This research brief on digital literacy in schools was completed by Isabelle Brent of Sheffield Hallam University in Summer 2012 and was commissioned by the Collaboration Sheffield: Leading Transformational Change project, funded by HEFCE. If you are interested in finding out more about the project and related activities,
please contact reef@sheffield.ac.uk
Digital Futures is a resource that aims to help educators understand and explore what it means to be digitally literate. It discusses how the definition of literacy has changed over time and explores different views on literacy, including as a set of cognitive skills, as a social practice, and critical literacy. The resource also examines how digital literacy can be incorporated into school-based literacy teaching by using technologies to encourage creativity, critical thinking, and home-school connections. Challenges of using digital technologies in schools are also addressed, as well as visions for the future of education.
Exploring open approaches towards digital literacyDEFToer3
This presentation was delivered at the European Conference in E-learning, University of Groningen, 25-26 October 2012 by Anna Gruszczynska and Richard Pountney
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)
OERs to promote good practice in school - DeFT regional conference 2 October ...DEFToer3
This presentation was delivered by Michael Payton-Greene at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
Linda Harasim on Online Collaborative LearningWilson Azevedo
This document provides an overview of online collaborative learning (OCL) presented by Linda Harasim. It begins with the historical context of communication technologies leading to OCL. Harasim defines OCL and distinguishes it from online distance education and online computer-based training. She presents the theoretical basis for OCL in knowledge building through collaboration. Examples of successful OCL implementations in universities and businesses are provided. Institutional aspects such as financial investment, faculty training, and student support services are discussed.
The document discusses the use of digital media and technology in language learning. It covers several key points:
1) The author analyzes Bernd Ruschoff's theory that digital media can help create meaningful and authentic learning experiences by allowing students to negotiate output and collaborate.
2) Web 2.0 platforms empower students to both learn and produce content, acting as "digital natives". This generation influences incorporating digital media into curricula.
3) Authentic learning requires not just exposure to real language, but tasks students relate to. Digital media allows sharing output and getting feedback to support learning.
4) Technology is now normalized in life and education. It changes how we learn and teach but
Battle for Open - Studia Generalia Lecture Tallin Estonia, April 2015Terry Anderson
This document summarizes a presentation on open education practices given at Athabasca University. Some key points:
- Athabasca University has 34,000 students in fully online programs up to the doctorate level, making it the largest online university in Canada.
- Open education values student freedom and control as well as continuing education as a basic human right.
- The presentation covered open educational resources, open textbooks, open data, open publishing, and open pedagogy. Researching open education practice was also discussed.
- Challenges to adoption of open practices include institutional resistance, governance issues, commercial social media influences, and lack of staff engagement. However, openness also provides opportunities
Digital Futures is a resource that aims to help educators understand and explore what it means to be digitally literate. It discusses how the definition of literacy has changed over time and explores different views on literacy, including as a set of cognitive skills, as a social practice, and critical literacy. The resource also examines how digital literacy can be incorporated into school-based literacy teaching by using technologies to encourage creativity, critical thinking, and home-school connections. Challenges of using digital technologies in schools are also addressed, as well as visions for the future of education.
Exploring open approaches towards digital literacyDEFToer3
This presentation was delivered at the European Conference in E-learning, University of Groningen, 25-26 October 2012 by Anna Gruszczynska and Richard Pountney
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)
OERs to promote good practice in school - DeFT regional conference 2 October ...DEFToer3
This presentation was delivered by Michael Payton-Greene at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
Linda Harasim on Online Collaborative LearningWilson Azevedo
This document provides an overview of online collaborative learning (OCL) presented by Linda Harasim. It begins with the historical context of communication technologies leading to OCL. Harasim defines OCL and distinguishes it from online distance education and online computer-based training. She presents the theoretical basis for OCL in knowledge building through collaboration. Examples of successful OCL implementations in universities and businesses are provided. Institutional aspects such as financial investment, faculty training, and student support services are discussed.
The document discusses the use of digital media and technology in language learning. It covers several key points:
1) The author analyzes Bernd Ruschoff's theory that digital media can help create meaningful and authentic learning experiences by allowing students to negotiate output and collaborate.
2) Web 2.0 platforms empower students to both learn and produce content, acting as "digital natives". This generation influences incorporating digital media into curricula.
3) Authentic learning requires not just exposure to real language, but tasks students relate to. Digital media allows sharing output and getting feedback to support learning.
4) Technology is now normalized in life and education. It changes how we learn and teach but
Battle for Open - Studia Generalia Lecture Tallin Estonia, April 2015Terry Anderson
This document summarizes a presentation on open education practices given at Athabasca University. Some key points:
- Athabasca University has 34,000 students in fully online programs up to the doctorate level, making it the largest online university in Canada.
- Open education values student freedom and control as well as continuing education as a basic human right.
- The presentation covered open educational resources, open textbooks, open data, open publishing, and open pedagogy. Researching open education practice was also discussed.
- Challenges to adoption of open practices include institutional resistance, governance issues, commercial social media influences, and lack of staff engagement. However, openness also provides opportunities
Distance Education- Emerging Technologies and Opportunities in AfricaTerry Anderson
Distance education shows promise for expanding access to education in Africa but faces many challenges. It can increase enrollment and lower costs if implemented effectively, but may not be suitable for all subjects or students. While distance education has grown significantly in Africa, it has not fully met the increasing demand for higher education. New technologies like MOOCs and online learning hold potential to further scale educational opportunities, but quality, costs, and cultural factors must be considered.
This document discusses the use of digital technologies in the classroom and how they can enhance learning. It notes that today's students have grown up with technologies like computers, cell phones and the internet as integral parts of their lives. As a result, three shifts are needed: from education to learning, from information consumption to participatory learning, and from institutions to networks. Emerging technologies like social media, online collaboration tools, and mobile devices allow learning to take place anywhere and empower students to create and share knowledge. However, institutions and policies have been slow to fully adopt and implement these technologies. The document advocates embracing technologies to provide meaningful, connected learning experiences for students.
C-~SAP e-learning forum: Developing student-centred international communicationCSAPOER
The document discusses two e-learning projects that aim to develop international student collaboration: the International E-communication Exchange and the Gender Agenda. The projects allow students from different universities and countries to engage in asynchronous online discussions to enhance their critical thinking, communication, and employability skills. Evaluation found that students were excited about interacting with peers from other cultures and institutions. The projects helped students strengthen autonomous learning and reflection abilities.
Towards An Understanding of Online Collaborative Learning Theory Paul Gruhn
This presentation was a requirement for my EDLD813 Theory Class, working towards an Ed.D. in Educational Leadership. As we explore various learning theories, we were required to construct our own learning theory, as it will apply to our future research. This is a work in progress.
