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Towards Digital Fluency


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Presentation for Red Deer Catholic Regional Schools, January 18.

Published in: Education, Technology

Towards Digital Fluency

  1. Towards Digital Fluency Dr. Alec Couros Red Deer Catholic Regional Schools January, 2012
  2. me
  3. #rdcrs12
  4. context
  5. Shifts in MediaEarly Day of PC in Schools Today’s Social/Mobile Reality
  6. Shifts in Education Group growth Individual growth Objectivism Cognitivism Constructivism(Leinonen, 2005; Schwier, 2009) Social Learning
  7. Shifts in Society
  8. “The average digital birth of children happens at about 6 months.” “In Canada, US, UK, France Italy, Germany & Spain ... 81% of children under the age of two have some kind of digital profile or footprint.”
  10. Consume
  11. Produce
  12. Remix
  13. myth of the digital native
  14. Children and young people are described as ‘the collaboration generation’, eager to work togethertowards common goals, share content and draw upon“the power of mass collaboration”. This combination of individualisation and collaboration is often presented as giving young people a propensity to question, challenge and critique. These are individuals who “typically can’t imagine a life where citizens didn’t have the tools to constantly think critically, exchange views, challenge, authenticate, verify, or debunk. The Digital Native - Myth & Reality, Selwyn (2009)
  15. Are We To Believe This?
  16. Or This?
  17. Or This?
  18. “... age is not a determining factor in students’ digital lives; rather, their familiar and experience using ICTs is more relevant.” “... the notion of ‘digital natives’ is inaccurate: those with such attributes are effectively a digital elite. Instead of a new net generation growing up to replace an older analogue generation, there is a deepening digital divide ... characterized not by age but by access and opportunity.”
  19. Visitors vs. Residents
  20. “post literacy”
  21. Postliterate are “those who can read who choose to meet their primary information and recreational needs through audio, video, graphics, and gaming. Print forthe postliterate is relegated to brief personal messages, short information needs, and other functional, highlypragmatic uses such as instructions, signage, and time- management device entries - each often highly supplemented by graphics. The postliterate’s need forextended works or larger amounts of information is met through visual and/or auditory formats. Libraries for a Postliterate Society, Johnson (2009)
  22. David Crystal 5 Main Myths (roughly) •Youth text messages are littered with mangled abbreviations. •Youth use abbreviations as a way to trick adults. •Youth don’t know how to spell. •Youth essays are filled with@mwesch inappropriate abbreviations. •Texting shows the decline of the English language.
  23. Texting & Literacy
  24. digital fluency
  25. Framework for Student Learning, Government of Alberta (2011)
  26. “Technological fluency means much more than the ability to use technological tools;that would be equivalent to understanding a few common phrases in a language. To become truly fluent in a language (like English or French), one must be able toarticulate a complex idea or tell an engaging story -- that is, to be able to make things of significance with these tools. ” The Computer Clubhouse: Technology Fluency in the Inner City, Resnick, Rusk, & Cooke (1998)
  27. The Difference Between Digital Literacy & Digital Fluency, C. Briggs (2011)
  28. “... our ability to use digital technologies to have the intended positive effect on people & situations.” “... the more fluent a person is, the better they are able to predict the outcome of their actions.” The Difference Between Digital Literacy & Digital Fluency, C. Briggs (2011)
  29. “Digital Fluency is the ability to use digital technologies readily & strategically to learn, work, and play.” Unpublished Digital FluencyWorking Group, SK Government (2011)
  30. 21st Century Readers/Writers Must ...• Develop proficiency with the tools of technology.• Build relationships with others to pose & solve problems collaboratively and cross culturally.• Design and share information for global communities to meet a variety of purposes.• Manage, analyze, & synthesize multiple streams of simultaneous information.• Create, critique, an analyze multimedia texts.• Attend to the ethical responsibilities required by these complex environments. NCTE Framework for 21st Century Curriulum & Assessment (2007)
  31. in practice
  32. evaluating, modelling, & managing
  33. Blogs & Wikis
  34. Simple Blogging
  35. Microblogging
  36. Social Bookmarking
  37. Info/File Management
  38. Media Sharing
  39. Social Networking
  40. Social Curation
  41. Let’s Play! What do you know? What do you want to share? What are you interested in learning?
  42. communicating, connecting, & collaborating
  43. Network Literacies • “Understanding how networks work is one of the most important literacies of the 21st century.” (2010)Howard Rheingold
  44. PoliticsHoward Rheingold
  45. Services
  46. Reputation
  47. Meaningful Projects“Dear Photograph:Thank you for everything we had.”
  48. Human Connections
  49. God bless you and your familythrough this difficult time.
  50. My best attempt, I onlyremoved the tubing, leftcolors and levels alone. Iam sorry for your loss.
  51. I color corrected theskintones a bit as well.
