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Keeping up: Educating the mobile learner

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Mobile devices are seemingly ubiquitous in contemporary society. Today's youth are using these devices, coupled with their access to social media, to share experiences, observations, and discoveries. …

Mobile devices are seemingly ubiquitous in contemporary society. Today's youth are using these devices, coupled with their access to social media, to share experiences, observations, and discoveries. his presentation argues that students are already mobile and that we need to harness this 'natural mobility' in the service of education. The paper covers topics such as current trends in electronic media usage in Australia, the basics of mobile learning, examples of use, pedagogy and challenges, and digital literacy.

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  • 1. Keeping up: Dr Megan Poore meg@meganpoore.comEducating the mobile learner
  • 2. Intro• Thanks for inviting me to St Mary’s to talk about mobile learning.• It’s a stunning campus and I’ve been made to feel very welcome already.
  • 3. Intro• Love coming to Perth.• Although I live in Canberra, I’m from South Australia originally, so flying to the other side of the continent always kind of gets me ‘centred’ so to speak.
  • 4. Intro• I’ve called my talk ‘Educating the mobile learner’ because, really, students these days are already mobile.• They don’t need to have a specific form of learning -- ‘mobile learning’ -- thrust upon them• Because they are already out there learning -- usually informally -- when they’re on the go.
  • 5. Intro• They’re already sharing experiences, observations, discoveries naturally through mobile devices (mainly phones).• Of course, they’re also sharing a lot of rubbish with each other, but which of us at that age didn’t want to talk about the latest a-ha record?• The question is, How do we harness their natural ‘mobility’ in the service of education?
  • 6. Overview• Current trends in electronic media usage• Basics of mobile learning• Examples of use• Pedagogy and challenges• Digital literacy
  • 7. Tweet thistalk:#mlearning
  • 8. PART ICURRENT TRENDS
  • 9. Trends (Intro)• First, let’s get an overview of young people’s electronic media usage• This will just give us a sense of how things vary across the age ranges
  • 10. Time on electronic media/dayACMA. 2009. Use of electronic media and communications: Early childhood to teenage years. AustralianCommunications and Media Authority. Available at http://www.acma.gov.au/WEB/STANDARD/pc=PC_311819. Accessed 27 April 2011. p. 2.
  • 11. Current media usage Patterns • TV is a constant • Early childhood: TV and DVD • Games usage peaks with 8-11 year olds • Internet use increases in high school for chatting and doing homeworkACMA. 2009. Use of electronic media and communications: Early childhood to teenage years. AustralianCommunications and Media Authority. Available at http://www.acma.gov.au/WEB/STANDARD/pc=PC_311819. Accessed 27 April 2011. p. 2.
  • 12. Current media usage Patterns • Managing TV, DVD and gaming use more difficult to manage for younger children • Managing mobile phone use more difficult for older childrenACMA. 2009. Use of electronic media and communications: Early childhood to teenage years. AustralianCommunications and Media Authority. Available at http://www.acma.gov.au/WEB/STANDARD/pc=PC_311819. Accessed 27 April 2011. p. 2.
  • 13. Parental attitudes • Managing electronic media use becomes more difficult as kids get older • Many parents are happy with current balanceACMA. 2009. Use of electronic media and communications: Early childhood to teenage years. AustralianCommunications and Media Authority. Available at http://www.acma.gov.au/WEB/STANDARD/pc=PC_311819. Accessed 27 April 2011. p. 18.
  • 14. Parental attitudes Having said that, however ... • Some parents do not want more involvement in electronic media activities • Some parents want less involvement in electronic media activities • Only a small minority want more involvementACMA. 2009. Use of electronic media and communications: Early childhood to teenage years. AustralianCommunications and Media Authority. Available at http://www.acma.gov.au/WEB/STANDARD/pc=PC_311819. Accessed 27 April 2011. p. 18.
  • 15. Trans to mobile phone stats • That’s general electronic media usage • What about mobile phone usage in particular? • Check this out ...ACMA. 2009. Use of electronic media and communications: Early childhood to teenage years. AustralianCommunications and Media Authority. Available at http://www.acma.gov.au/WEB/STANDARD/pc=PC_311819. Accessed 27 April 2011. p. 18.
