Digital Technology has made life a lot easier for people to live, however to use digital technology well, one must be digitally literate. This is for my Digital Communications class.
Digital Technology has made life a lot easier for people to live, however to use digital technology well, one must be digitally literate. This is for my Digital Communications class.
Presentation on social networking, its history and its role as an educational tool, presented by Andy Carvin to the University of Maryland/Baltimore's School of Nursing.
This ppt give introduce how to incorporate social media tools into learning activities. When used properly, social media tools can boost student engagement, link students to content experts, find online classroom lessons, and help them establish an online body of work/establish their brand.
The Role of Social Media in Teaching and LearningLeslie Poston
Presentation given at FITSI at UNH in June 2010 on the varying role of social media in education. Followed by a panel that included several teachers, the IT department and the Assistant Dean, and later by a social media roundtable on guidelines and policies. It was a great day of learning to an attentive crowd.
Note: In 2010 we changed the name of our company from Uptown Uncorked to Magnitude Media to better reflect the variety of clients we serve.
Fan Fiction and Fan Practices: Integrating the Digital Wilds and the Language...Shannon Sauro
Online fan communities and fan sites are home to many different kinds of fandom tasks and projects, perhaps the best known of which is fan fiction These are stories that reinterpret and remix the events, characters and settings found in fiction and popular media. Other online fandom tasks include translation projects such as fan-subbing, amateur subtitling of movies and television series carried out online by teams of fans in different countries, and spoiling, in which fan networks track down and share information via social media for the purpose of speculating about a television show or movie’s plotline before it is released (Duffet, 2013).
Research in applied linguistics on fandom practices has explored how youth have used fan fiction, in particular, to foster identity and second language development in the digital wilds (see for example Leppänen, 2008 and Thorne & Black, 2011). However, less attention has been paid to the older language learners in online media fandoms who also represent a type of language learner engaged in autonomous and long-term extramural language learning (Sundqvist, 2009) in the digital wilds. Moving from the wilds to the classroom, more recent research has begun to explore the domestication of fan fiction tasks in formal classroom contexts (Sauro & Sundmark, in press 2016) and which also holds promise for the design of technology-mediated tasks to support the learning of both language and literature.
This talk, therefore, discusses findings from case-study research with older fans as well as classroom-based research to explore how these fandom tasks and fan practices are used to facilitate the development of linguistic, literary, and digital competences both in the wilds and in the classroom.
Presentation on social networking, its history and its role as an educational tool, presented by Andy Carvin to the University of Maryland/Baltimore's School of Nursing.
This ppt give introduce how to incorporate social media tools into learning activities. When used properly, social media tools can boost student engagement, link students to content experts, find online classroom lessons, and help them establish an online body of work/establish their brand.
The Role of Social Media in Teaching and LearningLeslie Poston
Presentation given at FITSI at UNH in June 2010 on the varying role of social media in education. Followed by a panel that included several teachers, the IT department and the Assistant Dean, and later by a social media roundtable on guidelines and policies. It was a great day of learning to an attentive crowd.
Note: In 2010 we changed the name of our company from Uptown Uncorked to Magnitude Media to better reflect the variety of clients we serve.
Fan Fiction and Fan Practices: Integrating the Digital Wilds and the Language...Shannon Sauro
Online fan communities and fan sites are home to many different kinds of fandom tasks and projects, perhaps the best known of which is fan fiction These are stories that reinterpret and remix the events, characters and settings found in fiction and popular media. Other online fandom tasks include translation projects such as fan-subbing, amateur subtitling of movies and television series carried out online by teams of fans in different countries, and spoiling, in which fan networks track down and share information via social media for the purpose of speculating about a television show or movie’s plotline before it is released (Duffet, 2013).