  52. minor lighting, a 6 x 4 crop for printing in standard size & removed some of the background. well done fellow redditors !!!!
  53. Hope nobody thinks this is in poor taste... please acceptmy warmest wishes and deepest sympathy for your loss.
  54. Fixed thechair
  55. OK black background gone. Sorry it took so long, hadto start over. Thanks again to wahoorob for doing thehard part.
  56. Sorry for the late help. I wentfor simplicity. Enjoy - and Ihope you remember her well.
  57. consuming, producing, & sharing
  58. Example #1: Using Relevant Modes Jenny Johns
  59. Example #1.1: Using Relevant Modes @danikabarker
  60. Example #2: Power Of (Global) Audience
  61. “My student was delighted by the attention her blog post had received; it gave her confidence in her writing and bolstered her enthusiasm for our class.... We were no longer studying an important work of20th century literature within the narrow context of my syllabus; instead we had become part of aconversation that involved the broader reading public.As a professor, I was displaced from the centre of the conversation, which became more open, distributed and student-driven than it had been before.” Beyond Friending, Gold, 2011
  62. Example #3: Utilizing Networks
  63. Example #4: Going Deep @ddmeyer
  64. Example #5: Teaching/Learning Online
  65. 21st Century Learning Networks
  66. 21st Century Learning Networks
  67. barriers & affordances
  68. embracing change
  69. media stats (2010)• 107 trillion emails (89% spam), from 1.04 billion users.• 255 million websites• 1.97 billion Internet users• 152 millions blogs• 600 million Facebook users (sharing 30 billion pieces of content per month)• 2 billion videos watched on Youtube daily• 5 billion photos hosted on Flickr Stats as of January 2011 via Royal Pingdom
  70. ubiquity & convergence
  71. Embracing Change - Key Questions•Short/long-term planning appropriate for technologyrenewal & support?•Capacity to evaluate emerging technology & pedagogy?Academically guided/driven?•Prepared and/or willingness to embrace: mobilecomputing, BYOD, cloud computing, greater appetite fortech., increased bandwidth, institutional & individual socialmedia presence, & networked professional development.•Responsible use policy that acknowledges the complexityof blocking/banning & moves toward character approaches(moral ed., etiquette, respect, community, etc.).
  72. embracing free
  73. Free/Open Content “describes any kind of creative work in a format that explicitly allows copying and modifying of its information by anyone, notexclusively by a closed organization, firm, or individual.” (Wikipedia)
  74. Embracing Free - Key Questions•Strong understanding of the freely available resources &tools available to school organizations?•Recognition of various forms of “free” and implications foreach (free, open source, freemium, ad-sponsored, etc.)?•Institutionally branded/supported options?•District-wide understanding of copyright, copyleft, publicdomain, and fair dealing?•Student/staff contributions to an open culture(development of a community of sharing)?
  75. privacy & citizenship
  76. Maria Aragon
  77. “In July 2003, the student’s family filed a $250,000 lawsuit against the family of four of his schoolmates.The lawsuit stated in part that he “had to endure, andstill endures today, harassment and derision from his high-school mates and from the public at large.”
  79. Best Job in the World
  80. Embracing Change - Key Questions•Are there current digital citizenship initiatives? Are thesewidespread, developmental, and significant?•Are there plans for the nurturing and development ofstudents as digital citizens through projects such as digitalportfolios and/or student blogging?•Are teachers and administrators modelling responsibledigital citizenship and digital fluency?
  81. Don’t limit a child to yourown learning, for he was born in another time. ~Tagore @courosa
  82. extras(slides didn’t make the cut)
  83. Questions For Admins•Does your responsible use policy support digital fluency?•Do your teachers and students have appropriate & easyaccess to devices, tools, and content as required?•Does pedagogy drive technology-based decision making?•Are you connected to leading, innovative administrators?•Are you modelling digital fluency?
  84. Questions for Teachers•Does your responsible use policy support digital fluency?•Do your teachers and students have appropriate & easyaccess to devices, tools, and content as required?•Are you informed of the latest educational technologytrends, tools, and theories? What are you news sources?Are you given the time to learn?•Are you connected to leading, innovative teachers?•Are you modelling digital fluency?
  85. Activity #2: Digital Citizenship Let’s talk about social networks and digital citizenship. •Do you have a digital identity? (e.g., What happens when you Google yourself? •What are your thoughts on sharing? Where do you stand on both personal and professional sharing? •How do we help our children deal with the issues of (digital) citizenship, (digital) identity, and bullying?
  86. Activity #3: Let’s Dig In Let’s spend some time digging into the tools and thinking about what we can do to: •Utilize social networks in our teaching and learning. •Develop personal learning networks. •Improve student engagement through the appropriate use of technology. •Deal accordingly with the issues of (digital) citizenship and (digital) identity.