From Tech Savvy
to Digitally Literate
Computer Information Systems Department
Waltham, MA 02452
From Tech Savvy to Digitally Literate:
Apps and Activities for Social Learning
Today's students live in a world where being tech-savvy, constantly-
connected multi-taskers is the norm. How can educators incorporate
some of the latest social and digital media tools into the student
learning experience to promote digital literacy and critical thinking
Charge up your mobile device and bring it with you to participate in a
fast-paced hour of apps and activities that will keep your students
connected and engaged with technology and each other.
Most of us experienced
formal learning in an
oriented school. Now,
with incredible amounts
of information available
through the Web, we find
a “new” kind of learning
that’s discovery based.
Engage Me or Enrage Me
it’s not relevance
that’s lacking for
Minds on Fire / JS Brown
The most profound impact of the Internet is its ability to
support and expand the various aspects of social learning.
Becoming Content Creators
The natives are revolting
children may have skills in the
use of technology, but teachers
have the skills and knowledge
to create engaging and exciting
learning opportunities and
NCTE’s 21st Century Literacies Framework
Literacy has always been a collection of cultural
and communicative practices shared among
members of particular groups. As society and
technology change, so does literacy. Because
technology has increased the intensity and
complexity of literate environments, the 21st
century demands that a literate person
possess a wide range of abilities and
competencies, many literacies.
Active, successful participants in this 21st century global society must
be able to:
• Develop proficiency and fluency with the tools of technology;
• Build intentional cross-cultural connections and relationships with
others so to pose and solve problems collaboratively and strengthen
• Design and share information for global communities to meet a
variety of purposes
• Manage, analyze, and synthesize multiple streams of simultaneous
• Create, critique, analyze, and evaluate multimedia texts;
• Attend to the ethical responsibilities required by these complex
• Work with students from another country to research a
technology topic and present those results using collaborative
• Identify and use both synchronous and asynchronous tools to
communicate with international partners
• Produce a tangible work product within a designated period
• Develop and demonstrate digital literacy skills
• How is augmented reality being used in various
businesses or industries?
• How does social media influence customer
• What are the most popular messaging apps, and
who uses them?
• What are the biggest cybersecurity threats facing
Internet users today?
• How does streaming audio and video impact the
• How do mobile technologies and the Internet
enable new business models through crowd
• Are MOOCs threatening the future or value of a
traditional university education?
• Are wearable devices a fad, or the future direction
for staying healthy?
• Should you license your photos using Creative
Commons on media sharing sites?
• Does information privacy matter in the age of big
and open data?
• When it comes to the Internet of Things, are we
there yet? If not, what is possible in the future?
• How smart are Virtual Personal Assistant apps such
as Siri and Cortana?
• What factors are most important in increasing the
adoption of mobile payment technologies?
• How do personal live streaming video apps change
the way information is shared over the Internet?
• What features do open-source mapping apps have
over Google or Bing Maps?
By the numbers
• 75 participants
• 68 of them created micro videos
• 21 used YouTube because they
did not have a smartphone that
could run the Vine app
• All had experience using some
online collaboration or digital
align time zones timeanddate.com
chat Facebook Messenger, WhatsApp, Google Hangouts, WeChat
create and host audio SoundCloud
create and host video Vine, Periscope, YouTube, PoowToon
create interactive images ThingLink
edit audio Sound Forge
edit images PhotoShop, Paint.net
edit video Windows Live Movie Maker
email Gmail, Outlook
hold video conferences Google Hangouts, Skype
record video mobile phone camera apps
schedule meetings Doodle
search the web Google, Bing
share photos Flickr, Tumblr
share screens join.me, Google Hangouts
Creativity in Micro Videos
• Poulaki (2015)
• Looping background vs foreground videos
• Background videos have "less creative potential"
• Foreground Videos "reproduce a gesture or incident, an event, contain a
distinctive action, or a curious object and its transformation."
• Redi, O'Hare, Schifanella, Trevisiol, & Jaimes (2014)
• A creative video is "unique in a significant way, or it expresses ideas in an
unexpected or surprising manner.“
• “Creative videos are novel and have aesthetic value”
Definition Selfie 14
Slide Show 6
• TalkTech introduced the task of creating micro-videos to illustrate
• Capturing and conveying the essence of a technology concept in six
seconds proved to be a challenging exercise in critical thinking and
• Students created a vines in a variety of styles, from simply reading to
presenting their research in a creative way
• Exercise exposed students to new ways to express themselves and think
• Students demonstrated abilities to research, collaborate, and communicate
• All groups completed the project successfully
Digital Literacy Revisited
(Steve Wheeler http://steve-wheeler.blogspot.co.uk/ )