Research in applied linguistics on fandom practices has explored how youth have used fan fiction, in particular, to foster identity and second language development in the digital wilds (see for example Leppänen, 2008 and Thorne & Black, 2011). However, less attention has been paid to the older language learners in online media fandoms who also represent a type of language learner engaged in autonomous and long-term extramural language learning (Sundqvist, 2009) in the digital wilds. Moving from the wilds to the classroom, more recent research has begun to explore the domestication of fan fiction tasks in formal classroom contexts (Sauro & Sundmark, in press 2016) and which also holds promise for the design of technology-mediated tasks to support the learning of both language and literature.
This talk, therefore, discusses findings from case-study research with older fans as well as classroom-based research to explore how these fandom tasks and fan practices are used to facilitate the development of linguistic, literary, and digital competences both in the wilds and in the classroom.
Organizations recognize the importance of diversity and inclusion strategies, yet many leaders search for the specific relevance to their business practice, outcomes, and industry. This seminar will explore specific diversity and inclusion definitions, topics, strategies, and solutions to common concerns and challenges. Join our expert panel as we explore the world of diversity and inclusion, challenge leaders to stay informed, and increase awareness about the great value a clear and well-implemented strategy can add to business outcomes.
At the end of this seminar, participants will be able to:
a. Explore varying definitions of diversity and inclusion.
b. Examine common concerns and challenges.
c. Explore roles and responsibilities of leadership in diversity strategies.
d. Discuss the future of diversity and inclusion initiatives.
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
New Visual Social Media for the Higher Education ClassroomRochell McWhorter
Authors: Julie A. Delello and Rochell R McWhorter
This chapter examines how next-generation visual social platforms motivate students to capture authentic evidence of their learning and achievements, publish digital artifacts, and share content across visual social media. Educators are facing the immediate task of integrating social media into their current practice to meet the needs of the twenty-first century learner. Using a case study, this chapter highlights through empirical work how nascent visual social media platforms such as Pinterest are being utilized in the college classroom and concludes with projections on ways visual networking platforms will transform traditional models of education.
Digital and media literacy - using the document "Digital and Medial Literacy : a plan of action" by Renee Hobbs, this presentation explores some of the issues of digital literacy education.
The 21st century literacies and skills
Globalization and Multicultural Literacy
Social Literacy
Media Literacy
Financial Literacy
Cyber/Digital Literacy
Eco-literacy (Ecological Literacy)
Arts and Creativity Literacy
What is Globalization?
According to Joseph E. Stiglitz (2002), globalization is the closer integration of the countries and people of the world brought about by the enormous reduction of costs of transportation and communication, and the breaking down of artificial barriers to the flows of goods, services, capital, knowledge, and people across borders.
Held, et al. (1999) defined that globalization captures elements of a widespread perception that there is a broadening, deepening and speeding up of world-wide interconnectedness in all aspects of life, from the cultural to the political, the financial to the environmental.
Cole (2018) shared that according to sociologists, globalization is an ongoing process that involves interconnectedness changes in the economic, cultural, social and political spheres of society.
Beck (2000), defined globalization as a process through which transnational actors undermine sovereign national states with varying prospect if power, direction, identities and network.
Globalization is the process of interaction and integration between people, business entities, governments, and cultures from other nations, driven by international trade and investment and supported by information technology (Levin Institute, 2017).
What is multicultural literacy?
Taylor and Hoechsmen (2011) shared that multicultural literacy is defined through the idea of an inclusive and diverse education system where students of all cultural backgrounds are provided with the respect and recognition they deserve in the classroom. It is through this literacy that we must foster certain pedagogies concerning both social justice and social difference in the classroom.
Boutte (2008) discussed how by fostering both critical thinking and culturally sensitive pedagogies to bring explicit attention to society-related cultural issues, in hope to positively impact diverse learners in the classroom through giving recognition to the barriers they may face through educational institutions.
O’Byrne and Smith (2015) stated how through the use of multicultural literacy, culturally marginalized students feel more respected and comfortable in the classroom as they genuinely feel their needs are being met and their voices are being heard.
