Listen to my thoughts on participation and the digital divide!

Digital Divide (Click Me)

 

References

Bentley, Prue. (2014). Lack of affordable broadband creating ‘digital divide’.

ABC Radio Melbourne. Retrieved from

http://www.abc.net.au/news/2014-07-02/bridging-the-digital-divide/5566644

 

Howell, Jennifer. (2012). Teaching with ICT. Digital Pedagogies for Collaboration and Creativity.  Retrieved from

https://online.vitalsource.com/#/books/9780195523850/cfi/2!/4/4@0.00:45.7

Digital Fluency

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Digital fluency in terms of education, is the ability to infuse technology readily and strategically into teaching and learning, to improve outcomes for students and enrich the environment of a classroom. Digital competencies must be recognised as a set of base skills which foster confidence and success in a dynamic 21st century society (Spencer, 2015).

To be a fully participating member of the digital world an individual must demonstrate technical proficiency. This skill involves selecting technologies and systems that are appropriate to specific digital worlds and tasks. Along with this, an individual must apply digital literacy or competency which includes being able to read, write and evaluate digital slang and visual elements. It is also important to be socially competent or have dispositional knowledge, ensuring effective communication among digital platforms (Spencer, 2015).

Throughout secondary school it is essential that students become comfortable with applications such as Word, Excel, Google, Powerpoint, iMovie etc. Students should be able to save and produce documents in various formats and understand what each of these mean in the digital world. Navigating a keyboard, using a printer and hard drive are all essential skills in an adult working environment (Howell, 2012). These skills contribute to issues of responsibility, equity and access, and are survival tools for an increasingly digitised society (Spencer, 2015). To help students develop these skills educators must incorporate technology into every learning topic. Teachers must not be afraid of stepping away from pen and paper to use a fun digital application. Many 21st century students require a different learning style and technology can help to unlock their potential (Howell,2012).

To participate in our digital society a basic level of digital fluency is required as health services, voting opportunities and bills are starting to be only accessed online. It has never been more important to ensure teachers and students are digitally fluent so they are not disenfranchised from accessing services that are the core of a functioning society (Spencer, 2015).

 

References

Howell, Jennifer. (2012). Teaching with ICT. Digital Pedagogies for Collaboration and Creativity.  Retrieved from

https://online.vitalsource.com/#/books/9780195523850/cfi/2!/4/4@0.00:45.7

Spencer, Karen. (2015, October). What Is Digital Fluency (Blog Post). Retrieved from

http://blog.core-ed.org/blog/2015/10/what-is-digital-fluency.html

Capgemini. (2016). Digital Age (Image). Retrieved from

https://www.slideshare.net/capgemini/wealth-management-in-the-digital-age-64500318

Reflection

Throughout this assessment task I grew an appreciation for teachers who do their best to remain digitally fluent, keeping up with trends and new digital software. Digital technologies trigger a different relationship between teacher and learner (Beetham, 2013). It is imperative that educators do their best to adapt to 21st century styles of learning, finding time to explore the digital world as I did during this assessment task (Rose, David H, 2002).

For the visual summation I decided to use the digital tool “Padlet”. We were shown how to use the application in a Tutorial and I enjoyed how simple and user friendly it was. I am not very artistic so attempting to make this part of the assessment visually appealing was a challenge. I decided to attach links to images and video in my Padlet to help further express my idea’s in regards to our digital world. I hoped that by incorporating a repetitive pattern of colours along with video and images, I would provide an appealing platform for both visual and reading/writing learning styles. This balance of visual/text is something I would need to be mindful of as an educator as I will always have a class with mixed learning styles and I must do my best to accomodate for both (Turnbull, 1995).

Recording the auditory summation was a fun task. I experimented with Garage Band, iMovie and Audacity before finding a tool called “Simple Recorder” in the app store. This hands free application made it easy for me to read from my script confidently. I decided to upload the mp3 file into Soundcloud and attach a URL in a blogpost on my website. I am proud of myself for exploring multiple audio tools rather than choosing one at random- providing poor sound quality. This process of trial and error relates to teaching as it is important to trial various digital tools with a class before deciding which they enjoy the most.

 

References

Rose, David H, Meyer, Anne. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Association for Supervision and Curriculum Development: Alexandria, VA.

Turnbull, Ann P. (1995). Exceptional Lives: Special Education in Today’s Schools (Blog Post). Retrieved from

https://eric.ed.gov/?id=ED396487

Beetham, Helen. Sharpe, Rhona. (2013). Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning. Taylor and Francis: Third Avenue, New York.

 

 

 

 

 

 

 

 

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Technology is a useful servant but a dangerous master. — Christian Lous Lange

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