Teaching and Learning In The Digital World
Written Summation: Week 4: Participation and the Digital Divide
As generations grow, populated with digital natives; so does the importance of digital fluency in education (Howell, 2012). The Digital divide involves the gap between individuals, communities, and societies that have the resources to connect to the internet. According to statistics, the digital divide in Australia and around the world has become a major concern. In Australia, digital divide refers to complex technologies utilized on networks. Implications for education and employment is accelerating the ‘Digital Divide’ rapidly each year (Nieminen, 2016).
Research shows (Bentley, 2014) that at least twenty – percent of Australian’s are unable to access the internet. Among part of this percentage is Indigenous, Rural, and Refugees. These communities are at a disadvantage with no internet access, which impacts their social and educational opportunities. Age is also a factor, as the older generation has limited access to the internet, due to not having the skills to be technically proficient, unlike the younger generation. There are several programs and subjects that help educate communities of low socio-economic backgrounds to help educate technology skills.
Figure 1 – In 2012, Asia accounted for 44.8% of internet users by Region (Internet World Stats, 2013).
Increased Digital participation can factor economic growth, improve people’s quality of life and allow more efficient education and services. Teachers must be conscious when teaching in the classroom, taking into consideration that some students may not have adequate digital resources, which will not provide an equal experience for all students. Teachers can influence students that do not have assistance with internet resources in their own home to use computer devices after school or before school. Structuring tasks which can be researched and completed by using mobile technology may enable greater participation in classroom tasks. It is the teacher’s responsibility to alter digital pedagogy, catering to all students digital access.
Word Count – 303
Figure 2 – Is there a Digital Divide or an Intellectual – Pedagogical One? ( WordPress, n.d)
AayushWho (June 23, 2012). Bridging The Digital Divide. [Video file].
Bentley, P. (2014, 3 Jul). Lack of affordable broadband creating a digital divide. Retrieved from http://www.abc.net.au/news/2014-07-02/bridging-the-digital-divide/5566644
Garibian, L. (2013). World Internet Stats: Websites, email, social media and more. Retrieved from http://www.marketingprofs.com/charts/2013/10002/world-internet-stats-websites-email-social-media-and-more
Howell, J. (2012). Teaching with ICT. South Melbourne, Australia: Oxford University Press.
Nieminen, H. (2015). Digital divide and beyond: What do we know of Information and Communications Technology’s long-term social effects? Some uncomfortable questions. European journal of education 31(1), 19–32, http://journals.sagepub.com.dbgw.lis.curtin.edu.au/doi/pdf/10.1177/0267323115614198
Auditory summation: Week 6, Digital Fluency
I created an Auditory presentation utilising VoiceThread to summarise Digital Fluency in Education.
Digital Fluency Script:
In Digital context for education, Digital fluency relates to the infusion of technology in teaching and learning to improve the learning outcomes for children (Spencer, 2016). It includes the confidence of students to successfully and confidently use technology, by having the capability to transfer across environments and platforms to achieve learning success (Australian Curriculum Assessment and Reporting Authority Council [ACARA], n.d., para.1; Briggs & Makice, 2012, p. 74). For students in the classroom, digital fluency is a combination of being able to understand, select and use technology systems at school. It involves having a strong digital literacy of cognitive or intellectual competencies and being able to apply technology skills in classroom activities. Social competence is also important for students in the classroom to have an ability to communicate with peers effectively (Spencer, 2016).
Jennifer states that children have probably established “a level of ability and aptitude toward technologies” outside their formal schooling (Howell, 2012 p. 39). Statistic Brain (2017) shows that the percentage of schools that have one or more computers in the classroom is 98%, 77% of teachers use the internet for classroom task instructions and 72% use LCD or DLP projectors for classroom instruction. Briggs, & Makice, states that Digital Fluency ‘is an ability to reliably achieve desired outcomes through the use of digital technology’. These skills are hindered from the digital fluency of surrounded peers. Digital pedagogy should achieve digital fluency in students by the end of primary school. Students should gain in-depth experience in Microsoft Office, blogging and social network as these are all programs that harness lifelong educational skills. These skills can further on be used for then University degrees or Job applications. White (2013) suggested the benefits of teaching students the importance of Digital Fluency, and the safe use of the internet.