This document discusses the role of information and communication technologies (ICTs) in modern pedagogy. It argues that ICTs have become essential tools in classrooms as students are accustomed to using digital media at home. The author reflects on their experience integrating ICTs like SMART Boards, videos, and online discussion platforms in their English classes. While students were digitally fluent, teachers needed to demonstrate the educational value of new technologies. The document also examines challenges of ICT integration like lack of teacher time and whole-school professional development support.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
This document summarizes an ongoing project to support online collaboration between students in vocational education programs in Scotland and Finland. The collaboration aims to raise intercultural awareness through meaningful tasks that can be integrated into existing course structures. Initial findings suggest mixed experiences for learners, with some benefiting and others facing challenges in starting collaboration. Key lessons identified include the need to: commit to supporting each other's course outcomes; encourage engagement through developing a sense of belonging; design manageable and relevant activities; and continually encourage and monitor progress. Future areas for improvement include better preparing learners for the activity, creating a stronger online learning community, and balancing structured support with open-ended tasks.
Digital access to knowledge in the preschool classroom: Reports from Australiafilzah zahilah mz
Australian preschool teachers’ use of Web-searching in their classroom practice was examined (N = 131).
Availability of Internet-enabled digital technology and the contribution of teacher demographic characteristics,
comfort with digital technologies and beliefs about their use were assessed. Internet-enabled
technologies were available in 53% (n = 69) of classrooms. Within these classrooms, teacher age and beliefs
predicted Web-searching practice. Although comfortable with digital access of knowledge in their everyday
life, teachers reported less comfort with Web-searching in the context of their classroom practice.
The findings identify the provision of Internet-enabled technologies and professional development as
actions to support effective and confident inclusion of Web-searching in classrooms. Such actions are
necessary to align with national policy documents that define acquisition of digital literacies as a goal and assert digital access to knowledge as an issue of equity.
The document summarizes research on the evolving roles of information and communication technologies (ICT) in education and their impact on students' learning experiences. It discusses frameworks that classify ICT's roles as tools, tutors, and tutees. Research also shows ICT supporting deeper learning through "mindtools" and promoting motivation, engagement, access to information and resources, collaboration, and critical thinking skills. Studies find technology-rich classrooms correlate with improved critical thinking. Overall, ICT is increasingly emphasized in curricula and has significantly changed students' educative experiences in various ways.
Learning Through Social Networking Sites: The Critical Role of the Teacherwanzahirah
This study examined how the role of the teacher influences student behavior and learning when using social networking sites (SNS) for educational purposes. Two classes completed identical modules on an SNS. Student contributions were analyzed using Bloom's taxonomy to measure cognitive thinking. The key findings were:
1) There is a tradeoff between social vs learning contributions on SNS.
2) SNS have potential to enhance student motivation and digital literacy but the teacher's role is critical.
3) Effective teacher implementation through positive relationships, establishing a learning attitude, and online presence was associated with positive outcomes, while limitations could inhibit success.
Beyond e-learning: from blended methodology to transmedia education. Valentina Favrin, Elisabetta Gola
and Emiliano Ilardi
Research on education and media Volume/Issue: Volume 7: Issue 1
First Online: 27 Nov 2015
DOI: https://doi.org/10.1515/rem-2015-0007
Here are some key points to discuss about communal constructivism and e-learning:
Why is making it social valuable?
- Learning from and contributing to others expands one's knowledge beyond what can be learned individually. It encourages collaboration and knowledge-sharing. Learning becomes a communal effort rather than an isolated one.
Which is better? Getting it from a peer... Or getting it from a teacher?
- Getting it from a peer may promote more equal engagement and discussion as peers tend to communicate on a more similar level. However, teachers bring expertise and can provide guidance, feedback and correct misunderstandings. An ideal approach combines both peer and teacher interactions.
How to design Multi-user Object Oriented systems (MO
NPAR: building networked participatory action research in cyberspaceAlana James
This is a report on the development of the online network that supports the international participatory action research project: The Future(s) of Education.
This document contains an assignment prompt for a student asking them to reflect on what they learned about literacies in the 21st century, how their views on technology in teaching have changed, and their ICT experience. It provides the student ID and date. The prompt contains 3 questions for the student to answer in their response.
The document discusses how the learning styles of today's students have been shaped by growing up in a technology-rich environment. It argues that educators need to recognize this and incorporate technology into their teaching methods to better engage students. Specifically, it provides examples of how tools like podcasts, online exchanges, and video resources can help bring foreign languages and cultures to life in the classroom. It also suggests that technology can act as an "equalizer" and that students themselves are a valuable resource for teaching teachers about new educational technologies.
The document discusses the changing landscape of online learning and higher education. It notes that by 2025, global demand for higher education will double to 250 million students per year, mostly from emerging economies. MOOCs and online learning are becoming widely explored alternatives and supplements to traditional university courses. The workforce now demands skills acquired through informal learning over formal university education. Key challenges for institutions include unprecedented competition, developing digital media literacy among staff, and supporting personalized learning. The future of universities may depend on their ability to change, remove constraints, and challenge existing models.
Information Communication Technology in the 21st Century English Classroomhamptonamy
This slideshow presentation explores the challenges and opportunities of integrating technology into the English classroom. It discusses how technology has changed communication from the printing press to the internet. It argues that today's students are digital natives who communicate via social media, requiring teachers to become digital-age teachers who utilize technology. Some ways teachers can do this include having students summarize Shakespeare via text or tweet, use wikis for collaboration, and create digital resources for independent learning. The presentation concludes that English teachers must understand and apply new technologies to create a digital learning space.
Distance Education- Emerging Technologies and Opportunities in AfricaTerry Anderson
Distance education shows promise for expanding access to education in Africa but faces many challenges. It can increase enrollment and lower costs if implemented effectively, but may not be suitable for all subjects or students. While distance education has grown significantly in Africa, it has not fully met the increasing demand for higher education. New technologies like MOOCs and online learning hold potential to further scale educational opportunities, but quality, costs, and cultural factors must be considered.
This document discusses the use of digital technologies in the classroom and how they can enhance learning. It notes that today's students have grown up with technologies like computers, cell phones and the internet as integral parts of their lives. As a result, three shifts are needed: from education to learning, from information consumption to participatory learning, and from institutions to networks. Emerging technologies like social media, online collaboration tools, and mobile devices allow learning to take place anywhere and empower students to create and share knowledge. However, institutions and policies have been slow to fully adopt and implement these technologies. The document advocates embracing technologies to provide meaningful, connected learning experiences for students.
C-~SAP e-learning forum: Developing student-centred international communicationCSAPOER
The document discusses two e-learning projects that aim to develop international student collaboration: the International E-communication Exchange and the Gender Agenda. The projects allow students from different universities and countries to engage in asynchronous online discussions to enhance their critical thinking, communication, and employability skills. Evaluation found that students were excited about interacting with peers from other cultures and institutions. The projects helped students strengthen autonomous learning and reflection abilities.
Towards An Understanding of Online Collaborative Learning Theory Paul Gruhn
This presentation was a requirement for my EDLD813 Theory Class, working towards an Ed.D. in Educational Leadership. As we explore various learning theories, we were required to construct our own learning theory, as it will apply to our future research. This is a work in progress.
