8 Matching Annotations
  1. Aug 2020
    1. To ensure the right to access, learning should be affordable and available, offered in myriad formats, to students located in a specific place and students working remotely, adapting itself to people’s different lifestyles, mobility needs, and schedules.

      There is great capability of adaptability of online learning. How everyone has the right of access is the challenge. Learning institutions seem to be proactive in this regard and there are several great examples of fundraising and lobbying to build banks of accessible technology for learners.

    2. The Internet has made it possible for anyone on the planet to be a student, a teacher, and a creative collaborator at virtually no cost.

      I'm sure this is a hyperbole but everyone having access to the internet is not a possibility and the costs vary in perspective. Even within richer western countries challenges and barriers to accessing technology exist.

  2. May 2020
    1. Respect Yourself/Respect Others

      In my opinion, I don't think negative online citizenship can ever be eradicated, but hopefully public awareness will reduce inappropriate online behaviour towards others. Problems with this are that when participating in online discussion, the user is not able to see the people they are talking to and this provides a degree of anonymity. With this comes a feeling of freedom to express one's opinion that the user may usually be more constrained with in a community social situation. In addition, a feeling of being able to be heard without interruption can promote negative participation. While we can monitor and regulate behaviour, these factors are social conditions and for these reasons I think positive digital citizenship will always be a challenge for the online society.

      lida102

  3. Oct 2019
    1. As an educator, I have applied digital literacy skills in my secondary school science classrooms. I have used instructional media like iClickers and SMART boards for interactive activities and virtual laboratories. I have also used grade management software like MarkBook to deduce and analyze trends for individual students and whole classes. Online instructional tools such as Wikis empower digitally smart educators to collaboratively design and deliver resources to nurture young minds. For students to be digitally literate, they not only need to learn how to use technology, but to be critical of the information they gather. Students are exposed to information digitally—articles, statistics, videos. They require explicit instruction that information might be old, biased, fake, illegal, or discriminatory. The Ontario provincial curriculum, like many others, talks about imparting 21st century skills, and digital literacy falls under that category. Educators are evolving instruction to teach students to discern information by being analytical thinkers.

      This is an interesting view of the differences in digital literacy according to who the user is, particularly from an education perspective. We have the educator using technology as a resource to share information, and the learner using technology as a resource to learn while also learning how to be critically reflective of how they are using it. Without saying so, this is a fair example of the difference between digital skills, and digital literacy.

    1. Eight proficiency levels for each competence have been defined through learning out-comes (using action verbs, following Bloom’s taxonomy) and inspired by the structure and vocabulary of the European Qualification Framework (EQF).

      There is a dependent relationship between education and digital literacy. It is interesting to see how digital literacy is constructed when applying an education model such as Bloom's taxonomy to classify and capture learning objectives of digital literacy.

    2. In 2016, Wikipedia defined Digital literacy as the knowledge, skills, and behaviors used in a broad range of digital devices such as smartphones, tablets, laptops and desktop PCs, all of which are seen as network rather than computing devices. In other words, this definition somehow extends computer literacy by networking aspects, but further down, digital literacy is rather defined in terms of applicable competencies, including social ones

      This statement acknowledges the flexibility of the definition of digital literacy. This edutech wiki article has introductions to a collection of different models with links to the sources and a reference list. A great overview and launchpad for understanding digital literacy.

    1. But when they're actually doing something themselves--in the virtual worlds on iPads or laptops--that retention rate skyrockets to 90%.

      This resonates with teaching and learning philosophies. Learning through reading, hearing, seeing are passive activities and utlise less brain activity. Active participation increases activation of neuro pathways which increases the ability to make connections and cognitively develop knowledge. This research reflects that appropriately managed use of digital technology can be beneficial in education and as this demonstrates, can promote education. It would be helpful if this article had a reference list.

    1. We can only begin to put the seeds of this critical literacy in our classes and hope students will transfer this beyond the classroom and into their increasingly digital identities and lives.

      This is a point really relevant to our world now. Digital use of technology has drastically increased, and is relied upon in classroom teaching environments. What we are seeing in our younger communities is research about overuse of digital technology having a potentially negative effect on learning, ability to communicate and empathise, and mental health. Things, such as bullying, can be carried out in private rather than in the school playground, which can make it a more dangerous behaviour. We've got to acknowledge that while digital technology is fantastic, overuse of digital platforms such as social networking can be detrimental. Digital technology has ballooned faster than we can understand its effects on us. I propose that part of digital literacy is also learning appropriateness of its use, and how to balance the use of technology in our lives so that it does not become all consuming.