  • 16. ACMA. 2009.Click and connect: Young Australians’ use of online social media02: Quantitative research report Report. Available at http://www.acma.gov.au/WEB/STANDARD/1001/pc=PC_311797. Accessed 1 February 2010. p. 29.
  • 17. Mobile phone usage • Younger kids: not important • Becomes more important as kids get olderACMA. 2009.Click and connect: Young Australians’ use of online social media02: Quantitative research report Report. Available at http://www.acma.gov.au/WEB/STANDARD/1001/pc=PC_311797. Accessed 1 February 2010. p. 28.
  • 18. Mobile phone usage • 75 % of 12-14 year olds use a mobile phone • 90 % of 15-17 year olds use a mobile phoneACMA. 2009. Use of electronic media and communications: Early childhood to teenage years. AustralianCommunications and Media Authority. Available at http://www.acma.gov.au/WEB/STANDARD/pc=PC_311819. Accessed 27 April 2011. p. 2.
  • 19. Preferences 12-18s: 1. Texting (SMS -- mobiles) 2. Calling (mobiles) 3. IM (computer) 4. Use of fixed-line least preferredACMA. 2009. Use of electronic media and communications: Early childhood to teenage years. AustralianCommunications and Media Authority. Available at http://www.acma.gov.au/WEB/STANDARD/pc=PC_311819. Accessed 27 April 2011. pp. 2 & 12.
  • 20. What does this tell us?• The kids are connected, sure.• But it also points to the centrality of mobile• More and more mobile phones have 3G access (internet, wireless, broadband)• And more and more of us have 3G phones.
  • 21. What does this tell us?• But, in fact the internet itself is going mobile• The ‘cloud’ is taking over desktop• Mobile will be essential to accessing the cloud
  • 22. | A new technology does not add or subtract something. It changes everything. In the year 1500, fifty yearsafter the printing press was invented, we didnot have old Europe plus the printing press. We had a different Europe.— Neil Postman, Technopoly
  • 23. Tweet thistalk:#mlearning
  • 24. PART IIMOBILE LEARNING
  • 25. Intro• So, the kids are using these media and devices -- not just mobile phones, but also other electronic media in their daily lives• As learners they are already mobile.
  • 26. Intro• This gives us tremendous opportunities to leverage that use into education• ‘Meet the learner where they are’• Hence, mobile learning.• So, let’s explore mlearning a bit.
  • 27. What is mobile learning?Characteristics• ‘Anywhere, anytime’ learning• Not fixed by location or time-table• Supported by digital technologies• Relevant to the context and location of the student
  • 28. Elements of m-learning Two main elements 1. Learner mobility 2. Device Supported by • Connectivity • Tools/apps • ContentFaculty of Education and Social Work. 2011. Mobile Learning. University of Sydney. Available at http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/mobile_learning.shtml Accessed 27April 2011.
  • 29. Characteristics of m-learning • Spontaneous • Personal • Informal • Contextual • Portable • Ubiquitous • Pervasive • Varied and changing locations • Immediate interactionFaculty of Education and Social Work. 2011. Mobile Learning. University of Sydney. Available at http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/mobile_learning.shtml Accessed 27April 2011.
  • 30. Benefits • Move away from the teacher-centred, information-centred model • Encourages self-directed learning • Use mobile learning to allow learners to actively participate in different contextsAT&T. 2010. Transforming the classroom with mobile technology. Available at http://www.corp.att.com/edu/resources/videos/transform_classroom.html. Accessed 27 April 2011.
  • 31. Devices for mobile learning• So, what sort of devices are we talking about that can • Support learner mobility, and that are • Relevant to learner context and location?
  • 32. Devices for mobile learning• Mobile phones (both ‘smart’ and ‘dumb’)• Digital cameras• Voice recorders• Tablet devices (iPads)• Laptops and netbooks• Video cameras• MP3 players
  • 33. Digital devices support• Audio, video and text files• Audio, video and text recording• Wireless internet• News content• RSS Feeds• Email• Social media• GPS and Geolocation 
  • 34. Activities on mobile devices• But what’s probably more important for the educational context is not what devices are out there ...• And neither is it really what technical specs and access they allow ...• Rather, it’s the types of activities they support
  • 35. Activities on mobile devices• Data gathering• Voice recording• Video recording• Access to content• Images/photographs• Podcasting, vodcasting, photosharing, knowledge acquisition = mobile learning
  • 36. PART IIIIDEAS FOR USE
  • 37. Intro• OK, time to get a bit more practical.• This is a pretty big topic, so I’m not going to go through each and every device and what it can do.
