This document discusses the impact of technology on teaching and learning. It describes how the development of language, printing, and information communication technology have revolutionized how knowledge is shared. Today's students spend most of their free time using technology. The document defines different digital literacies needed in the modern world like using technology for research and problem solving. It argues teachers need to shift from being knowledge transmitters to facilitators in order to engage digital learners. The role of students also changes from being passive recipients to active participants in collaborative learning through projects that integrate technology skills.

2. Teaching New Literacy
in a Digital Environment

3. Revolutionary Events in Knowing and Learning
First Revolution • Language
Second Revolution
• Printing
Third Revolution
• Information and Communication
Technology

4. • Invention of language
• Refers to the earliest
humans using facial and
body actions along with
unformed sounds to
communicate to their fellow
humans.
First Revolution

5. •Invention of printing
•Printing press is a
machine for printing
text that was invented
around 1440 by
Johannes Gutenberg
Second Revolution

6. Third Revolution
• Information and
Communication
Technology came
with the computers,
printers, floppy
disk, mobile
phones, video
games, Internet and
the World Wide
Web.

7. Digital Teaching-and-
Learning

8. Digital Teaching-and-Learning
The ICT appears to have created a big problem in our schools today.
The problem is the rapidly growing gap between young people in the
classroom and the adult teachers who teach them.
 The new generation grew in an ICT landscape wherein their
absorbing, interpreting and processing information and knowledge
learning are affected.

9. The pie chart below shows the whole activities of an
average school-age child at home based from the study of
Rideout and Hannel,2006.
Dad
0.5 hours
2%
Mom
2.6 hours
8%
Homework
2.2 hours
7%
Reading for
pleasure
0.5 hours
2%
Time using
technology
25hours
81%
The observation is that
children cannot read the
way students a few
decades ago; they can’t
concentrate and prefer
to simply sit and listen,
and; they are losing
social skills.

10. Digital Literacies
• It refers to reading and writing using electronic extensions-reading through
monitor screen and Internet surfing and writing through texting, emailing,
blogging, editing, photo-video postings. (Anderson, 2010).
The digital literacies are:
1. Use of ICT skills to create and share information
2. Searching, sifting, scanning and sorting information
3. Navigating screens of information
4. Locating and evaluating information
5. Using ICT for research and problem-solving
6. Making powerpoint and other multimedia presentations
7. Retrieving, organizing, managing, and creating information
8. Sending and receiving messages

11. Literacy to Fluency
• ICT skills do not replace traditional skills but extend them, comprising what are caled 21st
century fluencies.
Table 1
Literacy to new fluencies of 21st century young learners
INFORMATION FLUENCY This is the ability to access digital information
with the use of searching and surfing skills.
SOLUTION FLUENCY This is about whole-brain creative and problem
solving thinking.
COLLABORATION FLUENCY This is proficiency in working as a team with
virtual or real partners using social networking
sites.
MEDIA PROFICIENCY This is the ability for analytic interpretation of
the message of communication media.
CREATIVITY FLUENCY This is the artistic proficiency through design,
art and storytelling.

12. Integrating ICT through student-centered learning
A shift from
* Knowledge transmitter
*Primary source of
information
* Control of management
of learning
to
* Facilitator, collaborator,
coach
*Navigator of knowledge, co-
learner
* Teacher gives students
options and responsibilities
for their own learning
After digital learners have experienced full-color, moving, and animated visuals, reading from textbooks
or black-and-white workbooks would also appear the least effective method in the teaching-learning
process.
Table 2
Changes of teacher role using ICT
Table 3
Changes brought about by use of ICT on students’ roles
A shift from
* Passive recipient of
knowledge
* Recall of knowledge
* Individual learning
to
* Active participant in
learning
* Producing knowledge
* Collaborative learning

13. Among the key features of effective projects are:
1. Use of essential skills and tools, including technology.
2. Specific outcomes that solve problems, explain issues, present
information gathered through investigation, research and
reasoning.
3. Multiple products needing feedback and experiential
opportunities.
4. Collaboration in small groups, students presentations and class
evaluation of project outcomes.