DIGITAL LITERACY BY NAEEM ASHRAF

1. Digital Literacy

2. Life is not static

3. Every thing is going under change
The word is rapidly changing
We are changing

4. So the life is …
• Challenging
• Complex

5. With this rapid change …
There are new fantastic problems
There are exciting possibilities

6. Computer is not more computing any
more …
It is about life

7. Technology is no longer a choice
It is a need of individuals
It is a necessity

8. • Media and communication have been among the
most rapidly developing.
• At the turn of the last century, theatre, the
telegraph, and the newspaper entertained and
informed us.
• By the 1930s, movies replaced theatre as popular
entertainment, and telephones had replaced
telegraphs as primary lines of communication. In
the 1950s TV replaced movies and, later,
newspapers.
• Now, at the turn of the new century, Web
technologies are replacing all three —TV,
telephones, and newspapers—as the primary
means by which we are informed and entertained

9. Digital Literacy
• As the Premier’s Technology Council (PTC) noted in
its 2010 Vision for 21st Century Education, "the
world is not just changing, it is becoming
increasingly complex as the global pool of
information expands and becomes ever more
accessible.
• Students 'live in a world that is dramatically more
complex than it was just a few years ago.
• In a remarkably short period of time, the world and
its people, economies, and cultures have become
connected, driven largely by the Internet,
innovations in mobile computers and devices, and
low-cost telecommunications technology.

10. So, what does ‘digital literacy’ really mean?
• Literacy traditionally means being able to read
and write.
• Digital literacy shares some similarities. It refers
to the reading and writing of digital texts, for
example being able to ‘read’ a website by
navigating through hyperlinks and ‘writing’ by
uploading digital photos to a social networking
site.
• In this sense, digital literacy means the functional
skills required to operate and communicate with
technology and media.

11. International definitions of digital literacy
• The skills and knowledge to use a variety of
digital media software applications and hardware
devices, such as a computer, a mobile phone,
and Internet technology
• The ability to critically understand digital media
content and applications; and the knowledge and
capacity to create with digital technology.

12. The terms ‘digital technology’ and ‘new
media’
• A wide range of technologies which store and
transmit information in digital form.
• This includes computers, the internet and e-mail,
mobile phones and other mobile devices and
cameras, video games, and also Web
technologies, the label commonly applied to
‘participatory’ and interactive media which
involve the user being able to generate and
broadcast content (including blogs, wikis, and
social networking sites)

13. Why call it "Digital Literacy"?
• Many organizations use different terms such as
ICT (information and communication technology),
educational technology, computer literacy, and
others.
• We view these terms as synonymous with digital
literacy

14. Definition
Digital Literacy
Digital Literacy is “the interest, attitude and
ability of individuals to appropriately use digital
technology and communication tools to access,
manage, integrate, analyze and evaluate
information, construct new knowledge, create
and communicate with others”.

15. Statics of Feb 14, 2009
• 93% of kids 12 to 17 are online
• The average American teen sends 2272 text
messages a month
• More than 20 hours of videos are uploaded to
YouTube every minute
• One billions videos watched per day
• Face book has 175 Million user and continue to
grow by 600k user every day.

16. Statics of Feb 14, 2009
• 900.000 blogs post put up every day
• Flicker has more than 73 Millions visitors and
thousands of photos up-loaded each month
• Over 13 Millions articles on Wikipedia
• Studies have shown that Wikipedia is more
accurate than Encyclopedia Britannica

18. So it’s a digital Education Revolution
Learners, teachers and parents have
assess to any where any time

19. What is Digital Life?
• Digital life describes the media world our kids
inhabit – online, on cell phones and mobile devices,
and anywhere media is displayed.
• By definition, digital media is participatory. The
users create the content, and anything created in
this digital life becomes instantly viral, scalable,
replicable, and viewable by vast, invisible audiences.
• Kids use digital media to socialize, do their
homework, express themselves, and connect to the
world.
• New technologies give our kids unprecedented
powers of creation and communication, making the
world more accessible and comprehensible at earlier
and earlier ages.

20. The Need for Digital Literacy and Citizenship
• This dynamic new world requires new
comprehension and communication skills,
• As well as new codes of conduct, to ensure that
these powerful media and technologies are used
responsibly and ethically.
• Much of the interaction in this digital world happens
at a distance, which can diminish the rules of cause
and effect, action and consequence.
• Additionally, much of digital life takes place under
the cloak of anonymity, making it easier to
participate in unethical and even illegal behaviors.