This document discusses the role of information and communication technologies (ICTs) in modern pedagogy. It argues that ICTs have become essential tools in classrooms as students are accustomed to using digital media at home. The author reflects on their experience integrating ICTs like SMART Boards, videos, and online discussion platforms in their English classes. While students were digitally fluent, teachers needed to demonstrate the educational value of new technologies. The document also examines challenges of ICT integration like lack of teacher time and whole-school professional development support.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
This document summarizes an ongoing project to support online collaboration between students in vocational education programs in Scotland and Finland. The collaboration aims to raise intercultural awareness through meaningful tasks that can be integrated into existing course structures. Initial findings suggest mixed experiences for learners, with some benefiting and others facing challenges in starting collaboration. Key lessons identified include the need to: commit to supporting each other's course outcomes; encourage engagement through developing a sense of belonging; design manageable and relevant activities; and continually encourage and monitor progress. Future areas for improvement include better preparing learners for the activity, creating a stronger online learning community, and balancing structured support with open-ended tasks.
Digital access to knowledge in the preschool classroom: Reports from Australiafilzah zahilah mz
Australian preschool teachers’ use of Web-searching in their classroom practice was examined (N = 131).
Availability of Internet-enabled digital technology and the contribution of teacher demographic characteristics,
comfort with digital technologies and beliefs about their use were assessed. Internet-enabled
technologies were available in 53% (n = 69) of classrooms. Within these classrooms, teacher age and beliefs
predicted Web-searching practice. Although comfortable with digital access of knowledge in their everyday
life, teachers reported less comfort with Web-searching in the context of their classroom practice.
The findings identify the provision of Internet-enabled technologies and professional development as
actions to support effective and confident inclusion of Web-searching in classrooms. Such actions are
necessary to align with national policy documents that define acquisition of digital literacies as a goal and assert digital access to knowledge as an issue of equity.
The document summarizes research on the evolving roles of information and communication technologies (ICT) in education and their impact on students' learning experiences. It discusses frameworks that classify ICT's roles as tools, tutors, and tutees. Research also shows ICT supporting deeper learning through "mindtools" and promoting motivation, engagement, access to information and resources, collaboration, and critical thinking skills. Studies find technology-rich classrooms correlate with improved critical thinking. Overall, ICT is increasingly emphasized in curricula and has significantly changed students' educative experiences in various ways.
Learning Through Social Networking Sites: The Critical Role of the Teacherwanzahirah
This study examined how the role of the teacher influences student behavior and learning when using social networking sites (SNS) for educational purposes. Two classes completed identical modules on an SNS. Student contributions were analyzed using Bloom's taxonomy to measure cognitive thinking. The key findings were:
1) There is a tradeoff between social vs learning contributions on SNS.
2) SNS have potential to enhance student motivation and digital literacy but the teacher's role is critical.
3) Effective teacher implementation through positive relationships, establishing a learning attitude, and online presence was associated with positive outcomes, while limitations could inhibit success.
Beyond e-learning: from blended methodology to transmedia education. Valentina Favrin, Elisabetta Gola
and Emiliano Ilardi
Research on education and media Volume/Issue: Volume 7: Issue 1
First Online: 27 Nov 2015
DOI: https://doi.org/10.1515/rem-2015-0007
Here are some key points to discuss about communal constructivism and e-learning:
Why is making it social valuable?
- Learning from and contributing to others expands one's knowledge beyond what can be learned individually. It encourages collaboration and knowledge-sharing. Learning becomes a communal effort rather than an isolated one.
Which is better? Getting it from a peer... Or getting it from a teacher?
- Getting it from a peer may promote more equal engagement and discussion as peers tend to communicate on a more similar level. However, teachers bring expertise and can provide guidance, feedback and correct misunderstandings. An ideal approach combines both peer and teacher interactions.
How to design Multi-user Object Oriented systems (MO
NPAR: building networked participatory action research in cyberspaceAlana James
This is a report on the development of the online network that supports the international participatory action research project: The Future(s) of Education.
This document contains an assignment prompt for a student asking them to reflect on what they learned about literacies in the 21st century, how their views on technology in teaching have changed, and their ICT experience. It provides the student ID and date. The prompt contains 3 questions for the student to answer in their response.
The document discusses how the learning styles of today's students have been shaped by growing up in a technology-rich environment. It argues that educators need to recognize this and incorporate technology into their teaching methods to better engage students. Specifically, it provides examples of how tools like podcasts, online exchanges, and video resources can help bring foreign languages and cultures to life in the classroom. It also suggests that technology can act as an "equalizer" and that students themselves are a valuable resource for teaching teachers about new educational technologies.
The document discusses the changing landscape of online learning and higher education. It notes that by 2025, global demand for higher education will double to 250 million students per year, mostly from emerging economies. MOOCs and online learning are becoming widely explored alternatives and supplements to traditional university courses. The workforce now demands skills acquired through informal learning over formal university education. Key challenges for institutions include unprecedented competition, developing digital media literacy among staff, and supporting personalized learning. The future of universities may depend on their ability to change, remove constraints, and challenge existing models.
Information Communication Technology in the 21st Century English Classroomhamptonamy
This slideshow presentation explores the challenges and opportunities of integrating technology into the English classroom. It discusses how technology has changed communication from the printing press to the internet. It argues that today's students are digital natives who communicate via social media, requiring teachers to become digital-age teachers who utilize technology. Some ways teachers can do this include having students summarize Shakespeare via text or tweet, use wikis for collaboration, and create digital resources for independent learning. The presentation concludes that English teachers must understand and apply new technologies to create a digital learning space.
REVISITING INNOVATIONS IN ELT THROUGH ONLINE CLASSES: AN EVALUATION OF THE AP...Mohammad Mosiur Rahman
The ubiquity with regard to technology and availability of social media offered an unorthodox avenue to impart education. Concerning language teaching and learning, the meticulous use of such online platforms has been overtly observed. They become didactic concerning the issue that typical classrooms often exert gaps in terms of students’ learning. 10 Minute School, a platform to infuse language teaching and learning through Facebook live classes, undertakes the responsibility to bridge the gaps yielded from traditional English language classroom in an EFL context. The aim of the current study was to carry out a subtle analysis concerning the design of this online learning program in relation to Cognitive Load Theory (CLT) and its implication to e-learning. The study adopted the deductive method of content analysis. The themes have been shaped based on the teaching contents of 10 Minute School. The findings suggested that the approach undertaken by 10 Minute School for its online teaching and learning was instrumental to students’ quick learning.
This document provides an overview of blended learning, including definitions, models, benefits and challenges. It defines blended learning as combining face-to-face instruction with online and mobile learning to provide flexible educational experiences. Case studies from Victorian schools demonstrate blended learning approaches incorporating tools like Skype, blogs, cameras and online content. Research shows benefits for learning outcomes, student engagement and addressing disadvantage when online activities supplement traditional teaching. Effective implementation requires consideration of pedagogy, teacher support and technological challenges to realize strategic advantages for education.
The document discusses MoLeNET, a project that promotes the use of mobile devices for teaching and learning. It summarizes the goals of MoLeNET, including engaging over 10,000 learners across various colleges and schools in mobile learning. It also discusses the MoLeNET3 project awarded to the Sheffield College, aiming to facilitate work-based learning through partnerships with local schools.
