From Digital Literacy to Digital FluencyDavid Cain
While our students may appear to be digital natives, they rarely have the capacity to make wise or ethical decisions as they construct their digital identities. As educators, we have a moral imperative to guide our students--even in an ever-changing digital landscape.
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
CORE's ten trends presentation from the Learning at School conference in Rotorua, February 2009. CORE's annual ten trends summary represents a view of some key areas of interest for NZ educators with regards to the impact of ICTs on teaching and learning.
From Digital Literacy to Digital FluencyDavid Cain
While our students may appear to be digital natives, they rarely have the capacity to make wise or ethical decisions as they construct their digital identities. As educators, we have a moral imperative to guide our students--even in an ever-changing digital landscape.
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
CORE's ten trends presentation from the Learning at School conference in Rotorua, February 2009. CORE's annual ten trends summary represents a view of some key areas of interest for NZ educators with regards to the impact of ICTs on teaching and learning.
Digital Literacy - 21st Century Workforce DevelopmentCTC Tec
Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy; however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
New Research: Digital Tools and Personalized Learning, Today and TomorrowDreamBox Learning
Digital tools are transforming learning and teaching, and Project Tomorrow’s Speak Up National Research Project surveys provide insights into how these tools are being used, 21st century skills and STEM instruction in classrooms today. Attend this web seminar to hear from Julie Evans, CEO of Project Tomorrow, who will share recent survey findings and discuss what the future of personalized, blending learning is expected to look like. She will be joined by a curriculum administrator who led his district’s transition to a blended learning model—a 12-school pilot with a new “Centers Approach.”
Topics will include:
The student vision for digitally-rich, personalized learning
How administrators are leveraging technology solutions to decrease costs
How technology is being used to personalize learning across the U.S.
Julie Evans
CEO
Project Tomorrow
Alec Iogman
Elementary Math Curriculum Associate
Stamford Public Schools (Conn.)
Joe Trahan
Curriculum Designer
DreamBox Learning
Who will benefit:
Superintendents, curriculum directors, technology directors, principals and others involved with personalized or blended learning. Anyone may attend.
Digital Literacy Skills in the 21st Century from the book
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
From Digital Divide to Digital Inclusion: Technology as an Equalizing Force-I...Idealware
The problem of the digital divide was first identified in the 1990s, when the majority of low-income households lacked any sort of computer access. Today, the explosive growth of mobile devices and wireless technology has reframed the conversation to one concerned with the quality of access provided, information literacy, and technological parity for young people. We'll examine the ways in which your nonprofit can leverage software and mobile technologies to address these challenges, with a special focus on advocating for digital inclusion for children with disabilities.
Digital Literacy & Citizenship in the 21st CenturyAndrea Tejedor
Presentation for Hudson Valley NYSCATE Conference
Session G: Digital Literacy & Citizenship in the 21st Century
Most of today’s students are entirely comfortable with technology, but are they using it appropriately? Do they understand their roles and responsibilities in digital society? How can teachers help students become responsible digital citizens? Learn more about the interconnected world that our kids are growing up in -- and how they can thrive in it.
Digital Literacy - 21st Century Workforce DevelopmentCTC Tec
Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy; however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
New Research: Digital Tools and Personalized Learning, Today and TomorrowDreamBox Learning
Digital tools are transforming learning and teaching, and Project Tomorrow’s Speak Up National Research Project surveys provide insights into how these tools are being used, 21st century skills and STEM instruction in classrooms today. Attend this web seminar to hear from Julie Evans, CEO of Project Tomorrow, who will share recent survey findings and discuss what the future of personalized, blending learning is expected to look like. She will be joined by a curriculum administrator who led his district’s transition to a blended learning model—a 12-school pilot with a new “Centers Approach.”
Topics will include:
The student vision for digitally-rich, personalized learning
How administrators are leveraging technology solutions to decrease costs
How technology is being used to personalize learning across the U.S.
Julie Evans
CEO
Project Tomorrow
Alec Iogman
Elementary Math Curriculum Associate
Stamford Public Schools (Conn.)
Joe Trahan
Curriculum Designer
DreamBox Learning
Who will benefit:
Superintendents, curriculum directors, technology directors, principals and others involved with personalized or blended learning. Anyone may attend.
Digital Literacy Skills in the 21st Century from the book
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
From Digital Divide to Digital Inclusion: Technology as an Equalizing Force-I...Idealware
The problem of the digital divide was first identified in the 1990s, when the majority of low-income households lacked any sort of computer access. Today, the explosive growth of mobile devices and wireless technology has reframed the conversation to one concerned with the quality of access provided, information literacy, and technological parity for young people. We'll examine the ways in which your nonprofit can leverage software and mobile technologies to address these challenges, with a special focus on advocating for digital inclusion for children with disabilities.
