What is digital literacy?

Students come to school knowing how to use several technologies that parents/teachers never   had access to.  They know how to use cell phones, the internet, video games, digital pictures, messaging systems.  They are called the digital natives.  They have the ability to use, to consume to be fluent with technology tools.  However, being able to USE video games, for example,  is not at all the same as being able to CREATE video games, even as a child using a basic programming language like SCRATCH.  When the student learns to understand, to write, to create,  to contribute to his digital community, he has started to be digitally literate.

A quick Google search provides the answer to what is the fundamentals of digital literacy in a form that is geared to everyone learning’s style.  The auditory learner can listen to TED talks about digital literacy:

http://www.youtube.com/watch?v=A8yQPoTcZ78

The visual learner can read about digital literacy and  in a language of his choice:

http://habilomechdias.ca/principes-fondamentaux/quest-ce-que-leducation-aux-medias

Those who like interaction can learn about digital literacy through interactions and discussion with other  people, through blogs.  This example has ALL the aspects of digital literacy.

We can see the example of a 6th grader who has become digitally literate.  He has learned to create APPs for Apple products and shows adults his work through TED talks.  He has mastered for his age the cognitive, creative, confident and cultural aspect of digital literacy.

http://www.youtube.com/watch?v=ehDAP1OQ9Zw

In other countries, in Egypt for example, a nation used social media in a novel fashion, to create a social movement to protest and restore democracy in their country. This is an example of civic, cultural, and communicative digital literacy.

http://www.aljazeera.com/news/middleeast/2011/01/2011128102253848730.html

 

Critical digital literacy is quite fundamental.  Students search the internet and many times assume that what they find is correct, not knowing how to assess information, being able to verify sources of information, not being able to see that what is written invariably comes with a bias.  Students need to learn to see what is missing from the information.   Students need to learn if they can trust the information on a website.   I remember discussions of the tree octopus website that had been completely fabricated.  Students need the tools to recognize false information.

http://macoun.edublogs.org/2009/01/10/getting-my-digital-literacy-presentation-figured-out/

Given the very large selection of tools (smart board, blogging, podcasts, video production, digital story writing, Scratch, music production) , the contexts in which these tools could be used, the changing nature of technology and the changing nature of where learning takes place (inside and outside) the classroom, teaching digital literacy is a complex project.  I liked the idea of using intrinsic motivation in combination with important issues to teach digital literacy.

This is how the Egyptians liberated their country, how Steve Jobs created Apple computers, how the Thomas Suarez developed Apps, how political parties are now developing, how scientists communicate between them.

Something quite important.  Digital literacy has the ability to offer learning opportunities anywhere and anytime.  It can be personalized to each individual needs and interests.

http://olivieralfieri.sharedby.co/share/R9TrvD

 

 

 

 

 

 

 

 

 

 

Why integrate technology?

Why do you feel you need to be integrating/infusing Information and computer technology into your curriculum?

Being able to critically use technology and information from the digital world is the new basics.  If someone is not able to use technology, or in the least being critical about information coming from the digital world, someone will take advantage of them.  It is not sufficient anymore to function in the 21st century to only use reading, writing and talking.  Everything important is done through computers.

Starting from advertisers who will sell the world, either using billboards, or every place they can find people.  Knowing how media works and how to be informed can help someone greatly to take better decisions about what to buy, how to buy it (cash, credit) and the effects of our daily actions.  Even if someone would like to use very little technology, knowing how to protect oneself from fraudulent people is a blessing.

What we see from young people is that they are highly motivated to use technology.  Students bring iPods, cell phones to the classroom and would rather use their technology than what the typical teacher has provided.  Instead of fighting the current trend, by preventing technology in the classroom, it might be more efficient to use it for learning.  Young people use what they know and what they are provided with.  They may not know the implications of their new gadgets nor how else could be done with technology.  Technology is not going away.  Should we let advertisers teach the students or should teachers take an active role in teaching the students?  It is also a lot easier to work with the student’s trends than against it.

Digital citizenship means knowing how to behave online.  For example, students need to know what are the effects of posting unflattering pictures of themselves online.  What seems cool today and shared with the world may not seem so cool when future employers check what they have done online.  The digital trace is permanent.  Knowing how to secure passwords, how to protect your information is also important.  Students (and adults) need to know proper code of conduct online.  It is much easier to find and prove online bullying than to see it in the playground.  There is always a digital trace.

Advertisers will sell games that may teach doubtful values, which take a lot of students’ time.  There is a lot more to technology than playing games and using cell phones.  There is a need to understand the functioning of computers for future careers.  Students can be taught with programs adapted to their needs the basic of programming which is quite useful for computer science and engineering.  There is a need to understand how to do business online.   I have NO idea how to do that but I am sure students can be taught the basics of online marketing as well.  Art, movies, music is also done with computers.  Students with this ability would be quite motivated to use computers to express themselves.  Scientists also use computers.  It can be done to collect data, analyse data, map information, and develop models of current understanding.  All of these fields share information online which is another area of expertise.

Sharing information online has its own problems as well.  Sometimes information is inaccurate and plain wrong.  Students need the critical thinking tools to be able to analyse information, see the sources of information, being able to compare, being able to see what is missing in order to make sense of the world.  They need to compare and share knowledge with people of other parts of the world in order to make see the effects of what they do,  and what other parts of the world are affected by decisions here.  Many people, even people with degrees, think that people from other parts of the world, say Africa, are not able to self-reflect, analyse critically or be educated.  Many people search ONE search engine and will believe the first website that comes up, whether it is true or not.  Well, Madame, I read it online!

The role of the teacher is to make sense of everything that is online with students.