The innovative, creative, and engaging educator in Academiajtelss10
The document discusses challenges in higher education and how technology can be used to enhance student engagement and learning. It describes how students today have different learning needs and styles compared to the past. Various technology tools are mentioned that can support new forms of learning, such as social networks like Facebook and Ning, wikis, and digital storytelling software like Alice. The roles of both students and educators are examined - students want to actively participate and choose their own learning, while educators need to facilitate new forms of learning, guide students, and collaborate using technology. Overall, integrating technology into teaching can help close the gap between students and teachers and support formal and informal learning.
The document discusses a study by HEFCE (Higher Education Funding Council for England) on online distance learning in the UK. The study profiles 9 institutions that provide online and distance education. It aims to improve discoverability of online programs and provide advice on infrastructure. It also discusses some myths around online education being inferior and the need for cultural changes in higher education to support online learning.
February 2024 - Top 10 Read Articles in International Journal on Integrating ...IJITE
This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through the use of computers and how to implement it effectively into instruction. This forum also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.
A New Vision for 21st Century Learning: Students "Speak Up" about EmergingJulie Evans
The document summarizes key findings from the Speak Up research project, which surveys students, teachers, parents, and administrators about technology use in K-12 education. It discusses that students envision a more social, un-tethered, and digitally-rich model of 21st century learning compared to educators' current reality. Students want to leverage tools for social learning, access learning from anywhere using mobile devices, and have richer digital learning experiences.
The Future of Learning Technology in UK Higher Education
At Microsoft it’s essential that we understand how we can support
innovative individuals, businesses and organisations to shape the future – and there is no more important area for innovation than Higher Education.
Introduction
Learning delivery in Higher Education Institutions (HEIs) is
being reshaped before our eyes, thanks in part to advances
in technology and the new pedagogical theories facilitated by
that technology.
In order to understand more about the ever-evolving
relationship between technology and learning, we spent time
speaking with six of the UK’s leading learning technologists
working within HEIs.
In a series of interviews exploring current practice, changing
needs and key trends, we were able to establish how digital
devices are being used in universities and how cutting-edge
technology can continue to compliment a sector experiencing
fresh emphasis on collaboration, creation and innovation.
The BYOD4L Project aims to revitalize interest in learning and teaching through open cross-institutional professional development. It brings educators and students together in a distributed online community to share experiences and learn using their own smart devices. The project extends engagement in meaningful professional development that is useful for practice and creates opportunities for collaboration across institutions. It shares resources and expertise through an inquiry-based approach using social media in a framework of 5Cs (Connect, Converse, Construct, Contribute, and Confirm). Participation has grown from individuals in 2014 to include 9 higher education institutions and 2 partners by 2015. Feedback from participants indicates the power of collaborative development and an extended sense of community.
This document provides an overview of the i-TED and i-TOPS projects at the University of Regina's Faculty of Education. The i-TED project aims to integrate information and communication technologies into elementary teacher education programs through a collaborative research project. It builds on previous successful ICT integration initiatives. The i-TeacherEd website shares information and resources from the project. The i-TOPS project works to build capacity for ICT integration among faculty members through targeted funding, professional development, and leadership opportunities. Future developments may include expanding online and technology-enhanced course offerings.
This document outlines the agenda for a research and innovation week at UNISA focusing on open and distance education. It discusses the relevance of ODE research and analyzes research trends in ODE by reviewing publications in the journal Distance Education from 1980 to 2014. Key research areas in ODE are classified into three levels: macro (distance education systems and theories), meso (management, organization and technology), and micro (teaching and learning). The importance of systematic reviews for informing evidence-based practice is also discussed. Emerging issues in ODE research include internationalization, social justice, globalization, theories and models, and the impact of new technologies.
This document discusses concepts of online learning and eTwinning. It defines online learning as a form of distance education where courses are delivered over the Internet. eTwinning allows schools to partner and collaborate on projects using ICT. It has grown significantly since being launched in 2005, now involving over 170,000 teachers and 90,000 schools. The document also discusses advantages and disadvantages of online learning, characteristics of synchronous and asynchronous learning, communication methods, and how to create an email or blog.
1. The document discusses concepts of e-twinning and online learning. It defines e-twinning as a program that facilitates cooperation between European schools using information and communication technologies. Schools are paired and work collaboratively on projects.
2. Online learning is defined as education that uses the internet to access educational content and communicate remotely. It allows students to take courses entirely online without entering a physical classroom. It requires self-discipline as students are responsible for their own learning and participation.
3. The document provides details on the history and operations of e-twinning, including tools available and who can participate. It also discusses characteristics and requirements of online learning, including basic computer skills needed.
The document summarizes key findings from the SLiDA (Supporting Learners in a Digital Age) project, which studied how institutions are supporting the development of learners for a digital age. The SLiDA project found that institutions are preparing students with digital literacy training, enabling the use of personal devices, reconfiguring spaces for social learning, listening to learner voices, and focusing on blended course design. Specifically, the SLiDA case studies showed that institutions implemented strategies like college-wide digital literacy sessions, allowing personal devices, active learning spaces, gathering student feedback, and emphasizing blended learning course design.
This document discusses blended learning in higher education institutions in Malaysia. It begins by explaining the limitations of traditional classroom learning and pure online learning. Blended learning combines the strengths of face-to-face and online learning. The document then provides background on higher education in Malaysia, including the growth of online programs. It explains how universities are implementing information and communication technologies but still lack strategic plans for online learning. The benefits of blended learning are that it addresses constraints of both traditional and online-only methods.
Attitude Of Students Towards E-Learning A Study Of English Language Learners...Jim Webb
This study examined English language learners' attitudes toward e-learning at Taif University English Language Centre in Saudi Arabia. A questionnaire was administered to 100 undergraduate students to assess their access to computers and the internet, attitudes toward using technology for learning English, and views on how curriculum and classroom activities could be improved with technology. The results showed that most students had access to computers and the internet but were not highly motivated to use technology for learning. Students felt curriculum and classroom activities should be better integrated with technology. However, teachers were reluctant to use educational technologies. The study concluded that training teachers and incorporating technology into the curriculum could create a better learning environment.
Similar to Regional Education Expertise Forum (REEF) RESEARCH BRIEFING Digital Literacy In Schools (20)
This document is an agenda for a conference presentation about post-PhD career transitions. The presentation discusses stories of moving from activism into academia, the "best race job in the world", and leaving limbo after obtaining a PhD. The presenter's contact information is provided at the end for further discussion.
Using handheld devices to develop literacy skills - DeFT regional conferenceDEFToer3
This presentation was delivered by Rob Hobson at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
Themes of digital literacies arising from DeFT case studiesDEFToer3
This document discusses themes around digital participation, apprenticeship, and learning. It covers digitality and getting comfortable with new technology. It also discusses production and multimodality, including moving from consuming to creating multimodal texts. Another theme is participation, sharing, and collaboration, such as opening the classroom and contributing to larger projects. Finally, it discusses blended and distributed learning spaces that combine online and offline environments. Examples are provided for each theme.