The digital world is rapidly growing and evolving. Students require the competencies to navigate the use of technology in and out of the classroom environment. This will help develop lifelong skills and prepare children for future educational experiences (ACARA, n.d.).
Good, J (Jan 23, 2016). What is Digital Fluency? [Video file].
Word Count – 327
Australian Curriculum Assessment and Reporting Authority [ACARA]. (n.d.). The Australian curriculum: Information and communication technology (ICT) capability. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/introduction/introduction
Briggs, C., & Makice, K. (2012). Digital fluency: Building success in the digital age[PDF file]. Retrieved from http://socialens.com/blog/wp-content/uploads/downloads/2012/01/SociaLens_Digital_Fluency_Sample1.pdf
G.K, White (2013). Digital Fluency: skills necessary for learning in the digital age. Retrieved from
Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. South Melbourne, Victoria: Oxford University Press.
Spencer, K (2016). What is Digital Fluency? Retrieved from http://blog.core-ed.org/blog/2015/10/what-is-digital-fluency.html
Statistic Brain (2017) Technology & Computers in Classroom. Retrieved from Statisticshttp://www.statisticbrain.com/technology-computers-in-classroom-statistics/
Visual summation: Week 5, Being a Digital Curator
I have created a Prezi presentation to illustrate and summarise Digital Curation in an educational context.
The advancement of information and communication technology (ICT) has permeated the culture. We live in a global knowledge-based society reliant on technologies in distinctive domains of our lives: This is especially apparent for children that have grown up with the use of technology. The use of digital technologies gives students a greater chance to participate in the digital world (Howell, 2012). By introducing digital resources to students in the classroom to complete classroom activities, this allows technology to be experimented with creatively with the digital world (Howell, 2012).
Figure 3 – Brave new digital world of the Classroom. (Lewis, 2016)
The skills I attained for this assessment were used by researching a variety of Digital products. Exploring software for this assessment revealed a number of resources available online. I familiarised myself with editors learning Prezi and VoiceThread to create a visual summation and Auditory summation. WordPress enabled self-scaffolding within the “zone of proximal development” as I had to familiarise myself with the program (Howell, 2012, p. 23). Discussion groups assisted in my learning as I was able to approach peers about literacy skills and the understanding of Digital Curation and Digital Fluency. I sourced information by utilising Digital fluency and Digital Curation through YouTube to edit my VoiceThread and Prezi video. An oral, written and verbal blog highlighted my strengths and weaknesses, as along the way I developed new learning skills. I understand the difficulties that students can face when attempting to use technology and learn new skills. Students may benefit from certain learning opportunities which are known as a “preferred mode of learning’, that is auditory, visual kinaesthetic (Knoll, Otani, Skeel & Van Horn, 2016). Therefore, these students tend to excel in these modes of learning, whilst in other modes, they will keep developing skills over – time (O’Donnell et al., 2016).
Digital disruption has dramatically altered our personal and professional lives, impacting significantly upon educational aims and expectations (Technology One, 2017). Teachers that effectively teach digital fluency, will see students excel towards their approach to technology.
Word Count – 317
Howell, J. (2012). Teaching with ICT. South Melbourne, Australia: Oxford University Press.
Knoll, A., Otani, H., Skeel, R., & Van Horn, R. (2016). Learning style, judgments of learning, and learning of verbal and visual information. British Journal of Psychology, 46(1), 1-20. DOI:10.1111/bjop.12214
O’Donnell, A., Dobozy, E., Bartlett, B., Nagel, M., Spooner-Lane, R., Youssef-Shalala, A., … Smith, J.K. (2016). Educational psychology (2nd ed.). Brisbane, Qld: Wiley & Sons, Australia.
TechnologyOne (Director, Producer). (2017, March 28). Digital disruption and changing student expectations [Video file]. Retrieved from https://www.youtube.com/watch?v=wG9eEO3N-hY