  • 38. Intro• Instead, I’m just going to look at one device and give you a run-down on what it can do and how it can be used.• I’ll also give you a Real-Live Example of in-class (mobile?!) use.
  • 39. Tablet devices
  • 40. Characteristics• Small• Lightweight (portable)• Wireless access• Sound recording and playback• Run on apps
  • 41. Apps• ‘Mini-programs’• Everything from news, weather, sport• Calculators, navigation, maps• Banking, shopping• Games, books, music, movies• Video and audio creation• etc.
  • 42. Types of applications downloadedMackay, M. 2010. The Australian Mobile Phone Lifestyle Index (AMPLI). Available at http://www.aimia.com.au/ampli. Accessed on 27 April 2011. p. 74.
  • 43. Education apps• So, what about education apps?
  • 44. ‘There’s an app for that’DEECD. n.d. iPads for learning. http://www.ipadsforeducation.vic.edu.au/education-apps. Accessed 27April 2011.
  • 45. DEECD. n.d. iPads for learning. http://www.ipadsforeducation.vic.edu.au/education-apps. Accessed 27April 2011.
  • 46. DEECD. n.d. iPads for learning. http://www.ipadsforeducation.vic.edu.au/education-apps. Accessed 27April 2011.
  • 47. DEECD. n.d. iPads for learning. http://www.ipadsforeducation.vic.edu.au/education-apps. Accessed 27April 2011.
  • 48. DEECD. n.d. iPads for learning. http://www.ipadsforeducation.vic.edu.au/education-apps. Accessed 27April 2011.
  • 49. Key resourceDEECD. n.d. iPads for learning. http://www.ipadsforeducation.vic.edu.au/ipad-in-the-classroom. Accessed 27 April 2011.
  • 50. Assisting teaching• Administration (calendars, reminders, attendance, clocks)• Delivery of content• ‘Classroom’ management: encouraging shy, disengaged students• Connection with colleagues• Professional learning
  • 51. Assisting learning• Personalised learning• Personalised devices• Portability• Empowering• Encourages participation
  • 52. Assisting learning• Integrates learning with (older) students’ lives -- doesn’t compartmentalise it• Allows students to search things they don’t understand at the time
  • 53. Build your own app • My advice? • Optimise existing content for mobile • Push announcements to parents • Integrate into the learning management system (LMS) • Students can check grades and get feedbackChiong, C., and Schuler, C. 2010. Learning: Is there an app for that? The Joan Ganz Cooney CenterSesame Workshop. Available at http://joanganzcooneycenter.org/Reports-27.html. Accessed 27 April2011.
  • 54. Key resourceChiong, C., and Schuler, C. 2010. Learning:Is there an app for that? The Joan GanzCooney Center Sesame Workshop.Available at http://joanganzcooneycenter.org/Reports-27.html. Accessed 27 April 2011.
  • 55. Trans• All very shiny, but what about a practical example?
  • 56. Tweet thistalk:#mlearning
  • 57. MLC School. n.d. City Experience. Available at http://cityexperience.mlcsyd.nsw.edu.au/. Accessed 28 April 2011.
  • 58. City Experience • 3 weeks, end of Year 8 • ‘School’ is the Sydney CBD • Share individual and group findings on final day ‘learning celebration’MLC School. n.d. City Experience. Available at http://cityexperience.mlcsyd.nsw.edu.au/. Accessed 28 April 2011.
  • 59. MLC School. n.d. City Experience. Available at http://cityexperience.mlcsyd.nsw.edu.au/. Accessed 28 April 2011.
  • 60. City Experience • No right or wrong answers • Critical thinking and deep engagement • Community of learners is important • Parents offer advice, access to workplaces, expertise, networks, peopleMLC School. n.d. City Experience. Available at http://cityexperience.mlcsyd.nsw.edu.au/. Accessed 28 April 2011.