PGCE students engaging with digital technologiesDEFToer3
The document discusses a case study that examined students' beliefs about digital literacy and open educational resources (OER). Through focus groups and written responses, students commented on difficulties accessing technology at their placement schools, concerns about keeping up with students' digital skills, and the restrictions of "teaching for an exam." However, they were keen to integrate digital literacy creatively and saw potential for technologies like interactive whiteboards to engage students in writing. They generally saw resource sharing as important, though had reservations about sharing too widely online.
Conference presentation about mobile technologies taking the class outsideDEFToer3
This project linked students from Winterhill School with the Magna Science Adventure Centre, which are only a couple miles apart in Rotherham. Students visited Magna's exhibits to be inspired and then created digital artifacts like photos, sounds, videos and drawings from their visits. These student works would then be available for future Magna visitors to access through QR tags and mobile devices. After their visits, students worked with teachers and specialists to develop their interpretations of the exhibits into new creative works. These student-created artifacts were then made accessible via QR tags for visitors to Magna to view on their mobile devices. The pilot project is ongoing with more student works being added.
Teaching sheffield dissemination event - October 2012 pptxDEFToer3
This document outlines a project called "Teaching Sheffield" for PGCE English students. It aimed to develop students' digital literacy skills through creating short digital or moving image projects focused on Sheffield. Students worked collaboratively in groups over multiple sessions, which included skills development, filming, and editing. The project was evaluated positively for improving students' digital skills, showcasing external resources, providing practical learning experiences, and demonstrating creative English teaching approaches. Areas for future iterations included allocating more time for editing and initial planning.
Sheffield Hallam University is leading a regional conference project with several partner organizations in South Yorkshire including schools, educational organizations, and technology companies. The project aims to explore digital futures in teacher education through conferences and online resources. Participants can join online conversations using the listed social media platforms and websites with the provided password.
using social media for Professional Development DEFToer3
The document discusses a study conducted at Wales High School on using social networking and digital literacy to improve student learning. Teachers participated in a pilot where students completed and discussed homework on Facebook. The study found this enhanced communication, engagement, and cognitive processes. It also proposes designing a case study exploring digital literacy and open educational resources. The space created at the school aimed to encourage sharing good teaching practices but requires more participation and resources to be fully effective. Expanding its use across the school and improving digital skills could help maximize its benefits.
Chris Welch's presentation on making instructional videos for DeFT conferenceDEFToer3
This document summarizes a project using instructional videos to help develop digital literacy skills among students at a school in Rotherham, England. A group of Year 7 students with weaker literacy skills were tasked with planning, filming, editing and reflecting on instructional videos aimed at younger students. The students engaged well with the project, gaining skills in communicating to an audience and selecting information. They demonstrated improved confidence using video editing software and presenting in front of the camera. The project raised questions about how these new digital skills may or may not transfer to more traditional forms of literacy. Technical support was needed to address issues that arose from mixing the school's PC and Mac environments.
Digital Futures is a resource for exploring digital literacy. It aims to help educators understand what digital literacy means, examine how literacy has changed over time, and share good practices for teaching with digital technologies. The document discusses definitions of literacy, how students experience literacy at home versus school, and implications for incorporating digital literacies into teaching. Key points include how digital technologies can encourage critical thinking, creativity, and strengthen home-school connections through literacy. Challenges of using digital literacy in teaching are also addressed.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
What limitations are involved when using digital technology within the Englis...DEFToer3
This resource was part of assessment for Secondary English PGCE course at Sheffield Hallam University and is being released with permission of its author. It accompanies the case studies produced as part of the "Digital Futures in Teacher Education"; for more information see www.digitalfutures.org
How can digital technologies engage a Year 7 class in creative writing?DEFToer3
This resource was part of assessment for Secondary English PGCE course at Sheffield Hallam University and is being released with permission of its author. It accompanies the case studies produced as part of the "Digital Futures in Teacher Education"; for more information see www.digitalfutures.org
This document provides guidance for parents on setting up a classroom blog. It includes the blog address, instructions for registering as users, and logging in. The teacher wants students to register with usernames instead of full names. Parents must sign a consent form agreeing to photos of their child being included and acknowledging the public nature of the blog. The goal is to engage students' learning and make connections between home and school.
This document provides guidance for setting up a Twitter account and page for a school class. It instructs the reader to go to twitter.com, sign up with a school email address, and create a class page linked to the school. Once created, the guidance tells the user to edit their profile and follow only other class pages from the same school to keep the Twitter use consistent. The content is licensed under a Creative Commons license allowing non-commercial sharing and adaptation with attribution.
This document is a permission letter seeking parental consent for their child's participation in the "Digital Futures in Teacher Education" research project. The project aims to develop online teaching resources to improve students' digital literacy skills. It will involve researchers recording and photographing participating children during school activities and using the materials in case studies and presentations to other educators. Parents are asked to complete a consent form indicating whether they approve of their child's involvement, including being recorded and photographed, and that they understand they can withdraw consent at any time.
This document describes an "Agony Aunts" workshop activity carried out by PGCE students at Sheffield Hallam University to explore problems related to using digital technologies in educational settings. The activity involved a panel of three students fielding questions from an audience of students about their worst-case scenarios and technology issues. Intended outcomes were to encourage discussion and sharing of best practices in a supportive environment. When implemented, examples of problems discussed included equipment failures and engaging different types of learners with technology. The panel provided solutions and emphasized preparation, alternative plans, and viewing problems as learning opportunities. Overall, the activity helped students share real experiences and practices.
Regional Education Expertise Forum (REEF) RESEARCH BRIEFING Digital Literacy In Schools
1. Further reading The HEFCE-funded project Leading Transformational Change explored ways to strengthen Regional Education
collaboration between the University of Sheffield and Sheffield Hallam University to support the
Brumberger, E. (2011). “Visual Literacy and the Digital Native: An Examination of the Millennial business strengths and aspirations of the Sheffield region. Expertise Forum (REEF)
Learner.” Journal of Visual Literacy 30(1): 19-46.
As part of the project, the Schools of Education at both Universities collaborated on a range of RESEARCH BRIEFING
Carrington, V. (2009). From Wikipedia to the humble classroom Wiki: why we should pay attention activities to support educational development in the City region. This included developing research
to Wikis. Digital Literacies: Social Learning and Classroom Practices. V. Carrington and M. briefs, which aim to provide a summary of key research on a range of educational topics. Digital Literacy In Schools
Robinson. London, Sage: 65-80.
Hague, C. and S. Payton (2010). Digital literacy across the Curriculum. Slough, Futurelab.
Hague, C. and B. Williamson (2009). Digital participation, digital literacy, and school subjects: A
review of the policies, literature and evidence, Futurelab.
Lee, M., C. McLoughlin, et al. (2008). “Talk the talk: Learner-generated podcasts as catalysts for
knowledge creation.” British Journal of Educational Technology 39(3): 501-521.
Marsh, J., Brooks, G., Hughes, J., Ritchie, L., & Roberts, S. (2005). Digital beginnings: Young
children’s use of popular culture, media and new technologies. Sheffield, U.K.: University of
Sheffield. Retrieved from http://www.digitalbeginings.shef.ac.uk/
Merchant, G. (2005). “Digikids: cool dudes and the new writing.” E-Learning 2(1): 50-60.
