Digital Literacy

Life is not static

Every thing is going under change

The word is rapidly changing

We are changing

So the life is …• Challenging• Complex

With this rapid change …

There are new fantastic problems

There are exciting possibilities

Computer is not more computing any more …

It is about life

Technology is no longer a choice

It is a need of individuals

It is a necessity

• Media and communication have been among the most rapidly developing.

• At the turn of the last century, theatre, the telegraph, and the newspaper entertained and informed us.

• By the 1930s, movies replaced theatre as popular entertainment, and telephones had replaced telegraphs as primary lines of communication. In the 1950s TV replaced movies and, later, newspapers.

• Now, at the turn of the new century, Web technologies are replacing all three —TV, telephones, and newspapers—as the primary means by which we are informed and entertained

Digital Literacy• As the Premier’s Technology Council (PTC) noted in

its 2010 Vision for 21st Century Education, "the world is not just changing, it is becoming increasingly complex as the global pool of information expands and becomes ever more accessible.

• Students 'live in a world that is dramatically more complex than it was just a few years ago.

• In a remarkably short period of time, the world and its people, economies, and cultures have become connected, driven largely by the Internet, innovations in mobile computers and devices, and low-cost telecommunications technology.

So, what does ‘digital literacy’ really mean?• Literacy traditionally means being able to read

and write. • Digital literacy shares some similarities. It refers

to the reading and writing of digital texts, for example being able to ‘read’ a website by navigating through hyperlinks and ‘writing’ by uploading digital photos to a social networking site.

• In this sense, digital literacy means the functional skills required to operate and communicate with technology and media.

International definitions of digital literacy

• The skills and knowledge to use a variety of digital media software applications and hardware devices, such as a computer, a mobile phone, and Internet technology

• The ability to critically understand digital media content and applications; and the knowledge and capacity to create with digital technology.

The terms ‘digital technology’ and ‘new media’

• A wide range of technologies which store and transmit information in digital form.

• This includes computers, the internet and e-mail, mobile phones and other mobile devices and cameras, video games, and also Web technologies, the label commonly applied to ‘participatory’ and interactive media which involve the user being able to generate and broadcast content (including blogs, wikis, and social networking sites)

Why call it "Digital Literacy"?

• Many organizations use different terms such as ICT (information and communication technology), educational technology, computer literacy, and others.

• We view these terms as synonymous with digital literacy

DefinitionDigital Literacy

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

Statics of Feb 14, 2009• 93% of kids 12 to 17 are online • The average American teen sends 2272 text

messages a month• More than 20 hours of videos are uploaded to

YouTube every minute• One billions videos watched per day• Face book has 175 Million user and continue to

grow by 600k user every day.

Statics of Feb 14, 2009

• 900.000 blogs post put up every day• Flicker has more than 73 Millions visitors and thousands of photos up-loaded each month• Over 13 Millions articles on Wikipedia• Studies have shown that Wikipedia is more

accurate than Encyclopedia Britannica

So it’s a digital Education RevolutionLearners, teachers and parents have

assess to any where any time

What is Digital Life?• Digital life describes the media world our kids inhabit –

online, on cell phones and mobile devices, and anywhere media is displayed.

• By definition, digital media is participatory. The users create the content, and anything created in this digital life becomes instantly viral, scalable, replicable, and viewable by vast, invisible audiences.

• Kids use digital media to socialize, do their homework, express themselves, and connect to the world.

• New technologies give our kids unprecedented powers of creation and communication, making the world more accessible and comprehensible at earlier and earlier ages.

The Need for Digital Literacy and Citizenship

• This dynamic new world requires new comprehension and communication skills,

• As well as new codes of conduct, to ensure that these powerful media and technologies are used responsibly and ethically.

• Much of the interaction in this digital world happens at a distance, which can diminish the rules of cause and effect, action and consequence.

• Additionally, much of digital life takes place under the cloak of anonymity, making it easier to participate in unethical and even illegal behaviors.