  • 61. MLC School. n.d. City Experience. Available at http://cityexperience.mlcsyd.nsw.edu.au/. Accessed 28 April 2011.
  • 62. City Experience 1. Appreciate that learning happens beyond the classroom 2. Explore and experience Sydney first hand 3. Work in groups to research an aspect of special interestMLC School. n.d. City Experience. Available at http://cityexperience.mlcsyd.nsw.edu.au/. Accessed 28 April 2011.
  • 63. MLC School. n.d. City Experience. Available at http://cityexperience.mlcsyd.nsw.edu.au/. Accessed 28 April 2011.
  • 64. City Experience 4. Present the results of that research in interesting ways 5. Learn even more about Sydney by sharing learning with one another.MLC School. n.d. City Experience. Available at http://cityexperience.mlcsyd.nsw.edu.au/. Accessed 28 April 2011.
  • 65. MLC School. n.d. City Experience. Available at http://cityexperience.mlcsyd.nsw.edu.au/. Accessed 28 April 2011.
  • 66. City Experience • Girls keep a daily reflective journal • Individual task: short movie, song or dance, poster, brochure, podcast, artwork, website, poetry, photo gallery, dioramaMLC School. n.d. City Experience. Available at http://cityexperience.mlcsyd.nsw.edu.au/. Accessed 28 April 2011.
  • 67. City Experience: Student voice • Blog updates, any time, any locationMLC School. n.d. City Experience. Available at http://cityexperience.mlcsyd.nsw.edu.au/. Accessed 28 April 2011.
  • 68. City Experience: Student voiceMLC School. n.d. City Experience. Available at http://cityexperience.mlcsyd.nsw.edu.au/. Accessed 28 April 2011.
  • 69. City Experience: Teacher voiceMLC School. n.d. City Experience. Available at http://cityexperience.mlcsyd.nsw.edu.au/. Accessed 28 April 2011.
  • 70. City Experience: Considerations • LCD display difficult in full sunlight • ‘It’s just another school aid’ (Mr Vass) • No USB port -- online/cloud storage • Insurance: who is responsible for the iPads once they leave the school? • Mobile data plans • Central syncing of contentMLC School. n.d. City Experience. Available at http://cityexperience.mlcsyd.nsw.edu.au/. Accessed 28 April 2011.
  • 71. Trans• So far, so practical ...• What about the pedagogy?
  • 72. PART IVPEDAGOGICAL CONSIDERATIONS
  • 73. Intro•We need to move on, so let’s consider some of the pedagogy behind all this.
  • 74. Intro•We need to rethink things a bit in light of digital technologies•We are undergoing a digital revolution and we need to think about how this is impacting on education
  • 75. Intro•Obviously we have to incorporate ICT into teaching and learning, but why?•What rationales can we give ourselves?
  • 76. Rationales for ICT in education •Type A: Encouraging the acquisition of ICT skills as an end in themselves •Type B: Using ICTs to enhance students’ abilities within the existing curriculumDownes, Toni, et al. 2001. Making better connections. Available at http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/making_better_connections.htm. Accessed 1 Febraury 2010. p. 23
  • 77. Rationales for ICT in education •Type C: Using ICTs to enhance students’ abilities as an integral component of broader curriculum reforms that are changing not only how learning occurs but what is learned •Type D: Using ICTs as integral to reforms that alter the organisational structure of schooling itselfDownes, Toni, et al. 2001. Making better connections. Available at http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/making_better_connections.htm. Accessed 1 Febraury 2010. p. 23
  • 78. Rationales for ICT in education•Let’s concentrate on type ‘C’, then: broader curriculum reforms as regards pedagogy and content•This is how it looks
  • 79. Curriculum and pedagogy Time to rethinkDEECD. 2011. In their hands. Classroom ideas for learning with the iPad. Available at http://asp-uk.secure-zone.net/v2/index.jsp?id=639/684/1619&lng=en Accessed 27 April 2011.