Mills, K. (2010). “Shrek meets Vygotsky.” Journal of Adolescent & Adult Literacy 54(1): 35-45.
Rowlands, I., D. Nicholas, et al. (2008). “The Google generation: the information behaviour of the
researcher of the future.” Aslib ….
Selwyn, N. (2009). “The digital native – myth and reality.” Aslib Proceedings 61(4).
Selwyn, N. (2011). Schools and schooling in the digital age : a critical analysis. London, Routledge.
Williamson, B. and C. Hague (2009). “Digital participation, digital literacy, and school subjects:
A review of the policies, literature and evidence.” Futurelab (92a254a6-fd08-c7cb-2322-
7ca80a834090).
Contact information
Yan, L. and M. Ranieri (2010). “Are ‘digital natives’ really digitally competent? – A study on Chinese
teenagers.” British Journal of Educational Technology 41(6): 1029-1042 This research brief was completed by Isabelle Brent of Sheffield Hallam University in Summer 2012
and was commissioned by the Collaboration Sheffield: Leading Transformational Change project,
funded by HEFCE. If you are interested in finding out more about the project and related activities,
please contact reef@sheffield.ac.uk
Faculty of Development and Society School of Education
Sheffield Hallam University University of Sheffield
City Campus 388 Glossop Road
Howard Street Sheffield S10 2JA
Sheffield S1 1WB
Phone 0114 222 8177
Fax 0114 222 8105
Phone 0114 225 5555
Email edu-enquiries@sheffield.ac.uk
Fax 0114 225 4449
Email fdsenquiries@shu.ac.uk
2. Introduction
In this review we provide an overview of digital literacy in schools. This begins with an overview
of research and related issues in the school sector. This is followed by a discussion of the
implications for policy and practice.
Summary
Background
Digital technology is now well-embedded in contemporary social life and is increasingly being
used in schools to support learning particularly through the use of computers, interactive white
boards and mobile technologies. Futurelab defines digital literacy as:
Knowing how technology and media affect the ways in which we go about finding things out,
communicating with one another, and gaining knowledge and understanding. And it also means
understanding how technologies and media can shape and influence the ways in which school
subjects can be taught and learnt. (Williamson and Hague 2009: 5)
Teachers are routinely expected to combine the development of students’ subject knowledge
with the ability to use technology safely and effectively (Hague and Williamson 2009). The UK What can teachers do to approach these issues in Conclusions
is relatively well provided for in terms of computers per pupil and access to other digital media. schools? To conclude, the widespread use of digital technology amongst children of all ages does not
However teachers’ use of digital technology is inconsistent and many continue to focus on the mean they have digital skills appropriate for school use. Teachers have a pivotal role to play in
passive delivery of information with PowerPoint or interactive whiteboards (Selwyn 2011). Research Research shows varying degrees of experience and competence with digital technology amongst incorporating digital literacy in their work which enables children to access the curriculum through
into new Web 2.0 technologies shows innovative use which contributes to digital literacy such children; however, the positive role that teachers can play is clear. International research indicates digital tools and develop a critical appreciation of the digital world.
as creative writing in online synchronous communication (Merchant 2005), collaborative wikis that educational experiences may be more important than the availability of technological tools in
(Carrington 2009) and podcasting (Lee, McLoughlin et al. 2008). the home (Yan and Ranieri 2010) in predicting high levels of digital competence.
Mills (2010) describes the necessity for teachers to provide expert guidance in supporting the Implications for policy and practice
Digital natives? development of digital literacy. She proposes a scaffolding model where teachers structure • Teachers should recognise that children come to school with a variety of experiences and
students’ experiences to enable them to eventually work independently. competences with digital technology. It should not be assumed they automatically have
Digital literacy can play an important part in learning for all children – all of whom were born
after the advent of widespread access to digital technology. Much has been written about this acquired particular skills outside the school setting.
generation; they have been variously labelled as ‘digital natives’ and ‘millennials’ and claims have Strategies for engaging children with digital literacy • Children should be encouraged and supported in the development of digital literacy practices
been made as to their digital technology skills that are supposed to far surpass those of their that are safe, ethical and advantageous.
• Creating educational applications for tools children are already familiar with – for
parents and teachers – the so-called ‘digital immigrants’ (Hague and Payton 2010). example, class projects using mobile technology such as iPods and mobile phones. • Schools should have a clear and comprehensive policy on the use of social media and
portable devices. Currently there is a great divide between those schools that encourage this
Evidence collected by researchers does not support these claims. Suggestions that the younger • Enabling children to engage with a broader audience – blogs are an ideal way of
media and those than ban it.
generation are more visually literate than their elders have been refuted (Brumberger 2011;Selwyn encouraging literacy and enable children to share their work and invite responses.
• Children’s progress in digital literacy should be monitored and assessed to ensure individual
2009). Age is an important consideration when researching children’s experiences: the social, • Facilitating links with local organisations – for example creating QR codes to contribute to progress.
cultural and cognitive backgrounds of a seven year old are very different to those of a fifteen year a local museum.
• Schools should integrate Open Educational Resources into the curriculum to encourage
old (Selwyn 2009). Research by the British Library of students on entry to university suggests that • Encouraging children to create digital artefacts – rather than being passive consumers of openness and to educate children in an awareness of copyright and sharing resources online
the academic searching skills of young people has been over estimated (Rowlands, Nicholas educational broadcasting, allowing children to make their own films using simple hardware and
software. • Digital tools should also be integrated into opportunities for teachers’ professional
et al. 2008). Nevertheless, there is evidence that many young children acquire a range of skills,
development.
knowledge and understanding through their engagement in digital technologies outside of school • Integrate digital literacy into children’s research skills – using social-bookmarking sites
For further information, including case studies and a full literature review, see Digital Futures in
and that this occurs from a young age (Marsh et al., 2005). (such as Diigo) for children to form groups and add their own bookmarks and evaluate those
Teacher Education, an open resource on digital literacy for educators, teachers and schools
of others on a particular research topic.
(www.digitalfutures.org).
3. Introduction
In this review we provide an overview of digital literacy in schools. This begins with an overview
of research and related issues in the school sector. This is followed by a discussion of the
implications for policy and practice.
Summary
Background
Digital technology is now well-embedded in contemporary social life and is increasingly being
used in schools to support learning particularly through the use of computers, interactive white
boards and mobile technologies. Futurelab defines digital literacy as:
Knowing how technology and media affect the ways in which we go about finding things out,
communicating with one another, and gaining knowledge and understanding. And it also means
understanding how technologies and media can shape and influence the ways in which school
subjects can be taught and learnt. (Williamson and Hague 2009: 5)
Teachers are routinely expected to combine the development of students’ subject knowledge
with the ability to use technology safely and effectively (Hague and Williamson 2009). The UK What can teachers do to approach these issues in Conclusions
is relatively well provided for in terms of computers per pupil and access to other digital media. schools? To conclude, the widespread use of digital technology amongst children of all ages does not
However teachers’ use of digital technology is inconsistent and many continue to focus on the mean they have digital skills appropriate for school use. Teachers have a pivotal role to play in
passive delivery of information with PowerPoint or interactive whiteboards (Selwyn 2011). Research Research shows varying degrees of experience and competence with digital technology amongst incorporating digital literacy in their work which enables children to access the curriculum through
into new Web 2.0 technologies shows innovative use which contributes to digital literacy such children; however, the positive role that teachers can play is clear. International research indicates digital tools and develop a critical appreciation of the digital world.
as creative writing in online synchronous communication (Merchant 2005), collaborative wikis that educational experiences may be more important than the availability of technological tools in
(Carrington 2009) and podcasting (Lee, McLoughlin et al. 2008). the home (Yan and Ranieri 2010) in predicting high levels of digital competence.
