Introduction no room in my brain - http://www.youtube.com/watch?v=8dbDJzDV1CM
Conclusion I am so smart- http://www.youtube.com/watch?v=DhrfhjLd9e4
Thursday, July 30, 2009
Literacy defined
To understand digital literacy we must first have a full comprehension of what literacy is or what it means to be literate.
According to the Australian language and literacy policy (2001, as cited in Winch, Johnston, March, Ljugdahl and Holliday, 2006, p.xxxiii) "Literacy is the ability to read and use written information and to write appropriately in a range of contexts..."
Literacy is a social skill that is developed from birth. The aim of being literate is so the one has the ability to communicate. How we interpret text, decode and then encode these text enables us to then develop skills to become more adept with our communication skills.
Basic literacy skills are the fundamentals of a literate world. No matter the culture, place, period in history or technological advances. Human beings are a social being and their need to communicate with others is a human survival instinct and the driving force behind the need to become literate.History from the early days of the "cave man" the need to communicate is seen through the use of hieroglyphics, drawings and symbols. Moving through history we see the forming in all cultures a representation of symbols creating individual alphabets. Further moving throughout history we see the technological advances of the introduction of computers with the creation of a new form of literacy skills required. No matter what the advances throughout history the key is for all cultures and ages is the need to communicate.
Living in a multiliterate world and with technological advances, basic fundamental literacy skills must be developed to incorporate digital literacy within our everyday lives.
According to the Australian language and literacy policy (2001, as cited in Winch, Johnston, March, Ljugdahl and Holliday, 2006, p.xxxiii) "Literacy is the ability to read and use written information and to write appropriately in a range of contexts..."
Literacy is a social skill that is developed from birth. The aim of being literate is so the one has the ability to communicate. How we interpret text, decode and then encode these text enables us to then develop skills to become more adept with our communication skills.
Basic literacy skills are the fundamentals of a literate world. No matter the culture, place, period in history or technological advances. Human beings are a social being and their need to communicate with others is a human survival instinct and the driving force behind the need to become literate.History from the early days of the "cave man" the need to communicate is seen through the use of hieroglyphics, drawings and symbols. Moving through history we see the forming in all cultures a representation of symbols creating individual alphabets. Further moving throughout history we see the technological advances of the introduction of computers with the creation of a new form of literacy skills required. No matter what the advances throughout history the key is for all cultures and ages is the need to communicate.
Living in a multiliterate world and with technological advances, basic fundamental literacy skills must be developed to incorporate digital literacy within our everyday lives.
Digital Literacy Defined
Digital Literacy
“ . . . is the ability to understand and useinformation in multiple formats from a widerange of sources when it is presented viacomputers in an ethical and responsible manner.”
Paul Gilster, Digital Literacy (1997)
According to UNESCO’S ICT Competency Standards for Teachers (2008). Teachers and students living, learning and working in an information rich and knowledge- based society must utilise technology effectively.
Digital Literacy involves more than the ability to operate digital devices and use software. Cognitive, emotional, motor and sociological skills must also be developed. A holistic approach to teaching digital literacy is a must for any 21st century teacher so that students become life long learners who are:
• Information seekers
• Informed Citizens
• Analysers
• Evaluators
• Critical Thinkers
• Problem Solvers
• Decision Makers
• Effective Communicators
• Collaborators
• Publishers
• Producers
• Competitors
“ . . . is the ability to understand and useinformation in multiple formats from a widerange of sources when it is presented viacomputers in an ethical and responsible manner.”
Paul Gilster, Digital Literacy (1997)
According to UNESCO’S ICT Competency Standards for Teachers (2008). Teachers and students living, learning and working in an information rich and knowledge- based society must utilise technology effectively.
Digital Literacy involves more than the ability to operate digital devices and use software. Cognitive, emotional, motor and sociological skills must also be developed. A holistic approach to teaching digital literacy is a must for any 21st century teacher so that students become life long learners who are:
• Information seekers
• Informed Citizens
• Analysers
• Evaluators
• Critical Thinkers
• Problem Solvers
• Decision Makers
• Effective Communicators
• Collaborators
• Publishers
• Producers
• Competitors
Theoretical perspective
“To resist electronic technology is as futile as trying to turn back the tides. It has already swept over us in ways we have yet to realize. It is not a question of whether to accept or reject this new world but of who is going to use it and how.”(Taylor and Saarinen 1994: Net Effects 1)
Game play is deeply productive in the way that the players can solve problems, share their solutions and strategies, develop skills, test themselves and maintain identities represented through using these games.
The emergence of a digital gaming culture is clearly reorganising and reshaping how we live our lives. Children will be faced with navigating their way through the internet, video games, ATMs etc. and will need the skills to apply in everyday life.
For today’s students, it is essential to incorporate these skills into education and will therefore produce economically: a skilled workforce for the ICT industry and ICT literate in general. Socially: for everyday life, commercial, social and public e-services and on-line public policy and democracy. Educationally: for learning, achievement of new educational goals and the enhancement of personal and interpersonal capacities.
