enhancing teachers’ digital capability and knowledge will lead to innovative learning.


 References:

Morris, Kathleen. (2013, March 8). The Benefits of Educational Blogging. Retrieved from:http://primarytech.global2.vic.edu.au/2013/03/08/the-benefits-of-educational-blogging/

Pappas, Christopher . (2013, Sept 26). How To Use Blogs In the Classroom. Retrieved from: https://elearningindustry.com/how-to-use-blogs-in-the-classroom

Preston, Michael. (2009, May 6). Using Audio As a Teaching Tool. Retrieved from:

http://ccnmtl.columbia.edu/enhanced/primers/audio_as_teaching_tool.html

Roell, Kelly. (2016, Dec 5). The Three Different Learning Styles: Visual, Auditory, and Kinesthetic Learning Styles. Retrieved from: https://www.thoughtco.com/three-different-learning-styles-3212040

 

 

 

 

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Participation and the Digital Divide

Auditory summation

Follow the link to the Voki presentation focusing on the topic ‘Participation and the Digital Divide.’ 

http://www.voki.com/presenter/playPresentation.php?id=aab404153aa9cbb87d51d386f7cd6bfa

 

Following is the script to my Voki.

       Digital divide is defined as the difference between those who have access and restricted access to new information and contemporary technologies (Howell, 2012). Broadly speaking, it is evident among lower-performance computer, slow wireless connections and restricted access to subscription-based content (Rouse, 2016). Though 21st century is a digital world, it is not practical to assume that everyone are digitally fluent especially in the classrooms; some cannot afford such technologies and internet bills while others are not comfortable utilizing new devices. Students expect their schooling will be rich in digital technologies (Howell 2012), with an anticipation to be digitally fluent when leaving school. Digital expectancy is an attitude that shows a positive engagement and eagerness to fully participate with the digital world (Howell, 2012).

       According to Howell (2012), this expectancy is driven by a number of factors having electronic era, eConsumerism and digital communication to be the strongest influence. After learning about digital divide, it led me to understand that digital expectancy will change teaching in better ways. One is that communications will be more electronic e.g. emails, texts, blackboard; students will have instant answer to questions that were not asked in class. Second is that teachers will prepare lessons electronically, not only are they teaching through contemporary technologies but they are also learning new ICT and tools. Another benefit is that informations are increasingly accessible online/digital, no more heavy books, notebooks and pens to school. Lastly, classrooms will be less teacher-centered (Howell, 2012); the new approach to learning involves students and teachers working together.

       Overcoming digital divide in classroom means aiding student’s digital learning and preparing them to collaborative 21st century workplace (Harvery, 2014). As a teacher, it is important to develop students’ contemporary knowledge building strategies, directing to greater innovation in learning. Therefore, it is crucial for us to enhance our capability to deliver new ways of teaching.

Bridging Digital Divide

 


References:

(2016). Digital Divide – ICT Information Communications Technology. Retrieved from http://www.internetworldstats.com/links10.htm

Harvey, Brison. (2014, July 2). Bridging the Digital Divide in Classrooms. Retrieved from: http://www.edweek.org/tm/articles/2014/07/02/ctq-harvey-digital.html

Howell, J. (2012). Teaching with ICT:, Digital Pedagogies for Collaboration and Creativity. Victoria, Australia. Oxford University Press

 

Rouse, M. (2016). What is digital divide? – Definition from WhatIs.com. Retrieved from http://whatis.techtarget.com/definition/digital-divide

Digital Fluency

Written Summation

Digital Fluency means to effectively use digital technologies for teaching and learning (White, 2013). A person that is digitally fluent not only have the skill to use digital tools but have the knowledge to why they use certain devices for particular contexts (Spencer, 2015). Howell (2012) highlighted to declare oneself digitally fluent, he/she must engage throughout the process of learning and confidently use digital apparatus for desired outcomes.

Digital Fluency is a combination of:
  • Digital proficiency
  • Digital literacy
  • Social Competence

    knowledge-understanding-wisdom
    Fluency is shown as knowledge and confidence in using digital technologies.

(Wenmoth, 2015)


3 Ways in Building Technology Fluency
  1. .“Flip your lessons”

Instead of giving students discrete instructions on how to solve problems, teachers should provide students ownership in their learning process. I remember when I was in High school, my chemistry teacher gave us books and worksheets with answers that served as a guide to me of what methods I could use to solve the questions. Doing this, challenges students to think and apply the resources given to them to find answers related to the problem.

  1. .“Create Scaffolded Challenges”

Providing children partial instructions start the “ball rolling”; they have an idea where to start and this gives them enough scaffolding e.g. figure out how to finish the project on their own. As a result, students learn how to read menu items, search the web to gain more information, become innovative thinkers and “taking critical steps towards fluency” (Holland, 2013).

  1. .“Empower Student Leaders”

Persuade students to share their ideas or solutions! Empowering a student to explain her/his solution to someone or to the class prepares her/him in contributing to the society they liv in. It develops children’s critical thinking, even pondering questions in mind like “How could I share this in a clear manner?”

(Holland, 2013)


digital-native-does-not-mean

Checklist to see if you are digitally fluent

Be able to use proficiently Word, PowerPoint, Excel, Publisher

Be able to create digital artefacts e.g. videos, podcasts

Be experienced in blogging

Have experience in more complex technologies

Understand the associated language- terminology and meanings

(Howell, 2012, p.139)

 


References:

Holland, Beth. (2013, Dec 16). Building Technology Fluency: Preparing Students to be Digital Learners. Retrieved from: https://www.edutopia.org/blog/building-tech-fluency-digital-learners-beth-holland

Howell J, 2012. Teaching with ICT:, Digital Pedagogies for Collaboration and Creativity. Victoria, Australia. Oxford University Press

Spencer, Karen. (2015, Oct). What is Digital Fluency? [blog post]. Retrieved from: http://blog.core-ed.org/blog/2015/10/what-is-digital-fluency.html

White, Gerald K. (2013) Digital Fluency : Skills Necessary For Learning In The Digital Age. Melbourne: Acer

Transmedia

Visual Summation

Explore the topic on ‘Transmedia’ in the Sway included below or click on the link provided

https://sway.com/1EO9QXlQEKkMNgT5?ref=Link


     References are included at the end of the Sway, the videos and images are live links and take you to their source, as such they are not required in the reference list.

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