Banks and Stark (2003) stated that although literacy is essential that all students acquire the basic literacy and computational skills, this is not enough. Students should also acquire the skills, attitudes and commitments to be reflective, moral and active citizens in a troubled global world.
We define multicultural literacy as the knowledge and skills necessary to ensure that any communication with a culture different from our own is clear, productive, and respectful such that their differences are celebrated
In early days the main emphases were on the cognitive aspects of learning and traditional instructions of teaching in the classroom using outdated and conventional techniques. But today in this world of constant innovations and discoveries, scientists and gadget-experts are continuously searching for one or the two technological devices a day. Nodoubt technology has made our life much easier and better in many aspects. In developed countries, technology facilitates and helps students and teacher to learn things in more effective ways. But in the country like India, the development in technology is not upto that mark. We still are moving towards the path of progress. Thus, this paper will best describes about the conceptual framework regarding futuristic studies related to future technologies such as M-Learning, E-Learning, , iPod, I-Pad self-efficacy learning, Virtual Learning Environment (VLE ) etc. In this paper investigator highlighted some of the studies related to trends in futurology and innovations that could prove an important aspect of education technology.
IMPACT OF TECHNOLOGY IN THE EARLY 21ST CENTURYMuhammad Danish
This paper will describe the significant impact of technology on human life in the early 21st century. The modern technology is growing substantially in the developed countries and people are facing different problems. This essay will consider the impact of technology in the workplace, education, culture awareness and communication.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
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
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
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!
2. 1. Concepts
According to Lankshear & Knobel
(2008), digital literacy “enables us to
match the medium we use to the kind
of information we are presenting and
to the audience we are presenting it
to.” (Lankshear & Knobel, 2008, p.3)
3. 1. Concepts
According to Gilster (1997), digital
literacy is “the ability to understand
and use information in multiple
formats from a wide range of sources
when it is presented via computers.”
(Gilster, 1997, p.1)
4. 1. Concepts
According to Bawden (2008), “literacy
in digital age” is “the ability to read,
wirte, and otherwise deal with
information use technologies and
formats of the time.” (Bawden, 2008,
p.18)
5. 2. Digital literacy in society
According to Lankshear & Knobel
(2008), the digital literacy is “a
shorthand for the myriad social
practices and conceptions of engaging
in meaning making mediated by texts
that are produced, received,
distributed, exchanged, etc., via digital
codification.” (Lankshear & Knobel,
2008, p.5).
6. 2. Digital literacy in society
Lankshear & Knobel (2008) stated that
blogs, video games, text messages,
online social network pages,
discussion forums, internet memes,
FAQs, online search results, and so
on are used for social purposes.
These types of texts, according to the
authors, allow people from different
places and purposes to access the
same content.
7. 2. Digital literacy in society
Lankshear & Knobel (2008) also
stated that texts are part of previous
social experiences, the texts are full of
culture.
8. 3. Digital literacy in education
According to Lankshear & Knobel
(2008), “the education grounds for
aknowlodging of nature or diversity of
digital literacies, and for considering
where and how they might enter into
education learning have partly to do
with the extent to which we can build
bridges between learners’ existing
interests in this practices and more
formal scholarly purposes.”
(Lankshear & Knobel, 2008, p.9).
9. 3. Digital literacy in education
Lankshear & Knobel (2008) stated that
the kind of experience an individual
has access in early childhood, such as
‘technological’, ‘academic’ or
‘specialist’ influences in their literacy.
10. 3. Digital literacy in education
Lankshear & Knobel (2008) stated that
the kind of experience an individual
has access in early childhood, such as
‘technological’, ‘academic’ or
‘specialist’ influences in their literacy.
