Ei607 session 3 digital literacies

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  • Explain that this is a requirement for KS1 and KS2 and draw students attention to the text that focuses on digital literacy. Note that whilst it doesn’t have as much weight as Computing, it is still a requirement and something that lends itself to cross curricular outcomes.
  • Again, note the many elements that are associated with digital literacy. It’s not simple about childrenusing digital tools, its about beingevaluative, confident, analytical, creative and responsibleusers of technology (amongstotherthingsthatwewill go on to consider).
  • Def: To be able to read and writeIf children live in a world dominated by digital media, what does being literate now mean? Is being literate different in today than 50, 100 years ago? Why and how has this changed? What does it mean to be literate in the 21st century? How do we now communicate? How and what do children read? Moving image, film, books, internet, posters, packaging, email, text, blogs, social media etc. How do we prepare and educate children for a world that requires them to access information and communicate in so many varied ways?Refer student back to the PoS‘Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology ‘
  • Ask students to work in small groups to come up with at least four essential ingredients of a digital literacy, share ideas as a whole group and consider how their responses tie in with the next two slides and video.
  • Developing digital literacies means working to enable students and teachers to develop their understandings of and skills in using certain tools, not as decontextualised competencies but in ways that are connected to other aspects of their learning. Practices involving digital literacies can fruitfully bridge gaps between people’s home and school learning lives (Davies & Merchant, 2009; Willett, Robinson & Marsh, 2009).
  • Click on the slide to view Doug Belshaw’s 7 minute video on digital literacies. See below for a brief description of each element if you need to draw these out further.Cultural - We need to pay attention to the culture in which the literacies are situated.Cognitive - We can’t just consider the procedural ways in which we use devices and programs. It’s the way we think when we’re using them.Constructive - We can’t be passive consumers of technology/information. We should strive to use digital tools in reflective and appropriate ways to be constructive and be socially active.Communicative - Digital tools and power structures change the way we communicate. An element of digital literacy is how we take command of that structure and use it to communicate effectively and contribute meaningfully.Confident - in order to be a proficient user of technology, one must have the courage and confidence to dive into the unknown, take risks, make mistakes, and display confidence when “messing around” with new tools.Creative - Doug shared this quote from his research, which, to me, said it all:“The creative adoption of new technology requires teachers who are willing to take risks… a prescriptive curriculum, routine practices… and a tighttarget-setting regime, is unlikely to be helpful.” Conlon & Simpson (2003)Critical - Digital literacy involves an understanding of how to deal with hyperspace and hypertext and understanding that it’s “not entirely read or spoken.” Can we critically evaluate the technologies we’re using?Civic - Something I think many schools are beginning to embrace, we must use technology to improve our lives and the lives of others in our world.
  • Pupils who who create scratchprojects take steps towards a much fuller form of digital literacy, learning to use digital media to tell their stories and express their ideas to one another.As they become more fluent with digital media, members of the Scratch community develop an important array of “digital literacy skills.” In particular, they learn to:Think creatively-The ability to “create” is at the root of “creativity.” As young people create characters and story lines for their Scratch projects, they are developing as creative thinkers, using their imaginations to explore new ideas and new directions. They develop these through the use of graphics, sounds, design and functionality. They develop their resource with the end user in mind and with a critical approach to the use of graphics and sounds. Reason systematically- In creating Scratch projects, young people must carefully and systematically combine programming blocks into scripts. Programming in scratch requires systematic reasoning.Work collaborativelyMembers of the Scratch community learn to collaborate in many different ways. They give feedback through comments on projects, they work together on joint projects, they remix one another’s projects, they crowdsource artwork for their projects, they create Scratch tutorials to share their knowledge with one another.
  • Briefly talk about the use of images and copyright. Remind them they need to have permission to use any images they find on the internet. Show the short video about creative commons.
  • Explain the difference between vectors and bitmaps. Hyperlink on image above to http://www.bbc.co.uk/schools/gcsebitesize/dida/graphics/bitmapvectorrev3.shtml – simple grid which compare bitmap and vector graphicsBitmap or vector graphic?When deciding whether an image should be a bitmap or vector graphic, you should ask yourself the following questions:Does the image need to be resized?Does the image need to be drawn to scale?Do you need the image to look real?Do you have any restrictions on the file size?
  • Share Pippa’s example projects with those who need something to get them started.
  • Show the differences between vector and bitmap tutorial
  • - Devote 2/3s of session to graphics workshop
  • Ei607 session 3 digital literacies

    1. 1. COMPUTING PART III : DIGITAL LITERACIES, VECTOR GRAPHICS AND SOUND
    2. 2. DIGITAL LITERACYKS1/KS2 Computing - Purpose of study A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
    3. 3. Computing – Aims DIGITAL LITERACYKS1/KS2 The national curriculum for computing aims to ensure that all pupils: can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems are responsible, competent, confident and creative users of information and communication technology
    4. 4. What does it mean to be literate?
    5. 5. In groups: Decide on the essential capabilities a digitally literate child should possess.
    6. 6. “To be digitally literate is to have access to a broad range of practices and cultural resources that you are able to apply to digital tools. It is the ability to make, represent and share meaning in different modes and formats; to create, collaborate and communicate effectively and to understand how and when digital technologies can best be used to support these processes. “ Futurelab, 2010
    7. 7. How can Scratch enable children to develop their digital literacies?
    8. 8. IMAGE COPYRIGHT
    9. 9. VECTOR VS BITMAP
    10. 10. Have a look at these projects and see how the vector graphics have been used to create a more professional finish to the sprites and background. http://scratch.mit.edu/projects/14616241/ http://scratch.mit.edu/projects/14791364/
    11. 11. TODAY’S SESSION Working individually: 1. Explore the features of the paint editor 2. Have a look at the online ‘help’ tutorials 3. Focus on the use of vectors 4. Create a detailed sprite using vector graphics 5. Copy and modify to create a series of costumes (think about a simple action (moving, eating, talking etc) 6. Add sound to your graphics.
    12. 12. FOLLOW UP TASK: Read: Mother’s Day, Warrior Cats, and Digital Fluency: Stories from the Scratch Online Community

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