  • 80. |[there should be] more opportunity for conjoint activities in which those instructed take part, so that they may acquire a social sense of their own powers and of the materials and appliances used."— John Dewey, Democracy and Education
  • 81. Pedagogies for mlearningSo what types of pedagogies canmlearning support?
  • 82. Pedagogies for mlearningYounger students• Game-based learning• Problem-based learning (PBL)• Peer learning• Just-in-time learning• Constructivism• Active learning
  • 83. Pedagogies for mlearningOlder students• Problem-based learning (PBL)• Research projects• Inquiry-based learning• Peer learning• Just-in-time learning• Constructivism• Active learning
  • 84. Trans (Student experiences)• Pedagogy is all well and good, but ...• What are the students’ experiences of all this?• Well, it’s not all good
  • 85. Student experiences• ICT is seen either as a platform for admin or delivery• Reasons for use: convenience and control, not learningUniversity of Melbourne. 2006. First year students’ experiences with technology: Are they really DigitalNatives? http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf. Accessed 12February 2008.JISC. 2007. Student expectations study: Findings from preliminary research. (Joint Information SystemsCommittee) http://www.jisc.ac.uk/publications/publications/studentexpectationsbp.aspx. Accessed 12February 2008.
  • 86. Student experiences• Cannot see how ICT and learning can work together• Uncertain about how to map current learning experience onto school study• Students are seeking advice on how to think WITH and ABOUT technologyUniversity of Melbourne. 2006. First year students’ experiences with technology: Are they really DigitalNatives? http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf. Accessed 12February 2008.JISC. 2007. Student expectations study: Findings from preliminary research. (Joint Information SystemsCommittee) http://www.jisc.ac.uk/publications/publications/studentexpectationsbp.aspx. Accessed 12February 2008.
  • 87. Trans• All of this means that if students don’t receive good guidance, then deep learning is not guaranteed• Neither is learning automatic• We need to work on our educaitonal design
  • 88. Educational design• Be clear in your own mind: why, how, what, when?• Clear instructions• How will you assess?• Group or individual work?• Give models/exemplars where possible• Align your outcomes with activities, resources and assessment
  • 89. Other factors• Don’t do mobile learning if you aren’t confident and competent in using the tech• Needs leadership and support
  • 90. Trans• But what are our more general roles and responsibilities?
  • 91. Teacher roles and responsibilities
  • 92. Intro• First of all, it’s skilling up across the TPACK spectrum
  • 93. Curriculum and pedagogy TPACK • Technological Pedagogical Content KnowledgeMishra, P. and Koehler, M.J. 2006. Technological Pedagogical Content Knowledge: A Framework forTeacher Knowledge. Available at http://www.tcrecord.org/content.asp?contentid=12516. Accessed 25January 2010.
  • 94. Teacher roles and responsibilities•To help young people safely and ethically navigate the digital environment•To prepare young people for meaningful participation in the digital knowledge economy•To provide more individualised learning experiences for students
  • 95. What we need to do• Shift from using these devices for our own personal use (email, photos, SMS) to using them for education• It might seem like ‘fun’ or ‘not work’ to explore iPhone apps, or Twitter but ...• It is part of our Professional Learning to keep up-to-date
  • 96. PART VCHALLENGES
  • 97. Tweet thistalk:#mlearning
  • 98. Intro• None of this is going to be challenge- free, of course.• We have a number of things to consider.
  • 99. Considerations• Equity and access (theoretical as well as effective access)• Participation (not just inclusion -- everyone’s contribution is recognised)
  • 100. Considerations• Curriculum integration (current and evolving curricula)• Digital divide (not just access to hardware, but also to networks, resources, people, social capital)
  • 101. Challenges •e-Access •User e-Maturity •The right resource •eSafetyUnderwood, Jean. 2009. The impact of digital technology. A review of the evidence of the impact of digitaltechnologies on formal education. Available at http://publications.becta.org.uk/display.cfm?resID=41343. Accessed1 February 2010.
  • 102. e-Access •Access at home or school impacts on the educational experience •Home access is proving an important part of the learning process •Disenfranchisement is a serious issueUnderwood, Jean. 2009. The impact of digital technology. A review of the evidence of the impact of digitaltechnologies on formal education. Available at http://publications.becta.org.uk/display.cfm?resID=41343. Accessed1 February 2010.