11. 3. Digital literacy in education
Lankshear & Knobel (2008) also stated
that digital literacy in education is “less
about acquiring, remembering, and
repeating subject content per se, and
more about acive participation in
scholarly ways of doing and being… and
participation in professional, technical,
administrative, civic, and other ways of
doing and being that are germane to
post-school life trajectories (cf Gee,
2004, 2007; Gee, Hull, & Lankshear,
1996)”. (Lankshear & Knobel, 2008, p.
11-12).
12. 3. Digital literacy in education
According to Lankshear & Knobel
(2008), “participating in digital literacy
practices like gaming, machining, digital
animating, fanfiction, writing, blogging
and the like provides opportunity for
gaining situated rather than merely
verbal (or literal) meanings for concepts,
processes and function. Situated rather
than literal meanings are, precisely, the
kind of meanings that underpin deep
understanding and competence, whether
in work practices or academic
disciplines.” (Lankshear & Knobel, 2008,
p.13).
13. 3. Digital literacy in education
According to Gee (2007), “richer
children [will] attain productive stances
toward design and tech-savvy
identities to a greater degree than the
poorer ones” (Gee, 2009, p.138).
14. 4. 21st Century Skills
According to Søby, “Østerud (2004) argues
that ICT may be the midwife for a new
pedagogical system, a third way or a
synthesis between progressive Bildung-
oriented pedagogy and a restorative
knowledge-oriented pedagogy: ICT makes
way for a new school model for the 21st
century and the learning of the future. That
doesn’t mean that ICT will on its own
automatically create innovation and new
spaces for learning. The potential of digital
media can only be realized if it is anchored in
a pedagogical, social and organizational
context, supported by political commitment.”
(Søby, 2008, p.129)
15. 5. Global impact of digital literacy
According to Rantala & Suoranta (2008),
"[d]ifferent classes and groups have different
interests in a digital world, and these are often
contradictory and in conflict. The conflicts in a
digital world are reflected at the state level as
well as the global level. Hence, national and
regional public policies (such as the EU policies)
should be analyzed in terms of the various
inequalities they directly or indirectly produce.
Intellectual and cultural life is formed by the
capitalist mode of production, and the struggle
for ideological hegemony plays out in both the
material world and the world of ICTs, as well as
at the levels of globality, the state, and civil
society." (Rantala & Suoranta, 2008, p.113).
16. 6. Conclusions
There are many concepts about digital
literacies, but there are similarities
between all concepts: the use of
technologies to access information
and comunication (ICT).
Knowing about the use of ICT, it is
possible to affirm that digital literacies
are strongly related to social
purposes.
17. 6. Conclusions
The 21st skills also are related to the
use o technologies for communication
and information. So, the same skills
necessary for digital literacies are the
21st skills.
The global impact of digital literacies is
the global access to the same
information, and the confliction of
opinions between different cultures.
18. 7. References
Lankshear, Colin J., and Knobel, Michele (2008) Introduction:
digital literacies: concepts, policies and
practices. In: Lankshear, Colin, and Knobel, Michele, (eds.)
Digital literacies: concepts, policies and practices. Peter Lang
Publishing, New York, USA, pp. 1-16.
Bawden, David. (2008) Origins and Concepts of Digital
Literacy. In: Lankshear, Colin, and Knobel, Michele, (eds.)
Digital literacies: concepts, policies and practices. Peter Lang
Publishing, New York, USA, pp. 1-16.
Søby, Morten. (2008) Digital Competence - From Education
Policy to Pedagogy: The Nowergian Context. In: Lankshear,
Colin, and Knobel, Michele, (eds.) Digital literacies: concepts,
policies and practices. Peter Lang Publishing, New York,
USA, pp. 1-16.
Rantala, Leena and Suoranta, Juha. (2008) Digital Literacy
Policies in the EU - Inlusive Partnership as the Final Stage of
Governmentality? In: Lankshear, Colin, and Knobel, Michele,
(eds.) Digital literacies: concepts, policies and practices.
Peter Lang Publishing, New York, USA, pp. 1-16.