James Paul Gee (2003) believes that when people learn to play video games, they are learning a new literacy.
Digital Literacy is a life skill and therefore is essential for today’s educators to implement within the classroom environment to prepare our children in becoming life long learners.
Game play is deeply productive in the way that the players can solve problems, share their solutions and strategies, develop skills, test themselves and maintain identities represented through using these games.
The emergence of a digital gaming culture is clearly reorganising and reshaping how we live our lives. Children will be faced with navigating their way through the internet, video games, ATMs etc. and will need the skills to apply in everyday life.
For today’s students, it is essential to incorporate these skills into education and will therefore produce economically: a skilled workforce for the ICT industry and ICT literate in general. Socially: for everyday life, commercial, social and public e-services and on-line public policy and democracy. Educationally: for learning, achievement of new educational goals and the enhancement of personal and interpersonal capacities.
James Paul Gee (2003) believes that when people learn to play video games, they are learning a new literacy.
Digital Literacy is a life skill and therefore is essential for today’s educators to implement within the classroom environment to prepare our children in becoming life long learners.
Researchers and Educators
Today’s educators have recognised the need for Digital Literacy. This is evident in the Queensland State Education 2010 (Education Queensland 2000a) where they have committed Education Queensland to a futures orientation. Through recent research in the Literate Futures report, it has been noted that students can be seen using the ICT tools for reading and writing, speaking and listening, viewing and online ‘surfing’ to analyse and understand traditional and new worlds, real and virtual communities and environments around them.
With technology changing so rapidly and a part of so many people’s lives, researchers have delved into the process of understanding how this technology will enhance student’s lives within the school curriculum.
Papert (2008) remarked that ‘it is apparent that gaming has educative/educational significance both overtly and covertly, and both aspects are important.
Gee (2003) states that ‘When we learn a new semiotic domain in a more active way, not as passive content, three things are at stake:
We learn to experience (see, feel, and operate on) the world in new ways.Since semiotic domains usually are shared by groups of people who carry them on as distinctive social practices, we gain the potential to join this social group.
We gain resources that prepare us for future learning and problem solving in the domain and, perhaps, more important, in related domains.
With technology changing so rapidly and a part of so many people’s lives, researchers have delved into the process of understanding how this technology will enhance student’s lives within the school curriculum.
Papert (2008) remarked that ‘it is apparent that gaming has educative/educational significance both overtly and covertly, and both aspects are important.
Gee (2003) states that ‘When we learn a new semiotic domain in a more active way, not as passive content, three things are at stake:
We learn to experience (see, feel, and operate on) the world in new ways.Since semiotic domains usually are shared by groups of people who carry them on as distinctive social practices, we gain the potential to join this social group.
We gain resources that prepare us for future learning and problem solving in the domain and, perhaps, more important, in related domains.
Teaching Strategies
Strategies for teaching digital literacy within the classroom.
1. Classroom organisation - Organise the layout of student desks, their ability to observe the interactive white board. (Marzano & Pickering, 1997).
2. Lesson design - Purpose of lesson explained (explicit teacher talk) to the students. We are learning to and What I am looking for.
3. Rules and routines - Students need to understand that their are safety aspects required to be observed whilst working with ICT's.
4. Movement within the classroom - Students must have easy access to the interactive whiteboard so as to save time and keep students on task.
5. Transitioning - Learning managers must organise a transition from a demonstration starter activity to the practical " hands on" activities
6. Learning managers must time manage lessons and also organise the use of classroom support staff effectively. Expectations for each lesson - Understand and discuss these with the students.
7. Students to apply and develop skills - Explaining what and why the learning experience has been designed will enable students to develop skills using their prior knowledge and put into practise what they have learned in their everyday lives.
8. Encourage students - Learning managers using productive pedagogy and teaching strategies can assist students to use the skills they have learned to work more independently.
9. Reflection - Learning managers must reflect truthfully on each lesson to better inform their teaching practises and lesson design. (Education Queensland, 2002)
1. Classroom organisation - Organise the layout of student desks, their ability to observe the interactive white board. (Marzano & Pickering, 1997).
2. Lesson design - Purpose of lesson explained (explicit teacher talk) to the students. We are learning to and What I am looking for.
3. Rules and routines - Students need to understand that their are safety aspects required to be observed whilst working with ICT's.
4. Movement within the classroom - Students must have easy access to the interactive whiteboard so as to save time and keep students on task.
5. Transitioning - Learning managers must organise a transition from a demonstration starter activity to the practical " hands on" activities
6. Learning managers must time manage lessons and also organise the use of classroom support staff effectively. Expectations for each lesson - Understand and discuss these with the students.
7. Students to apply and develop skills - Explaining what and why the learning experience has been designed will enable students to develop skills using their prior knowledge and put into practise what they have learned in their everyday lives.
8. Encourage students - Learning managers using productive pedagogy and teaching strategies can assist students to use the skills they have learned to work more independently.
9. Reflection - Learning managers must reflect truthfully on each lesson to better inform their teaching practises and lesson design. (Education Queensland, 2002)
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