  • 103. User e-Maturity •Level of skill, confidence, knowledge •Skills gaps exist despite positive attitudes •Home access also impacts user eMaturityUnderwood, Jean. 2009. The impact of digital technology. A review of the evidence of the impact of digitaltechnologies on formal education. Available at http://publications.becta.org.uk/display.cfm?resID=41343. Accessed1 February 2010.
  • 104. The right resource •Matching the technology with the learning experience is critical •Technology must match pedagogy •It is risky to move teachers too far outside their comfort zones (slower uptake and higher rejection rates)Underwood, Jean. 2009. The impact of digital technology. A review of the evidence of the impact of digitaltechnologies on formal education. Available at http://publications.becta.org.uk/display.cfm?resID=41343. Accessed1 February 2010.
  • 105. e-Safety •Level of learner knowledge and understanding is variable •Knowledge is shaped by home access, e- maturity, individual attitudes •Students see both teachers and parents as important sources of e-safety adviceUnderwood, Jean. 2009. The impact of digital technology. A review of the evidence of the impact of digitaltechnologies on formal education. Available at http://publications.becta.org.uk/display.cfm?resID=41343. Accessed1 February 2010.
  • 106. Advice• Develop a ‘best practice’ check list for your school context to work alongside policy• Have clear rules (class-developed) around appropriate use etc.• Be clear about consequences for misuse• Provide digital literacy support for kids (and teachers!) who need it
  • 107. Trans• Digital literacy is some thing that we need to explore a little more ...
  • 108. PART VIDIGITAL LITERACY
  • 109. Tweet thistalk:#mlearning
  • 110. Digital literacy
  • 111. Intro• So we find ourselves at a moment when technology, society and culture are all in flux• This means that new forms of literacy are emerging that are different from the traditional literacies of the ‘Three Rs’• Digital literacy is one of these new forms of literacy
  • 112. MCEECDYA: ICT literacy | the ability of individuals to use ICT appropriately to access, manage, integrate and evaluate information, develop new understandings, and communicate with others in order to participate effectively in society”MCEECDYA. 2010. National Assessment Program -- ICT Literacy Years 6 & 10. Report2008. Available at www.mceecdya.edu.au/verve/_resources/NAP-ICTL_2008_report.pdfAccessed 2 June 2010. p. viii
  • 113. MCEECDYA: ICT proficiency• 3 ‘strands’ 1. Working with information 2. Creating and sharing information 3. Using ICT responsiblyMCEECDYA. 2010. National Assessment Program -- ICT Literacy Years 6 & 10. Report2008. Available at www.mceecdya.edu.au/verve/_resources/NAP-ICTL_2008_report.pdfAccessed 2 June 2010. p. 7.
  • 114. MCEECDYA: ICT literacy1. Accessing info (identification, retrieval)2. Managing info (organising, storing)3. Evaluating info (integrity, relevance, usefulness)4. New understandings (creating knowledge, authoring)5. Communicating with others (sharing, creating products)6. Using ICT appropriately (critical, reflective, strategic, ethics, legals)MCEECDYA. 2010. National Assessment Program -- ICT Literacy Years 6 & 10. Report2008. Available at www.mceecdya.edu.au/verve/_resources/NAP-ICTL_2008_report.pdfAccessed 2 June 2010. p. 7.
  • 115. ICT literacy Patterns • Low socio-economic background • Indigeneity • Remote locality • Gender not an issueMCEETYA. 2007. National Assessment Program -- ICT Literacy Years 6 & 10. Report 2005. Available athttp://www.mceetya.edu.au/mceetya/nap_ictl_2005_years_6_and_10_report-press_release,22065.htmlAccessed 21 October 2008.
  • 116. ICT proficiency levels“Challenging but reasonable”expectation: • Year 6: 57% (2005 = 49%) • Year 10: 66% (2005 = 61%)MCEECDYA. 2010. National Assessment Program -- ICT Literacy Years 6 & 10. Report2008. Available at www.mceecdya.edu.au/verve/_resources/NAP-ICTL_2008_report.pdfAccessed 2 June 2010.