Digital Literacy means the ability to

• Use technology competently• Interpret and understand digital content and

assess its credibility• Create, research, and communicate with

appropriate tools

Digital Citizenship

• Means that kids appreciate their responsibility for their content as well as their actions when using the Internet, cell phones, and other digital media.

• All of us need to develop and practice safe, legal, and ethical behaviors in the digital media age.

• Digital Citizenship programs involve educational tools and a basic curriculum for kids, parents, and teachers.

Strategies for Teaching Digital Literacy and Citizenship

• Redesign education to include Digital Literacy and Citizenship in every school in America.

• Disseminate a basic curriculum that defines the standards of ethical behavior on digital platforms – for students, parents, and educators.

• Educate and empower teachers so that they can understand and teach Digital Literacy and Citizenship.

• Educate and empower parents about technology and important behavioral guidelines involving the use of digital media

Provide teacher training in the basics of Digital Literacy and Citizenship

• Teachers need training and preparation in the fundamentals of Digital Literacy and Citizenship.

• Many of today’s teachers and administrators lag behind their students in under-standing and using technology and digital media.

• Teachers must understand the basic technologies and applications, as well as what their students are doing with them, if they are to teach 21st-century skills and ethics successfully.

Provide teacher training in the basics of Digital Literacy and Citizenship

• Teachers also need professional development and guidance about how to connect formal learning environments (schools) with informal learning environments (after-school programs, libraries, homes) as digital media and technology continue to break down the walls between the two.

Web Resources for Digital Literacy in the Classroom

• Digital literacy is the ability to use digital technology to create or analyze information.

• Students of all ages need to develop digital literacy skills for success in life, so teachers are using a variety of tools to bring technology into the classroom.

• From tweeting about historical events to blogging about science experiments, there are many opportunities for educators to introduce new technology and make it fun for students to learn the skills they need.

• Students also have the opportunity to discuss the importance of technology, which fosters discussion and enhances classroom communication.

Classroom Blogs• Classroom blogs give students extra opportunities

to read and write, making them a valuable tool for any grade. They also encourage students to collaborate and provide opportunities for peer mentorship.

• Students who are hesitant to participate during class discussions may be more likely to participate when classroom blogs are used to share information.

• Teachers like classroom blogs because they are easily updated and serve as a central source of information for parents and students.

Vlogs

• Some teachers are turning their classroom blogs into video blogs, or vlogs. Video blogs have many uses in the educational world, from showcasing student projects to making lessons available outside the classroom.

• Students learn how to use recording tools, edit video files, and upload files to their school Web servers, so they develop valuable digital literacy skills while having fun.

• Video blogs also enhance communication and make it easier for parents to see what their children have been doing in school.

• Students can use vlogs to showcase their musical talents, upload videos of their science experiments, and educate other students about social topics.

Wikis• A wiki is simply a collaborative website created and edited by more

than one user. Classroom wikis have many features that make them ideal for increasing digital literacy.

• Students can edit them quickly, make suggestions, and work together to create content. Most wiki software also works with older operating systems, so teachers do not have to worry about upgrading to the latest technology.

• Teachers can use wikis to summarize lessons, disseminate important information, and post class notes.

• One of the best things about using classroom wikis is that wiki software does not prevent students from making mistakes; meaning they have the opportunity to find and correct errors, which is a good way to strengthen their skills.

• Students can use classroom wikis to create study guides, vocabulary lists, and summaries of research projects

Glogster

• Glogster is a relatively new tool for educators, but it is no less important than blogs and wikis.

• The Web-based tool allows teachers and students to create virtual posters and share them with other people.

• The posters combine audio, text, images, video, and hyperlinks, so students have the opportunity to develop several different technology skills.

• Glogster makes it easy to create posters addressing classroom policies and homework assignments.

• Teachers can also post photos and videos of students reading, working on math problems, playing musical instruments, or participating in physical education activities.

Podcasts• A podcast is a type of digital media recorded by students and

uploaded to syndication or streaming services such as iTunes. • Students record classroom activities, edit the audio and video

files, and upload the files for digital distribution, which helps them develop digital literacy.