Mills (2010) describes the necessity for teachers to provide expert guidance in supporting the Implications for policy and practice
Digital natives? development of digital literacy. She proposes a scaffolding model where teachers structure • Teachers should recognise that children come to school with a variety of experiences and
students’ experiences to enable them to eventually work independently. competences with digital technology. It should not be assumed they automatically have
Digital literacy can play an important part in learning for all children – all of whom were born
after the advent of widespread access to digital technology. Much has been written about this acquired particular skills outside the school setting.
generation; they have been variously labelled as ‘digital natives’ and ‘millennials’ and claims have Strategies for engaging children with digital literacy • Children should be encouraged and supported in the development of digital literacy practices
been made as to their digital technology skills that are supposed to far surpass those of their that are safe, ethical and advantageous.
• Creating educational applications for tools children are already familiar with – for
parents and teachers – the so-called ‘digital immigrants’ (Hague and Payton 2010). example, class projects using mobile technology such as iPods and mobile phones. • Schools should have a clear and comprehensive policy on the use of social media and
portable devices. Currently there is a great divide between those schools that encourage this
Evidence collected by researchers does not support these claims. Suggestions that the younger • Enabling children to engage with a broader audience – blogs are an ideal way of
media and those than ban it.
generation are more visually literate than their elders have been refuted (Brumberger 2011;Selwyn encouraging literacy and enable children to share their work and invite responses.
• Children’s progress in digital literacy should be monitored and assessed to ensure individual
2009). Age is an important consideration when researching children’s experiences: the social, • Facilitating links with local organisations – for example creating QR codes to contribute to progress.
cultural and cognitive backgrounds of a seven year old are very different to those of a fifteen year a local museum.
• Schools should integrate Open Educational Resources into the curriculum to encourage
old (Selwyn 2009). Research by the British Library of students on entry to university suggests that • Encouraging children to create digital artefacts – rather than being passive consumers of openness and to educate children in an awareness of copyright and sharing resources online
the academic searching skills of young people has been over estimated (Rowlands, Nicholas educational broadcasting, allowing children to make their own films using simple hardware and
software. • Digital tools should also be integrated into opportunities for teachers’ professional
et al. 2008). Nevertheless, there is evidence that many young children acquire a range of skills,
development.
knowledge and understanding through their engagement in digital technologies outside of school • Integrate digital literacy into children’s research skills – using social-bookmarking sites
For further information, including case studies and a full literature review, see Digital Futures in
and that this occurs from a young age (Marsh et al., 2005). (such as Diigo) for children to form groups and add their own bookmarks and evaluate those
Teacher Education, an open resource on digital literacy for educators, teachers and schools
of others on a particular research topic.
(www.digitalfutures.org).
4. Introduction
In this review we provide an overview of digital literacy in schools. This begins with an overview
of research and related issues in the school sector. This is followed by a discussion of the
implications for policy and practice.
Summary
Background
Digital technology is now well-embedded in contemporary social life and is increasingly being
used in schools to support learning particularly through the use of computers, interactive white
boards and mobile technologies. Futurelab defines digital literacy as:
Knowing how technology and media affect the ways in which we go about finding things out,
communicating with one another, and gaining knowledge and understanding. And it also means
understanding how technologies and media can shape and influence the ways in which school
subjects can be taught and learnt. (Williamson and Hague 2009: 5)
Teachers are routinely expected to combine the development of students’ subject knowledge
with the ability to use technology safely and effectively (Hague and Williamson 2009). The UK What can teachers do to approach these issues in Conclusions
is relatively well provided for in terms of computers per pupil and access to other digital media. schools? To conclude, the widespread use of digital technology amongst children of all ages does not
However teachers’ use of digital technology is inconsistent and many continue to focus on the mean they have digital skills appropriate for school use. Teachers have a pivotal role to play in
passive delivery of information with PowerPoint or interactive whiteboards (Selwyn 2011). Research Research shows varying degrees of experience and competence with digital technology amongst incorporating digital literacy in their work which enables children to access the curriculum through
into new Web 2.0 technologies shows innovative use which contributes to digital literacy such children; however, the positive role that teachers can play is clear. International research indicates digital tools and develop a critical appreciation of the digital world.
as creative writing in online synchronous communication (Merchant 2005), collaborative wikis that educational experiences may be more important than the availability of technological tools in
(Carrington 2009) and podcasting (Lee, McLoughlin et al. 2008). the home (Yan and Ranieri 2010) in predicting high levels of digital competence.
Mills (2010) describes the necessity for teachers to provide expert guidance in supporting the Implications for policy and practice
Digital natives? development of digital literacy. She proposes a scaffolding model where teachers structure • Teachers should recognise that children come to school with a variety of experiences and
students’ experiences to enable them to eventually work independently. competences with digital technology. It should not be assumed they automatically have
Digital literacy can play an important part in learning for all children – all of whom were born
after the advent of widespread access to digital technology. Much has been written about this acquired particular skills outside the school setting.
generation; they have been variously labelled as ‘digital natives’ and ‘millennials’ and claims have Strategies for engaging children with digital literacy • Children should be encouraged and supported in the development of digital literacy practices
been made as to their digital technology skills that are supposed to far surpass those of their that are safe, ethical and advantageous.
• Creating educational applications for tools children are already familiar with – for
parents and teachers – the so-called ‘digital immigrants’ (Hague and Payton 2010). example, class projects using mobile technology such as iPods and mobile phones. • Schools should have a clear and comprehensive policy on the use of social media and
portable devices. Currently there is a great divide between those schools that encourage this
Evidence collected by researchers does not support these claims. Suggestions that the younger • Enabling children to engage with a broader audience – blogs are an ideal way of
media and those than ban it.
generation are more visually literate than their elders have been refuted (Brumberger 2011;Selwyn encouraging literacy and enable children to share their work and invite responses.
• Children’s progress in digital literacy should be monitored and assessed to ensure individual
2009). Age is an important consideration when researching children’s experiences: the social, • Facilitating links with local organisations – for example creating QR codes to contribute to progress.
cultural and cognitive backgrounds of a seven year old are very different to those of a fifteen year a local museum.