21. Digital Literacy means the ability to
• Use technology competently
• Interpret and understand digital content and
assess its credibility
• Create, research, and communicate with
appropriate tools

22. Digital Citizenship
• Means that kids appreciate their responsibility
for their content as well as their actions when
using the Internet, cell phones, and other digital
media.
• All of us need to develop and practice safe, legal,
and ethical behaviors in the digital media age.
• Digital Citizenship programs involve educational
tools and a basic curriculum for kids, parents,
and teachers.

23. Strategies for Teaching Digital Literacy and
Citizenship
• Redesign education to include Digital Literacy and
Citizenship in every school in America.
• Disseminate a basic curriculum that defines the
standards of ethical behavior on digital platforms –
for students, parents, and educators.
• Educate and empower teachers so that they can
understand and teach Digital Literacy and
Citizenship.
• Educate and empower parents about technology
and important behavioral guidelines involving the
use of digital media

24. Provide teacher training in the basics of Digital
Literacy and Citizenship
• Teachers need training and preparation in the
fundamentals of Digital Literacy and Citizenship.
• Many of today’s teachers and administrators lag
behind their students in under-standing and
using technology and digital media.
• Teachers must understand the basic
technologies and applications, as well as what
their students are doing with them, if they are to
teach 21st-century skills and ethics successfully.

25. Provide teacher training in the basics of
Digital Literacy and Citizenship
• Teachers also need professional development
and guidance about how to connect formal
learning environments (schools) with informal
learning environments (after-school programs,
libraries, homes) as digital media and technology
continue to break down the walls between the
two.

26. Web Resources for Digital Literacy in the
Classroom

27. • Digital literacy is the ability to use digital technology
to create or analyze information.
• Students of all ages need to develop digital literacy
skills for success in life, so teachers are using a
variety of tools to bring technology into the
classroom.
• From tweeting about historical events to blogging
about science experiments, there are many
opportunities for educators to introduce new
technology and make it fun for students to learn the
skills they need.
• Students also have the opportunity to discuss the
importance of technology, which fosters discussion
and enhances classroom communication.

28. Classroom Blogs
• Classroom blogs give students extra opportunities
to read and write, making them a valuable tool for
any grade. They also encourage students to
collaborate and provide opportunities for peer
mentorship.
• Students who are hesitant to participate during
class discussions may be more likely to participate
when classroom blogs are used to share
information.
• Teachers like classroom blogs because they are
easily updated and serve as a central source of
information for parents and students.

29. Vlogs
• Some teachers are turning their classroom blogs into
video blogs, or vlogs. Video blogs have many uses in the
educational world, from showcasing student projects to
making lessons available outside the classroom.
• Students learn how to use recording tools, edit video files,
and upload files to their school Web servers, so they
develop valuable digital literacy skills while having fun.
• Video blogs also enhance communication and make it
easier for parents to see what their children have been
doing in school.
• Students can use vlogs to showcase their musical talents,
upload videos of their science experiments, and educate
other students about social topics.

30. Wikis
• A wiki is simply a collaborative website created and edited by
more than one user. Classroom wikis have many features that
make them ideal for increasing digital literacy.
• Students can edit them quickly, make suggestions, and work
together to create content. Most wiki software also works
with older operating systems, so teachers do not have to
worry about upgrading to the latest technology.
• Teachers can use wikis to summarize lessons, disseminate
important information, and post class notes.
• One of the best things about using classroom wikis is that wiki
software does not prevent students from making mistakes;
meaning they have the opportunity to find and correct errors,
which is a good way to strengthen their skills.
• Students can use classroom wikis to create study guides,
vocabulary lists, and summaries of research projects

31. Glogster
• Glogster is a relatively new tool for educators, but it is no
less important than blogs and wikis.
• The Web-based tool allows teachers and students to
create virtual posters and share them with other people.
• The posters combine audio, text, images, video, and
hyperlinks, so students have the opportunity to develop
several different technology skills.
• Glogster makes it easy to create posters addressing
classroom policies and homework assignments.
• Teachers can also post photos and videos of students
reading, working on math problems, playing musical
instruments, or participating in physical education
activities.

32. Podcasts
• A podcast is a type of digital media recorded by students
and uploaded to syndication or streaming services such as
iTunes.
• Students record classroom activities, edit the audio and
video files, and upload the files for digital distribution,
which helps them develop digital literacy.
• With just a computer and a good microphone, teachers
can also record their lessons and make them available for
students and parents to listen to at home. This makes it
easier for students to study and gain a deeper
understanding of the material taught in class.
• Science teachers are using podcasts to help students share
what they have learned during experiments.
• Students can record their book reports and share them
with other reading classes. Podcasting is so versatile it can
even be used for social science and humanities classes.

