Digitally Literate

The blog post you are about to read is centred on the need for individuals to be digitally literate. As there are 3 members in our group we decided that we would each write a ‘mini’ blog post on the lecture. This will allow you to read 3 different contributions with differing ideas and views.

The new 2014 National Curriculum Computing purpose of study identifies that schools have to ensure that pupils become digitally literate. During the lecture a discussion took place around what it actually means to be digitally literate. It was identified that being digitally literate would allow children to confidently use digital technology which will allow and enable them to create and express their ideas through a variety of digital mediums. This will then be able to be applied throughout their life.

It was discussed in the lecture that being digitally literate will allow for individuals to be critical of what they come across using digital technology. It could be suggested that if individuals are not digitally literate and able to take on a critical stance then problems may arise. For example, in order for children to be digitally literate they need to have a good understanding around how the media can manipulate and distort images through the use of digital technology. If individuals do not have a thorough understanding around this then they may not take a critical stance on the information/image and believe in everything that they see. The question raised here is whether this may then impact upon children’s self-esteem? If children do not have a clear understanding of images being distorted then may it make them question why they do not look like the image represented? I strongly believe that if children are not taught how to be digitally literate and be able to be critical over what they see and what they may upload then issues may arise.

Esther

When we are discussing digital literacy, I think we need to be clear about what we mean. Renee Hobbs, an expert on digital literacy, defines it as “it’s the ability to critically evaluate and communicate information and ideas using digital technology”. I think often digital literacy is implied to mean simply the ability to competently use computing equipment and software, or interact with social media such as Facebook and Twitter.

However, in keeping with the more traditional view of literacy, what I think we should be focussing on teaching our pupils is how to interact with the huge range of information available to them online. What they will need to know is not only how to find and share information, but how to critically evaluate what they find, much as they do with non-digital texts and traditional media such as newspaper articles. With more and more of us using digital technology in our day-to-day work lives, the new National Curriculum for computing recognises that the provision must be more than simply coding or training in how to use Word or Excel effectively.

To become digitally literate means to be able to use all the technology available to express ideas and information, to share with others, to find and use information, and to be able to critically examine and evaluate the sources we find. Rather than simply learning how to “do”, we all need to learn how to think, and to engage intelligently with the rich variety of digital media available to us now and moving forward.

Imogen

http://www.providencejournal.com/business/content/20131123-uris-renee-hobbs-champions-digital-literacy.ece

http://www.open.ac.uk/libraryservices/subsites/dilframework/

http://www.theguardian.com/teacher-network/2012/feb/10/literacy-digital-teacher

For my contribution to the Blog post I wish to address some of the 8 essential elements of digital literacies that were mentioned during the lecture and the ones that I feel children already exhibit and which ones we as teachers need to install into them through our teaching. The 8 essential elements are as follows; Cultural, Cognitive, Constructive, Communicative, Confident, Creative, Critical and Civic.

I feel children of this generations confidence, levels and skills of communication with digital technologies are already at an extremely high level. Before children step into a classroom to take part in a computing lesson they will have already experienced a variety of different technologies. Mainly; tablets, smartphones, gaming consoles and laptop/desktop computers. For their generation all these different types of digital devices are common place and people cannot function without them, so that is why we are seeing children coming into school with the confidence using these different technologies. Also with their exposure to all these, children are aware of so many different ways of communication and how to do this using various devices, especially with the spike in social media and its useage. Also schools often provide a school VLE website where children can message one another and communicate, so schools have definitely moved with the times and digital technologies.

I think us as teachers need to introduce the rest of the elements for children to become completely digitally literate, they come to us with certain elements due to their usage and exposure to all the technology available to them. We as teachers need to plan and execute our lessons and teaching strategies to enable our students to expose children to the other elements of Digital Literacies. This can be achieved by showing them different aspects of computing and in the activities we set for them. We are teaching more than just how to use a computer but how to access the information and to use it in a way that helps them to learn as well.

Simon

Session One!

The first session explored two different avenues. The first part of the lecture focused around our initial thoughts of teaching and learning. The session focus then moved on to exploring learning in a digital age and the impacts this may have on learning.  During this blog entry I am going to highlight the key areas that stood out and questioned my previous views, ideas and knowledge.

At the beginning of the session we were presented with a question which provoked many responses. ‘What are the qualities of a good teacher?’ Having this starter question allowed for great discussion and prompted deeper thinking.

This initial question led to a variety of different attributes, qualities and skills being discussed that a good teacher may have. One of these, which I found of particular interest, is the use of ‘wait time’ when questioning children. It was identified in the session that once a question is asked it is important to allow time for the recipient to digest the question. This is very applicable to children in the classroom. When asking a question to a child I feel that using the correct amount of ‘wait time’ will be very beneficial to the learner. First of all the learner is allowed time to understand the question. Secondly, the learner is able to have time to think about their response and answer accordingly. I feel that this may influence deeper cognitive engagement and development. What are your views on this?

Learning in a digital age and the impact it can have on learning is a highly debated topic. During the second half of the session it was clear to see that there were many differing views on the impacts of digital technology. In particular how it could be used to maximise the potential for learning but also how technology may restrict children’s development.

Let’s begin with the benefits! A variety of positives were identified in the session. Digital technology can help to expand learning opportunities, help to facilitate learning, and allow for greater research to take place. I feel that digital technology also helps to promote multi-cultural awareness. Using Skype in a classroom is a fantastic way of promoting multi-cultural awareness. Children will be able to have conversations with other children from a variety of different countries. This will provide great benefits! Children will be able to share experiences of their own learning environment and also develop a greater understanding for others. Do you agree?

Despite the numerous benefits I have just discussed, there are also possible drawbacks to using digital technology in a learning environment. Let’s start with the use of interactive whiteboards. It would be highly unlikely to not find some form of interactive whiteboard in a classroom in the United Kingdom. The question I am raising here is whether they promote effective learning? During the session it was discussed that these whiteboards may in fact restrict children’s cognitive learning and engagement. Before the session I did not even have an idea that this may be the case. However, I have now been able to address this possibility and I am able to understand the process behind it. It is clear to see that just asking a child to come up to the whiteboard and move things around may not be developing the child’s learning. Are the children really thinking about the content or are they just focusing on moving the item/object to the correct place? If they are just moving objects for the sake of it then cognitive development is not taking place. This may impact on children’s development.

From reviewing the impacts of digital technology many conclusions can be drawn. One in particular that stands out is that yes technology is a great aid for teaching. However, it should supplement the learning and not replace a more personal style of teaching and learning!

Esther