More Related Content


EdTech 2012 Keynote: Digital Literacy - Your Message is Your Medium

  1. Text Text source:
  2. Digital Literacy: Your Message is Your Medium EdTech 2012 Martha Rotter @martharotter
  3. Allow me to tell you a story....
  4. Digital Literacy
  5. Digital Literacy 20 years ago
  6. Digital Literacy
  7. Digital Literacy today
  8. "Technology is most definitely used as an excuse to turn things in late. Technology might be the cause of a student's fake problems, but it is also because of technology that teachers don't accept that as an excuse. There is pretty much always another way to write that paper. It basically takes proof of a crashed computer to get any sort of extension on an assignment." Matthew Jenks, Colorado University
  9. Text
  10. Text [Not Digital literacy]
  11. [Not Digital literacy]
  12. [Not Digital literacy]
  13. [Not Digital literacy]
  14. [Not Digital literacy]
  15. [Not Digital literacy]
  16. Some rights reserved by marcus_jb1973
  17. Some rights reserved by kk+
  18. How happy am I that there was no Facebook when I was a student?!
  19. "When people talk to me about the digital divide, I think of it not so much about who has access to what technology as about who knows how to create and express themselves in the new language of the screen. If students aren't taught the language of sound and images, shouldn't they be considered as illiterate as if they left college without being able to read and write?" George Lucas, filmmaker
  20. Let’s talk about digital devices in the classroom today.
  21. Some rights reserved by Brian Sawyer
  22. Some rights reserved by seeinside
  23. Technology in the classroom is a distraction and should be used sparingly (if at all) for learning. versus • Technology in the classroom is essential to helping children learn, especially given the shift in available jobs from manufacturing to technology-related professions.
  24. In a series of surveys conducted with Notre Dame students: • iPads encouraged exploration of additional course topics • helped them manage their time • provided new functions/tools for learning • increased their learning • made their courses more interesting • Though they were not instructed to do so, most students also said they used the iPads to do reading for other courses and leisure reading.
  25. Not all perfect: • Some students cited what Angst characterizes as “technical and behavioral challenges” • More than half the students reported feeling frustrated when highlighting text and taking notes within e-books on the iPad. • Another drawback was the fact that multiple “windows” or files couldn’t be kept open, side-by-side, on the iPad, unlike a full-fledged computer. • Students also indicated that they considered the device, which starts at $499, expensive • More students preferred to be loaned an iPad and purchase the corresponding e-books (and eventually return the iPad) than buy the iPad outright (and own it).
  26. “It wasn’t the eReader function of the iPads that won over the students. It was a host of other features that support learning. For example, students were able to instantaneously check statistics I mentioned in class or pull up information to add to the discussion as I talked about various companies’ projects. Moments before the start of class, I could place a video into students’ dropboxes, and the majority of them would arrive having already watched it and able to discuss it. Those sorts of things made the class more interesting and dynamic and could never have happened in the past.” Corey Angst, Assistant Professor of Management, Notre Dame
  27. “Do you know how hard it is to get a far below grade level 6th grader to read? One of the main reasons is shame. They don’t want anyone to know they are reading a 3rd grade book. They would rather act defiant or claim a dislike of reading. This just isn’t the case with Kindle. No one knows what you are reading.” Christopher Daley,
  28. To Block or Not to Block?
  29. New Content, New Containers
  30. Stop Believing That People Don’t Like To Read from 37Signals A/B Test results Aug 2011
  31. Stop Believing That People Don’t Like To Read from 37Signals A/B Test results Aug 2011
  32. Introducing new content into classrooms (both virtual and in-person)
  34. Pinboard Text
  35. EPUB 3
  36. image from
  37. by  mikebaird 
  38. Experiential Technology
  39. Lessons I’ve Learned from teaching web dev: • Know the difference between “taking a look”, “learning”, and “mastering” • Taking a look means understanding its purpose • Learning means knowing how to use it • Mastering means being able to handle it in complex situations
  40. Some rights reserved by j u s t i n . z
  41. Why Not.... • Have students learn with you & create new content for themselves and each other • Create a classroom digital library of content & materials; let students contribute anything they think is useful or interesting • Build archives of material, both for former and new students • Publish your notes so students can have more access to them on a variety of devices
  42. Who would you hire?
  43. Ability to learn
  44. Ability to learn (dealing with ambiguity)
  45. “In Twilight of the Idols Nietzsche wrote that the ‘apparent’ world is the only one: the ‘true’ world is merely added by a lie. All of us in higher education can live without the lie. We know better. Higher education is not a rehearsal and learning is not preparation. Learning is learning. And all of us live in but one world.” Deanspeak,
  46.   by  twicepix 
  47. Further Resources: • Apple Education site: education/ipad/ • Kindle Education site: http:// ie=UTF8&docId=1000412651 • EPUB resources & guides: http:// and-guides.html • Free EPUB How-To Books: http://
  48. Your message is your medium.
  49. Your message is your medium. Your message should be readable on all mediums
  50. Thank you. @martharotter

Editor's Notes

  1. \n
  2. \n
  3. \n
  4. \n
  5. \n
  6. \n
  7. \n
  8. You used the computer for programming or creating signs, maybe writing documents\nLearning how to type\nMaking CDs for your friends\n
  9. \n
  10. \n
  11. \n
  12. \n
  13. \n
  14. \n
  15. \n
  16. \n
  17. \n
  18. \n
  19. \n
  20. \n
  21. \n
  22. \n
  23. \n
  24. \n
  25. \n
  26. \n
  27. \n
  28. \n
  29. \n
  30. \n
  31. \n
  32. I’d like you to turn to your neighbor and find out if they’re using any digital devices in classrooms at the moment or if they plan to, or are budgeting to, or have decided not to (and if so why?).\n
  33. I don't need to tell you that amazon sold a million kindles a week in december\n\n
  34. I don't even need to tell you that your content, your web applications, your services and designs need to reach a wider audience than they do right now (even the ones that aren't doing this know it \nand they feel guilty about all the sites they're going to go back & update at some unknown \n\npoint in the future when they magically have nothing going on for a long weekend and time has stopped and they can just catch up.\n\n
  35. BECAUSE YOU KNOW ALL OF THIS.\n\nBut I’m telling you anyway.\n\nYES AGAIN. BEcause I’m tired. \n
  36. \n
  37. \n
  38. \n
  39. \n
  40. \n
  41. \n
  42. \n
  43. \n
  44. Many schools cannot access sites such as YouTube, Vimeo, Twitter, and many more. However well intentioned the policies that block social media are, they are also failing our students by limiting possibilities for learning about—and from—the world. \nThe right way to approach student activity online is through better education. To start, digital and media literacy help students think critically and act responsibly. Authentic, real-world projects compel students to explore and engage in all the right ways.\n
  45. So if schools and boards around the world are beginning to recognize the importance of devices in classrooms, how can we take advantage of this? \n
  46. \n
  47. \n
  48. \n
  49. \n
  50. \n
  51. \n
  52. \n
  53. Students need to do to learn. \n
  54. \n
  55. \n
  56. \n
  57. \n
  58. \n
  59. Did you know the daily is laid out by hand every day. \n
  60. \n
  61. Peter Seibel asks top programmers what they’re looking for when they hire new programmers.\nThey all say the same thing: ability to learn. \n
  62. \n
  63. \n
  64. \n
  65. \n
  66. \n
  67. \n
  68. \n
  69. \n