• With just a computer and a good microphone, teachers can also record their lessons and make them available for students and parents to listen to at home. This makes it easier for students to study and gain a deeper understanding of the material taught in class.

• Science teachers are using podcasts to help students share what they have learned during experiments.

• Students can record their book reports and share them with other reading classes. Podcasting is so versatile it can even be used for social science and humanities classes.

Stages of Educator learning in Digital world

• Entry Teacher is learning the basics of a technology, e.g., how to set up

equipment and operate it.• Adoption Teacher begins to use the technology in management

areas, e.g., computer generated quizzes or worksheets, grade books.

• Adaptation Teacher begins to use software to support instruction, e.g., a commercially produced content area program or productivity tools (word processor, database).

• Appropriation Teacher begins to focus on collaborative, project-based technology use, and technology becomes one of several instructional tools.

• Invention Teacher begins to develop different uses for technology, e.g., creates projects that combine two or more technologies

Digital world and Shifting Roles

• The result of this new model of education is that it will be more collaborative and inclusive, chang ing the roles of the student, the teacher, and the parent.

• Some of this shift has already taken place, as the relationship between teachers and students has slowly reshaped.

• PTC believes a more complete transformation of the education system is required and within that context it is important to clearly illustrate what the new roles should be.

From Passive Student to Active Learner

• As a student ages they will begin to take greater and greater responsibility for charting their own path.

• It is the role of the student to accept and understand this responsibility. “In a world of continuous change, the ability of individuals to plan and implement their own learning without external direction is the key to success.”

• Students would be empowered – and ideally inspired – to “pursue learning both in school (formal learning) and outside of school (informal learning).”

From Parent as Supporter to Parent asParticipant

• The increased role of the parent also has to be

acknowledged. With greater information availability, parents can be more involved with their children’s education progress, overcoming challenges, and supporting learning outcomes.

• They can learn more quickly and more intimately what their child is doing at school. They can help guide decisions and more rapidly respond to challenges.

• Technology allows far more access to the student’s progress than the periodic report cards. Parents are already beginning to expect greater feedback than in the past.

From Parent as Supporter to Parent as Participant

• Furthermore, parents have to recognize their educational role outside the classroom.

• A student’s out of school learning is critical. Students only spend 14% of their time at school.

• Indeed, learning is an inherent part of everyday life: each new experience, at home, at work, or during leisure time, may throw up a challenge, a problem to be solved, or a possibility of an improved future state.

From Teacher as Lecturer to Teacher as Guide

• Teachers are the core of any education system and their role undergoes just as great a transformation as that of the student and the parent.

• Many teachers have already recognized that their role is shifting.

• Teachers have much better tools at their disposal to bring information to their students and equally importantly, to guide their progress in a new model.

• As more data be comes available to teachers, they are now better able to diagnose individual students’ needs and make better decisions about what will help individual students learn.

Digital literacy and Shifting role of the learner

Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

• Apply existing knowledge to generate new ideas, products, or processes.

• Create original works as a means of personal or group expression.

• Use models and simulations to explore complex systems and issues.

• Identify trends and forecast possibilities

Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

• Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

• Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

• Develop cultural understanding and global awareness by engaging with learners of other cultures.

• Contribute to project teams to produce original works or solve problems

Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.

• locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

• Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

• Process data and report results

Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

• Identify and define authentic problems and significant questions for investigation.

• Plan and manage activities to develop a solution or complete a project.

• Collect and analyze data to identify solutions and/or make informed decisions.

• Use multiple processes and to explore alternative solutions.

Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

• Advocate and practice safe, legal, and responsible use of information and technology.

• Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

• Demonstrate personal responsibility for lifelong learning.

• Exhibit leadership for digital citizenship.

Technology Operations and Concepts Students demonstrate a sound understanding of

technology concepts, systems, and operations. • Understand and use technology systems. • Select and use applications effectively and

productively. • Troubleshoot systems and applications. • Transfer current knowledge to learning of new

technologies.