Digital Literacy & Citizenship in the 21st CenturyAndrea Tejedor
Presentation for Hudson Valley NYSCATE Conference
Session G: Digital Literacy & Citizenship in the 21st Century
Most of today’s students are entirely comfortable with technology, but are they using it appropriately? Do they understand their roles and responsibilities in digital society? How can teachers help students become responsible digital citizens? Learn more about the interconnected world that our kids are growing up in -- and how they can thrive in it.
Digital literacy for Glyndŵr University 170913Lis Parcell
These are slides for a one-hour session on digital literacy with students on the Foundation Degree in Library and Information Practice at Glyndŵr University, 17 September 2013. The session was delivered remotely by videoconference and the slides were used to introduce the topic and provide the basis for discussion with the students and their tutor.
Paper Presented in National Seminar on
Networking of Library and Information Centres of North East India in Digital Environment (NLICDE-2011)
(21-23 March 2011)ORGANISED UNDER THE AEGIS OF National Library, Kolkata
Ministry of Culture, Govt. of IndiaByOrganized by
Central Library, National Institute of Technology Silchar
Strijker & Fisser (2019 06-27) A future-proof curriculum with digital literacySaxion
In November 2014, the State Secretary for Education, Culture and Science of the Netherlands officially launched an online country-wide consultation about the future of Dutch education. Based on the outcomes and the ongoing debate, the Netherlands started the development of a new curriculum framework for primary and secondary education in 2018. One of the new themes in this curriculum is Digital Literacy, which is defined as a combination of ICT skills, media literacy, information literacy and computational thinking. Together with the other subjects (Dutch, Arithmetic/mathematics, English/modern foreign languages, Citizenship, Exercise & Sport, Art & Culture, Human & Nature, Human & Society) Digital Literacy will be part of the design of the new curriculum. A teacher design team for Digital Literacy developed a vision and elaborated this in eight so-called big ideas. Based on the big ideas learning trajectories were designed. These learning trajectories describe what students should learn in primary and secondary education.
ePortfolios and digital identity in the context of international development and cooperation: a study on the subject presented at the international conference on ePortfolio and Digital Identity, Maastricht, Netherlands.
Neutral version (university references removed) of webinar designed and run for the University of Newcastle, April 2015. Dealing with outcomes from the Jisc-funded Digital Student project and my own findings from interviews with students and consultation with sector bodies.
DYAS: The Greek Research Infrastructure Network for the Humanitiesariadnenetwork
Presentation by:
Panos Constantopoulos
Athens University of Economics and Business,
Athena Research Centre
Costis Dallas
Toronto University,
Panteion University,
Athena Research Centre
Presenter: Dimitris Gavrilis
Full-day session on archaeological infrastructures and services at the 18th Cultural Heritage and New Technologies (CHNT) conference
Vienna, Austria
11th -13th November 2013
This is the last in a set of prepared lectures used for IT 7220, Multimedia Games for Education. The companion text for Flash game reference is ActionScript 3.0 Game Programming University by Gary Rosenzweig. This section deals with game frameworks for quiz and trivia games.
Discussion of Flash text/string operations for creating two games: Hangman and Word Search. References Gary Rosenzweig's book: ActionSccipt 3.0 Game Programming University and companion web site http://flashgameu.com/
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Digital Curation and Methods for Teaching Digital Literacy Skills
1. Tim Boileau, PhD
Digital Curation
and Media Literacy Skills
in the 21st Century
Scholarship and Research
Series - April 9, 2014
2. Digital Curation
Set of interdisciplinary activities for collection,
preservation, maintenance, and archiving of
digital information and research data, in order to
add value to the information and data throughout
its lifecycle.
2
Boileau, 2014
7. Digital Curation - Individuals
❖ Everyone is a curator!
❖ Despite technology, humans face innate cognitive
limitations!
❖ Required skills for digital curation include:
Analysis Networking
Assessement Knowledge Construction
Critical Thinking Conceptualization
Distributed Cognition Trans-Media Navigation
Investigation Collective Intelligence
7
8. Digital Curation - Institutions
❖ Concept of curation is not new: e.g., institutional
memory, archives, knowledge management!