• Schools should integrate Open Educational Resources into the curriculum to encourage
old (Selwyn 2009). Research by the British Library of students on entry to university suggests that • Encouraging children to create digital artefacts – rather than being passive consumers of openness and to educate children in an awareness of copyright and sharing resources online
the academic searching skills of young people has been over estimated (Rowlands, Nicholas educational broadcasting, allowing children to make their own films using simple hardware and
software. • Digital tools should also be integrated into opportunities for teachers’ professional
et al. 2008). Nevertheless, there is evidence that many young children acquire a range of skills,
development.
knowledge and understanding through their engagement in digital technologies outside of school • Integrate digital literacy into children’s research skills – using social-bookmarking sites
For further information, including case studies and a full literature review, see Digital Futures in
and that this occurs from a young age (Marsh et al., 2005). (such as Diigo) for children to form groups and add their own bookmarks and evaluate those
Teacher Education, an open resource on digital literacy for educators, teachers and schools
of others on a particular research topic.
(www.digitalfutures.org).
5. Further reading The HEFCE-funded project Leading Transformational Change explored ways to strengthen Regional Education
collaboration between the University of Sheffield and Sheffield Hallam University to support the
Brumberger, E. (2011). “Visual Literacy and the Digital Native: An Examination of the Millennial business strengths and aspirations of the Sheffield region. Expertise Forum (REEF)
Learner.” Journal of Visual Literacy 30(1): 19-46.
As part of the project, the Schools of Education at both Universities collaborated on a range of RESEARCH BRIEFING
Carrington, V. (2009). From Wikipedia to the humble classroom Wiki: why we should pay attention activities to support educational development in the City region. This included developing research
to Wikis. Digital Literacies: Social Learning and Classroom Practices. V. Carrington and M. briefs, which aim to provide a summary of key research on a range of educational topics. Digital Literacy In Schools
Robinson. London, Sage: 65-80.
Hague, C. and S. Payton (2010). Digital literacy across the Curriculum. Slough, Futurelab.
Hague, C. and B. Williamson (2009). Digital participation, digital literacy, and school subjects: A
review of the policies, literature and evidence, Futurelab.
Lee, M., C. McLoughlin, et al. (2008). “Talk the talk: Learner-generated podcasts as catalysts for
knowledge creation.” British Journal of Educational Technology 39(3): 501-521.
Marsh, J., Brooks, G., Hughes, J., Ritchie, L., & Roberts, S. (2005). Digital beginnings: Young
children’s use of popular culture, media and new technologies. Sheffield, U.K.: University of
Sheffield. Retrieved from http://www.digitalbeginings.shef.ac.uk/
Merchant, G. (2005). “Digikids: cool dudes and the new writing.” E-Learning 2(1): 50-60.
Mills, K. (2010). “Shrek meets Vygotsky.” Journal of Adolescent & Adult Literacy 54(1): 35-45.
Rowlands, I., D. Nicholas, et al. (2008). “The Google generation: the information behaviour of the
researcher of the future.” Aslib ….
Selwyn, N. (2009). “The digital native – myth and reality.” Aslib Proceedings 61(4).
Selwyn, N. (2011). Schools and schooling in the digital age : a critical analysis. London, Routledge.
Williamson, B. and C. Hague (2009). “Digital participation, digital literacy, and school subjects:
A review of the policies, literature and evidence.” Futurelab (92a254a6-fd08-c7cb-2322-
7ca80a834090).
Contact information
Yan, L. and M. Ranieri (2010). “Are ‘digital natives’ really digitally competent? – A study on Chinese
teenagers.” British Journal of Educational Technology 41(6): 1029-1042 This research brief was completed by Isabelle Brent of Sheffield Hallam University in Summer 2012
and was commissioned by the Collaboration Sheffield: Leading Transformational Change project,
funded by HEFCE. If you are interested in finding out more about the project and related activities,
please contact reef@sheffield.ac.uk
Faculty of Development and Society School of Education
Sheffield Hallam University University of Sheffield
City Campus 388 Glossop Road
Howard Street Sheffield S10 2JA
Sheffield S1 1WB
Phone 0114 222 8177
Fax 0114 222 8105
Phone 0114 225 5555
Email edu-enquiries@sheffield.ac.uk
Fax 0114 225 4449
Email fdsenquiries@shu.ac.uk
6. Further reading The HEFCE-funded project Leading Transformational Change explored ways to strengthen Regional Education
collaboration between the University of Sheffield and Sheffield Hallam University to support the
Brumberger, E. (2011). “Visual Literacy and the Digital Native: An Examination of the Millennial business strengths and aspirations of the Sheffield region. Expertise Forum (REEF)
Learner.” Journal of Visual Literacy 30(1): 19-46.
As part of the project, the Schools of Education at both Universities collaborated on a range of RESEARCH BRIEFING
Carrington, V. (2009). From Wikipedia to the humble classroom Wiki: why we should pay attention activities to support educational development in the City region. This included developing research
to Wikis. Digital Literacies: Social Learning and Classroom Practices. V. Carrington and M. briefs, which aim to provide a summary of key research on a range of educational topics. Digital Literacy In Schools
Robinson. London, Sage: 65-80.
Hague, C. and S. Payton (2010). Digital literacy across the Curriculum. Slough, Futurelab.
Hague, C. and B. Williamson (2009). Digital participation, digital literacy, and school subjects: A
review of the policies, literature and evidence, Futurelab.
Lee, M., C. McLoughlin, et al. (2008). “Talk the talk: Learner-generated podcasts as catalysts for
knowledge creation.” British Journal of Educational Technology 39(3): 501-521.
Marsh, J., Brooks, G., Hughes, J., Ritchie, L., & Roberts, S. (2005). Digital beginnings: Young
children’s use of popular culture, media and new technologies. Sheffield, U.K.: University of
Sheffield. Retrieved from http://www.digitalbeginings.shef.ac.uk/
Merchant, G. (2005). “Digikids: cool dudes and the new writing.” E-Learning 2(1): 50-60.
Mills, K. (2010). “Shrek meets Vygotsky.” Journal of Adolescent & Adult Literacy 54(1): 35-45.
Rowlands, I., D. Nicholas, et al. (2008). “The Google generation: the information behaviour of the
researcher of the future.” Aslib ….
Selwyn, N. (2009). “The digital native – myth and reality.” Aslib Proceedings 61(4).
Selwyn, N. (2011). Schools and schooling in the digital age : a critical analysis. London, Routledge.
Williamson, B. and C. Hague (2009). “Digital participation, digital literacy, and school subjects:
A review of the policies, literature and evidence.” Futurelab (92a254a6-fd08-c7cb-2322-
7ca80a834090).
Contact information
Yan, L. and M. Ranieri (2010). “Are ‘digital natives’ really digitally competent? – A study on Chinese
teenagers.” British Journal of Educational Technology 41(6): 1029-1042 This research brief was completed by Isabelle Brent of Sheffield Hallam University in Summer 2012
and was commissioned by the Collaboration Sheffield: Leading Transformational Change project,
funded by HEFCE. If you are interested in finding out more about the project and related activities,
please contact reef@sheffield.ac.uk
Faculty of Development and Society School of Education
Sheffield Hallam University University of Sheffield
City Campus 388 Glossop Road
Howard Street Sheffield S10 2JA
Sheffield S1 1WB
Phone 0114 222 8177
Fax 0114 222 8105
Phone 0114 225 5555
Email edu-enquiries@sheffield.ac.uk
Fax 0114 225 4449
Email fdsenquiries@shu.ac.uk