33. Stages of Educator learning in Digital world
• Entry
Teacher is learning the basics of a technology, e.g., how
to set up equipment and operate it.
• Adoption Teacher begins to use the technology in
management areas, e.g., computer generated quizzes or
worksheets, grade books.
• Adaptation Teacher begins to use software to support
instruction, e.g., a commercially produced content area
program or productivity tools (word processor, database).
• Appropriation Teacher begins to focus on collaborative,
project-based technology use, and technology becomes
one of several instructional tools.
• Invention Teacher begins to develop different uses for
technology, e.g., creates projects that combine two or
more technologies

34. Digital world and Shifting Roles
• The result of this new model of education is that it
will be more collaborative and inclusive, changing
the roles of the student, the teacher, and the
parent.
• Some of this shift has already taken place, as the
relationship between teachers and students has
slowly reshaped.
• PTC believes a more complete transformation of
the education system is required and within that
context it is important to clearly illustrate what the
new roles should be.

35. From Passive Student to Active Learner
• As a student ages they will begin to take greater and
greater responsibility for charting their own path.
• It is the role of the student to accept and understand
this responsibility. “In a world of continuous change,
the ability of individuals to plan and implement their
own learning without external direction is the key to
success.”
• Students would be empowered – and ideally inspired
– to “pursue learning both in school (formal learning)
and outside of school (informal learning).”

36. From Parent as Supporter to Parent as
Participant
• The increased role of the parent also has to be
acknowledged. With greater information availability,
parents can be more involved with their children’s
education progress, overcoming challenges, and
supporting learning outcomes.
• They can learn more quickly and more intimately what
their child is doing at school. They can help guide
decisions and more rapidly respond to challenges.
• Technology allows far more access to the student’s
progress than the periodic report cards. Parents are
already beginning to expect greater feedback than in the
past.

37. From Parent as Supporter to Parent as
Participant
• Furthermore, parents have to recognize their
educational role outside the classroom.
• A student’s out of school learning is critical.
Students only spend 14% of their time at school.
• Indeed, learning is an inherent part of everyday
life: each new experience, at home, at work, or
during leisure time, may throw up a challenge, a
problem to be solved, or a possibility of an
improved future state.

38. From Teacher as Lecturer to Teacher as
Guide
• Teachers are the core of any education system and
their role undergoes just as great a transformation
as that of the student and the parent.
• Many teachers have already recognized that their
role is shifting.
• Teachers have much better tools at their disposal to
bring information to their students and equally
importantly, to guide their progress in a new model.
• As more data becomes available to teachers, they
are now better able to diagnose individual students’
needs and make better decisions about what will
help individual students learn.

39. Digital literacy and Shifting
role of the learner

40. Creativity and Innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology. Students:
• Apply existing knowledge to generate new ideas,
products, or processes.
• Create original works as a means of personal or
group expression.
• Use models and simulations to explore complex
systems and issues.
• Identify trends and forecast possibilities

41. Communication and Collaboration
Students use digital media and environments to
communicate and work collaboratively, including at a
distance, to support individual learning and contribute to
the learning of others.
• Interact, collaborate, and publish with peers, experts, or
others employing a variety of digital environments and
media.
• Communicate information and ideas effectively to
multiple audiences using a variety of media and formats.
• Develop cultural understanding and global awareness by
engaging with learners of other cultures.
• Contribute to project teams to produce original works or
solve problems

42. Research and Information Fluency
Students apply digital tools to gather, evaluate,
and use information.
• locate, organize, analyze, evaluate, synthesize,
and ethically use information from a variety of
sources and media
• Evaluate and select information sources and
digital tools based on the appropriateness to
specific tasks.
• Process data and report results

43. Critical Thinking, Problem Solving, and
Decision Making
Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and
resources.
• Identify and define authentic problems and significant
questions for investigation.
• Plan and manage activities to develop a solution or
complete a project.
• Collect and analyze data to identify solutions and/or make
informed decisions.
• Use multiple processes and to explore alternative
solutions.

44. Digital Citizenship
Students understand human, cultural, and societal
issues related to technology and practice legal and
ethical behavior. Students:
• Advocate and practice safe, legal, and responsible
use of information and technology.
• Exhibit a positive attitude toward using technology
that supports collaboration, learning, and
productivity.
• Demonstrate personal responsibility for lifelong
learning.
• Exhibit leadership for digital citizenship.

45. Technology Operations and Concepts
Students demonstrate a sound understanding of
technology concepts, systems, and operations.
• Understand and use technology systems.
• Select and use applications effectively and
productively.
• Troubleshoot systems and applications.
• Transfer current knowledge to learning of new
technologies.