  • 117. Digital literacy• I’d like to offer a slightly different model but one that still addresses MCEECDYA’s main concerns
  • 118. 1. Functional digital literacy
  • 119. 1. Functional digital literacy• In Web 2.0 world, this is not knowing html or javascript• How to sign up for a service and what happens after that• How to find and add and invite friends• How to upload a profile photo, etc.Poore, Megan. 2010. The three tiers of digital literacy. Blog post. Available at http://meganpoore.com/2010/05/07/the-web-of-digital-literacy/. Accessed 20 June 2010.
  • 120. 2. Network digital literacy
  • 121. 2. Network digital literacy• Understanding what it means to be a networked citizen.• How to manage online profiles/ identities• Knowing what happens to uploaded materialPoore, Megan. 2010. The three tiers of digital literacy. Blog post. Available at http://meganpoore.com/2010/05/07/the-web-of-digital-literacy/. Accessed 20 June 2010.
  • 122. 2. Network digital literacy• Data and risk management• How to read and interpret Terms of Service and Privacy policies.Poore, Megan. 2010. The three tiers of digital literacy. Blog post. Available at http://meganpoore.com/2010/05/07/the-web-of-digital-literacy/. Accessed 20 June 2010.
  • 123. 2. Network digital literacy• Understanding boyd’s (sic) four properties of networked publics 1.Persistence 2.Searchability 3.Replicability 4.Invisible audiencesPoore, Megan. 2010. The three tiers of digital literacy. Blog post. Available at http://meganpoore.com/2010/05/07/the-web-of-digital-literacy/. Accessed 20 June 2010.boyd, danah. 2007. Generation MySpace Part 1. Social networking and its impact on students andeducation. Podcast. Accessed 25 January 2010.boyd, danah. 2007. Generation MySpace Part 2. Social networking and its impact on students andeducation. Podcast. Accessed 25 January 2010.
  • 124. 3. Critical digital literacy
  • 125. 3. Critical digital literacy• Using ICT to further cognition and collective intelligence.• How to find, validate, interpret, communicate, analyse, critique, evaluate, synthesise, transform information• Higher-level thinking and engagement with cultural, social, political and intellectual life.Poore, Megan. 2010. The three tiers of digital literacy. Blog post. Available at http://meganpoore.com/2010/05/07/the-web-of-digital-literacy/. Accessed 20 June 2010.
  • 126. Your digital literacy
  • 127. Functional digital literacy• Skilling up in the technology• Workshops, training, ‘pushing buttons’ BUT the harder work is• Changing mindsets• Adjusting attitudes• Overcoming fear• Building self-esteem• Embracing new ways of thinking
  • 128. Network digital literacy• Understanding Terms of Service and Privacy Policies• Developing risk management plans• Understanding copyright and Intellectual Property• Understanding how data is transferred, managed and used
  • 129. Critical digital literacy• Interrogation of how the digital world works• Critical engagement with ‣ Humanist philosophy ‣ Educational theory ‣ Cultural studies ‣ Popular non-fiction on digital culture
  • 130. Classroom praxis
  • 131. Classroom praxis• The final problem is to consider how to occupy students so they build this three-tiered digital literacy for ethical encounters in digital and new media spaces.
  • 132. Classroom praxis• Whatever form this takes, it must involve teaching students how to distinguish active, deep and ethical intellectual pursuit from frivilous, simple, cosmetic obsessions• Students need to be taught how to produce as well as consume digital culture and how to use digital tools for communication and collaboration in the collective knowledge space
  • 133. Classroom praxis• It’s about you employing your imagination, artistry, inventiveness to create meaningful and ethically proper learning experiences for your students• There is no formula for that.
  • 134. Implications
  • 135. Implications•Young people are connected, young people are mobile.•That means they have certain expectations.•It also means they have certain needs.
  • 136. Implications•They expect access to technology and the web.•And despite being ‘teched up,’ young people often have under-developed digital literacy skills.•You will need to be digitally literate yourself.
  • 137. | I learned to drive in order to read LosAngeles in the original. — Reyner Banham, Architecture of Four Ecologies
  • 138. Implications•You need to learn how to drive in order to read young people in the original.•Keep up.
  • 139. Thanks forhaving me!
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