❖ What is new: stakeholders expect access to knowledge
repositories to contribute to and access archived
resources
8
9. Institutional Curation - DCC
Digital Curation Centre (DCC) was established in the UK in 2004, with a
focus on the preservation and curation of data collected from research
conducted on a global basis. The primary aims of the DCC are:!
❖ to promote an understanding of the need for digital curation among
communities of scientists and scholars; !
❖ to provide services to facilitate digital curation; !
❖ to share knowledge of digital curation among the many disciplines
for which it is essential; !
❖ to develop technology in support of digital curation; and, !
❖ to conduct long-term research into all aspects of digital curation.
9
10. DCC Curation Processes
1. Conceptualize: conceive and plan the creation of digital objects, including data capture methods and storage
options.!
2. Create: produce digital objects and assign administrative, descriptive, structural and technical archival metadata.!
3. Appraise and select: evaluate digital objects and select those requiring long-term curation and preservation.
Adhere to documented guidance, policies and legal requirements.!
4. Ingest: transfer digital objects to an archive, trusted digital repository, data centre or similar, again adhering to
documented guidance, policies and legal requirements.!
5. Preservation action: undertake actions to ensure the long-term preservation and retention of the authoritative
nature of digital objects. !
6. Store: keep the data in a secure manner as outlined by relevant standards. !
7. Access and use: ensure that designated users can easily access digital objects on a day-to-day basis. Some digital
objects may be publicly available, whilst others may be password protected. !
8. Transform: create new digital objects from the original, for example, by migration into a different form.!
9. Dispose: rid systems of digital objects not selected for long-term curation and preservation. Documented
guidance, policies and legal requirements may require the secure destruction of these objects.
10
12. Digital Curation - Society
Three Global Trends in Digital Curation (end of 2013):!
❖ The rise of individual access enabled by smartphones
and tablets,!
❖ The end of content scarcity as digital distribution has
become ubiquitous, and!
❖ The shift away from content ownership facilitated by
always-on networks, to services.
12
14. Digital Literacy Skills
Digital literacy skills relate to the use of digital
technology tools in activities that locate, create,
communicate, and evaluate information within a
networked (online) environment, mediated by
digital computing technologies.
14
Boileau, 2014
15. Why Teach Digital Literacy Skills?
❖ Digital technology usage in and out the classroom has
flipped!
❖ Learner motivation tied to perceptions!
❖ Close the digital divide
15
16. Teaching Digital Literacy Skills
❖ Requires a different epistemological framework than
teaching other forms of literacy!
❖ Not the same thing as teaching how to use technology!
❖ What is lacking are the skills to discriminate between
good information and bad information
16
17. Creating Digital Fluency
❖ Critical thinking – evaluative techniques!
❖ Net savviness – knowing how the web works!
❖ Diversity of sources – preponderance of the evidence
17
Miller & Bartlett, 2012
18. Digital Literacy - Best Practices
❖ Digital literacy should be pedagogically led and
integrated soundly into the curriculum;!
❖ Educators should use social software and collaborative
technologies to encourage learners to work together;!
❖ Educators should focus on skills that facilitate lifelong
learning and transferable skills, and !
❖ Learners should use technology tools to create
assessable deliverables.
18
Mallon & Gilstrap, 2014
19. Teaching Digital Literacy (1 of 3)
❖ Functional Skills – hands-on, experiential learning to
develop competency in basic ICT skills.!
❖ Creativity – in reference to how learners think, construct
knowledge objects, and apply methods for sharing and
distribution of knowledge.!
❖ Collaboration – meaningful learning requires dialogue,
discussion, and exchange of ideas with and in relation to
others for socially constructed meaning-making to occur.
19
Hague & Payton, 2010
20. Teaching Digital Literacy (2 of 3)
❖ Communication – digital literacy requires additional higher order
communication skills in a world where much communication is
mediated by digital technology. !
❖ Ability to Find and Select Information – related pedagogy is
inquiry-based learning; these are fundamental skills that are
essential for knowledge development as learners learn how to learn.!
❖ Critical Thinking and Evaluation – critical thinking is at the core of
digital literacy; it includes analysis and transformation of
information to create new knowledge; and requires reflection to
evaluate and consider different interpretations.
20
Hague & Payton, 2010
21. Teaching Digital Literacy (3 of 3)
❖ Cultural and Social Understanding – provides learners
with a language and context for digital literacy to
promote broader understanding and interaction in the
creation of meaning.!
❖ E-safety – in teaching digital literacy, educators have an
obligation to support learners in development of skills,
knowledge, and understanding that will enable them to
make informed decisions in order to protect themselves
on an ongoing basis.
21
Hague & Payton, 2010