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07 Jul 09

Stoerger

Very interesting analysis of digital skills and educational implications

www.uic.edu/...2243 - Preview

digital_literacy digital_natives edtech education

What is overlooked is the simplicity of these labels and their inability to address the complexity of the students who enter the physical and the digital classroom.
there are numerous claims about the technological capabilities of these students. However, some scholars argue that the empirical evidence to support them is lacking
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- tech–savviness is more about exposure to technology than being affiliated with a particular generation
- a significant proportion of students had lower level skills than might be expected of digital natives.
- students come to the classroom with different needs and experiences.
- students reported that they preferred moderate technology use in their courses.
- many students believe that “face time with instructors and class time with other students [is] critical to their success in college.”
- Students in his study reported that the key to their academic success is faculty who are committed to teaching.
- there are signs that some students are not acquiring skills that will prepare them adequately for life beyond the classroom.
- employers complain that they lack basic and applied skills that are essential to job success, such as reading comprehension, written communication, and critical thinking
- Because the tech–savvy stereotypes associated with today’s students appear to be based on misconceptions, educators need to rethink teaching and learning for the digital age
- Overall, the goal is not simply to acquire knowledge, but rather to be able to use it outside the classroom setting
- Educators are beginning to investigate ways to teach information literacy, visual literacy, new media literacy, information fluency, and information competence skills to this new group of students
- educators must work to ensure that students gain these skills
- as Wesch (2009) stated, educational changes should be about the social spirit enabled by new technologies — collaboration, interaction, and participation — not the technologies themselves.
- digital wisdom transcends generational boundaries
- learning comes from informal social interactions between learners and their mentors, not from interactions with technology alone.
- Instead of segregating individuals based on their skills or lack thereof, the digital melting pot is a place where all individuals, including those with low levels of competency, experience technology in a way that fosters opportunities without barriers.

18 May 09

SpeEdChange: Information Literacy

A fascinating look at the effect of changing technologies and the need for information literacy and critical thinking.

speedchange.blogspot.com/...information-literacy.html - Preview

information_literacy literacies digital_literacy criticalthinking

Yes. Print can be wrong, despite John Calvin's firm belief in the societal value of fixed text. We all know that information on the "internet" can be wrong, and we warn our students about this. If we are good, we tell them to check authorship, credentials, the source of the website, the motivations, and we ask them to find corroboration and/or dissent. But do we do this as actively when a student pulls a book or newspaper off our school library shelf? What about when a student reads a textbook? What about when a student listens to a teacher?
an emerging communication form creates a demand for a new medium or method of publication. The new medium or method of publication, in turn, creates an opportunity for new communication forms. When Samuel Morse introduced the telegraph with "What hath God wrought?" he was using new technology to send an old phrase. But his technology, and the way in which it was paid for, quickly created, "Meet in Phila Tue Noon at Sta Stop" - and how far away are we then from "C U 2nite"
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- All these technologies give and take. Gutenberg's destroyed many European languages, and enforced all sort of evils. But it also spread knowledge and literacy and allowed thought to flow in remarkable ways. We can imagine that post-Gutenberg technologies will do the same.
- So what do students need to know? They need to know that cognitive authority does not come with a job title, or a publisher's mark. Just as they need to know that the actor wearing the white coat in a TV commercial may not be a medical authority. They need to be able to discover, in the non-linear form of real life (and the web) how to assess information - no matter the source. You can start in your classroom. If you aren't lying to your students, give them laptops or mobiles and let them look up what you tell them. True? Sometimes true? Debatable? Biased? Help them make the arguments.

13 May 09

Strange Attractor » Blog Archive » Unpacking the concept of the ‘digital native’

At first I embraced the "digital native" concept, but experience has shown me that age has almost nothing to do with digital literacy.

strange.corante.com/...-concept-of-the-digital-native - Preview

digital_literacy Digital_Native

The key point here is that we’re talking not about a generation but about a level of understanding, and that understanding can be achieved, in my opinion, by anyone with an open mind, some imagination and access to the web, regardless of age or background.
Not only is this not the case, as many a ’silver surfer’ will attest, but it’s an actively damaging assumption that can be seen worming its way into hiring, training and web development policies. When I hear business people saying “We need to hire more digital natives”, it is said with the assumption that anyone straight out of university will have the appropriate knowledge and skills, and dismisses the idea that older people could fit the role more tightly.

12 Apr 09

Teaching 21st century literacies « Brave new world

tsheko.wordpress.com/...aching-21st-century-literacies - Preview

criticalthinking web-literacy digital_literacy

the integration of critical, digital literacies must be integrated fully in everyday teaching,
If we use blogs, wikis or nings, it is not because we are ticking off our use of Web 2.0 technologies for the sake of being recognised as Web 2.0 savvy, it’s because we recognise that a networked learning environment is the best way to prepare our students for their future. If we teach our senior students to critically evaluate newspaper articles and advertisements, shouldn’t we finally take the leap to teaching them the skills they need to navigate the deluge of online information? They’re not reading editorials as much as they’re watching YouTube videos. Will they continue to get their news from newspapers? Or will they prefer real-time, real-people news reports on Twitter?

05 Jun 08

Digital Writing Across the Curriculum - A TLT Group Resource

"examples of digital writing assignments from courses in various majors, the following distinctive strengths of digital writing across the curriculum (DWAC) have been emerging"

www.tltgroup.org/...Digital-WAC.htm - Preview

digital_literacy

20 May 08