Week 6: Digital Fluency

(Langwitches, 2014)

(Langwitches, 2014)

This week addressed each student’s need for digital fluency.  Digital fluency is the ability to use digital technologies relevant to one’s life with ease to achieve a desired outcome (Howell, 2014). This week, my digital fluency increased a little as I learnt about Boolean operators, memorising that using “OR” between words in a Google search will present results containing either word entered, in addition to both collectively. Further, knowledge about using Scratch was acquired and my understanding was demonstrated by generating the below animation. I found the idea of Scratch quite daunting, but the execution proved to be simpler than I thought and was, surprisingly, a quite enjoyable experience.

Scratch

 

Using an animation program like Scratch in the classroom could be an interesting way to address authentic issues, such as cyberbullying, whilst simultaneously advancing students’ digital fluency and multi-literacy skills. For instance, students generate an idea for a message they would like to convey about cyberbullying, and harness self-regulated learning to understand how the program can reproduce their idea. Students then design and execute the visual, audio, and dialogue aspects using the program, and edit for completion. Critical and creative thinking skills and ethical understanding is further employed here, which are two of the General Capabilities included in the Australian Curriculum (Australian Curriculum, Assessment and Reporting Authority, 2013). I feel the multiple tasks and various digital modes used will encourage multi-literacy in students and increase their digital fluency, heightening their ability to participate in the digital world.

 

References

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2013). General capabilities. Retrieved from http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/general-capabilities-in-the-australian-curriculum

Langwitches. (2014). Digital fluency [Image]. Retrieved from http://langwitches.org/blog/2013/02/18/skilled-literate-fluent-in-the-digital-world/

Howell, J. (2014). Living and learning in the digital world mod 02 03  week 6 [ilecture]. Retrieved from http://echo.ilecture.curtin.edu.au:8080/ess/echo/presentation/69320b47-1f26-4f87-ae1c-7ba4e48e0050

Week 5: Digital Information

(Technology In, 2014)

(Technology In, 2014)

This week’s topic is about digital information and the various types and modes available to us. No longer is information one-dimensional, such as written words in a book, but multiple messages can now be communicated from one digital space using various forms that include videos, images, audio files, and weblinks, in addition to text (Howell, 2014). For instance, this blog post contains my journal reflection in written form about multiple types of digital information. In order to expand on this, I have also attached an image above and this hyperlink – http://www.pinterest.com/amymcdonald555/digital-information/ – linking viewers to my Pinterest board generated in response to this week’s rubric. Further, I have attached the rubric here and generated another related hyperlink within the Pinterest icon below, visually extending this topic to the classroom.

Technology in the Classroom

(Ohh Deer, n.d.)

(Ohh Deer, n.d.)

Within the different modes, there is a vast amount of information available. How are we to know what information is credible? As a teacher, it is important to practice discretion and use critical thinking when evaluating on-line data before imparting the knowledge onto our students. Sourcing documentation from reputable websites, such as those ending in .gov or .edu, is a good place to start (Howell, 2014). Relaying these self-regulated learning skills to our students is equally important, as employing these higher cognitive thinking skills not only benefits their individual growth, but also supports the future prosperity of our digital and physical world. To help achieve this, I could create classroom tasks that encourage critical thinking and analytical skills, such as searching for unbiased information on-line, as demonstrated in the video below (Teaching Channel, 2013).

 

 

 

References

Howell, J. (2014). Living and learning in the digital world mod 02 02 week 5 [ilecture]. Retrieved from http://echo.ilecture.curtin.edu.au:8080/ess/echo/presentation/822c603c-a7da-4f41-8466-5103980d029e

Ohh Dear. (n.d.). Pinterest Icon [Image]. Retrieved from http://ohhdeer.com

Teaching Channel. (2013, June 19). Using critical thinking to find trustworthy websites [Video file]. Retrieved from http://www.youtube.com/watch?v=t-2qJ1aEC9s

Technology In. (2014). Digital technology [Image]. Retrieved from http://technologyin.org/digital-technology