15. âThe average digital birth of children
happens at about 6 months.â
âIn Canada, US, UK, France Italy,
Germany & Spain ... 81% of children
under the age of two have some kind
of digital proďŹle or footprint.â
22. Children and young people are described as âthe
collaboration generationâ, eager to work together
towards common goals, share content and draw upon
âthe power of mass collaborationâ. This combination of
individualisation and collaboration is often presented
as giving young people a propensity to question,
challenge and critique. These are individuals who
âtypically canât imagine a life where citizens didnât
have the tools to constantly think critically, exchange
views, challenge, authenticate, verify, or debunk.
The Digital Native - Myth & Reality, Selwyn (2009)
26. â... age is not a determining factor in studentsâ
digital lives; rather, their familiar and
experience using ICTs is more relevant.â
â... the notion of âdigital nativesâ 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.â
30. Postliterate are âthose who can read who choose to
meet their primary information and recreational needs
through audio, video, graphics, and gaming. Print for
the postliterate is relegated to brief personal messages,
short information needs, and other functional, highly
pragmatic uses such as instructions, signage, and time-
management device entries - each often highly
supplemented by graphics. The postliterateâs need for
extended works or larger amounts of information is met
through visual and/or auditory formats.
Libraries for a Postliterate Society, Johnson (2009)
31. David Crystal
5 Main Myths (roughly)
â˘Youth text messages are littered with
mangled abbreviations.
â˘Youth use abbreviations as a way to
trick adults.
â˘Youth donât know how to spell.
â˘Youth essays are ďŹlled with
@mwesch inappropriate abbreviations.
â˘Texting shows the decline of the
English language.
35. âTechnological ďŹuency 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 ďŹuent in a language (like
English or French), one must be able to
articulate a complex idea or tell an engaging
story -- that is, to be able to make things of
signiďŹcance with these tools. â
The Computer Clubhouse: Technology Fluency in the Inner City, Resnick, Rusk, & Cooke (1998)
37. â... our ability to use digital technologies to have the
intended positive effect on people & situations.â
â... the more ďŹuent a person is, the better they
are able to predict the outcome of their actions.â
The Difference Between Digital Literacy & Digital Fluency, C. Briggs (2011)
38. âDigital Fluency is the ability to use digital
technologies readily & strategically to
learn, work, and play.â
Unpublished Digital FluencyWorking Group, SK Government (2011)
39. 21st Century Readers/Writers Must ...
⢠Develop proďŹciency 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)
78. âMy student was delighted by the attention her blog
post had received; it gave her conďŹdence in her
writing and bolstered her enthusiasm for our class....
We were no longer studying an important work of
20th century literature within the narrow context of my
syllabus; instead we had become part of a
conversation 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.â
Beyond Friending, Gold, 2011
94. 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
103. Free/Open Content
âdescribes any kind of creative work in a
format that explicitly allows copying and
modifying of its information by anyone, not
exclusively by a closed organization, ďŹrm, or
individual.â (Wikipedia)
104.
105.
106.
107.
108. Embracing Free - Key Questions
â˘Strong understanding of the freely available resources &
tools available to school organizations?
â˘Recognition of various forms of âfreeâ and implications for
each (free, open source, freemium, ad-sponsored, etc.)?
â˘Institutionally branded/supported options?
â˘District-wide understanding of copyright, copyleft, public
domain, and fair dealing?
â˘Student/staff contributions to an open culture
(development of a community of sharing)?
117. âIn July 2003, the studentâs family ďŹled a $250,000
lawsuit against the family of four of his schoolmates.
The lawsuit stated in part that he âhad to endure, and
still endures today, harassment and derision from his
high-school mates and from the public at large.â
130. Embracing Change - Key Questions
â˘Are there current digital citizenship initiatives? Are these
widespread, developmental, and signiďŹcant?
â˘Are there plans for the nurturing and development of
students as digital citizens through projects such as digital
portfolios and/or student blogging?
â˘Are teachers and administrators modelling responsible
digital citizenship and digital ďŹuency?
131.
132.
133. Donât limit a child to your
own learning, for he was born
in another time. ~Tagore
http://couros.ca
couros@gmail.com
@courosa
135. Questions For Admins
â˘Does your responsible use policy support digital ďŹuency?
â˘Do your teachers and students have appropriate & easy
access to devices, tools, and content as required?
â˘Does pedagogy drive technology-based decision making?
â˘Are you connected to leading, innovative administrators?
â˘Are you modelling digital ďŹuency?
136. Questions for Teachers
â˘Does your responsible use policy support digital ďŹuency?
â˘Do your teachers and students have appropriate & easy
access to devices, tools, and content as required?
â˘Are you informed of the latest educational technology
trends, tools, and theories? What are you news sources?
Are you given the time to learn?
â˘Are you connected to leading, innovative teachers?
â˘Are you modelling digital ďŹuency?
137.
138.
139.
140. Activity #2: Digital Citizenship
Letâs talk about social networks and digital
citizenship.
â˘Do you have a digital identity? (e.g.,
What happens when you Google
yourself?
â˘What are your thoughts on sharing?
Where do you stand on both personal and
professional sharing?
â˘How do we help our children deal with
the issues of (digital) citizenship, (digital)
identity, and bullying?
141. Activity #3: Letâs Dig In
Letâs spend some time digging into the
tools and thinking about what we can do
to:
â˘Utilize social networks in our teaching
and learning.
â˘Develop personal learning networks.
â˘Improve student engagement through
the appropriate use of technology.
â˘Deal accordingly with the issues of
(digital) citizenship and (digital) identity.