A total of 12% teachers fully integrated digital tools and resources in a learner-centered approach (levels 4b – 6), placing an emphasis on student action and higher-level thinking. None of the teachers reached the level of Refinement (level 6), an entirely learner-centered technology approach where disconnects no longer exist between instruction and technology in the classroom.
These four conditions exist within a context that is shaped by policy, technological infrastructure, accountability demands, student abilities, community needs, etc Each NLE is nested within a classroom, school, systems, and even larger contexts. Michael Wesch (2008) defi nes learning as the ability to create signifi cance and distinguishes between semantic and personal signifi cance. Semantic signifi cance means understanding that “a word, concept or idea is not just meaningful for what it is, but also for how it relates, connects, and contrasts with other words, concepts, and ideas” (2008, video lecture). Personal signifi cance, Wesch claims, connotes that meaningful connections are created in the social interaction with others and through the individual’s process of learning to become a successful, contributing member of a community.
New Literacies Teacher Leader Institute Inquire. Collaborate. Create. Hiller A. Spires July 10, 2012http://www.flickr.com/photos/lori_greig/2202727502/
What will you contribute as a new literacies teacher leader?http://www.flickr.com/photos/lori_greig/2202727502/
Transitioning into a NEW EDUCATIONAL ERAhttp://www.flickr.com/photos/mmatasic/3473067292/sizes/m/
Digital Literacies & Learninghttp://www.fi.ncsu.edu/podcast/white-paper-series/tag/NewLiteracies
Digital Literacies: What NC Teachers Know and Do # of Te ach e rs S u rve y Total P articip ants 452 G e nd e r M ale s 74 F e m ale s 378 % of Te ach e rs E th nicity Am e rican Ind ian 1% As ian 1% African Am e rican 7% C au cas ian 88% H is p anic 1% O th e r 2% E d u cation Bach e lor’ s D e gre e 62% Mas te r’ s D e gre e 37% D octoral D e gre e 1% Ye ars Te ach ing Le s s th an 5 ye ars 21 % 5-9 ye ars 27% 1 0-20 ye ars 33% M ore th an 20 ye ars 1 9%Spires, Bartlett, Garry, & Quick (2012). Funded by the Strategic Research Initiative, NCSU
Use of Digital Literacies by NC Teachers Survey Results - LoTi Levels (N=452) LoTI Level Frequency (Percent) 0 Non-Use 13 (2.9%) 1 Awareness 41 (9.1%) 2 Exploration 131 (29.0%) 3 Infusion 146 (32.3%) 4a Integration (Mechanical) 69 (15.3%) 4b Integration (Routine) 37 (8.3%) 5 Expansion 15 (3.3%) 6 Refinement 0 (0%)Spires, Bartlett, Garry, & Quick (2012). Funded by the Strategic Research Initiative, NCSU.
What NC Teachers Think is Most ImportantSpires, Bartlett, Garry, & Quick (2012). Funded by the Strategic Research Initiative, NCSU.