FINAL REFLECTION

The photo “blogging”(Candid Writer, 2014)

Final Critical Reflection

Teachers’ roles and responsibilities have changed dramatically in relation to the use of new digital technologies in recent times. This demands that the teachers are up to date with technological advancements and develop digital skills. Living a life immersed in technology has become part of the culture for digital natives and one unfamiliar to many parents and educators like myself. In this assessment I came across blogging, Voki and Nearpod which were all new to me.

Being a digital immigrant, which Howell (2012) describes as someone not very familiar with the increasingly changing digital technologies, I found blogging quite daunting to use initially. I discovered you can write a blog and add pictures and videos to it to share it all at once, this was all new to me. I also found that publishing your blog can make it available for wide range of users to read and provide feedback which can lead to meaningful discussions about the topic.

I found Nearpod to be an interactive presentation tool that could be used for visual presentations and to upload images and videos to make it fun and engaging to share information.

I discovered that Voki is a tool that allows to create talking character which could be used for auditory presentations. It allows users to customize the appearance of the characters, record their own voice or upload an audio file.

I learnt educators in this age have to be digitally aware to be able to engage the students and make the sharing of information convenient and interesting. The use of these tools promotes critical and analytical thinking, increased access and exposure to quality content and social interactions with peers. Technology today has become a combination of play and technology which ensures learning to occur. Howell (2012) suggests, “Learners move through a cycle of imagining, creating, playing, sharing and reflecting. Technology can support this if selected wisely and used appropriately”.

Words: 321

References

Howell, J. (2012). Teaching with ICT: digital pedagogies for collaboration and creativity. South Melbourne: Oxford University Press.

Candid Writer. (2014) . Blogging [image]. Retrieved from https://www.flickr.com/photos/127334652@N07/14902494197/

DIGITAL FLUENCY

Auditory summation: Digital Fluency

The following presentation explores the topic digital fluency in the Voki link included below (click on the link provided below).

voki presentation

Below is the written script and reference list:

what is digital fluency?

It is defined as the ability to use digital technology in a confident manner (Howell, 2012).

The need for students and teachers to be digitally fluent is increasingly important in this age of technology. Most students these days are already proficient in recreational technology that helps them to become digitally fluent in learning technology as well. During the early primary school years, students are often described as ‘technology neophytes’ (Howell, 2012).

The structure of the classroom is ever changing, technology is becoming a vital part of learning activities and acquiring new skills. The aim of digital fluency is to make critical thinking and information skills relevant to the new challenges of the digital environment. The focus in the schools should be to build digital skills in developing years of students so that they grow up to be digitally fluent adults.

A digitally fluent student can decide when to use specific digital technologies to achieve their desired outcome and knows where and how to find and access information quickly and accurately. Howell (2012) explains that the aim of including the use technology in the classrooms at an early age is to develop digital content creators of the future.

In a digital world, the information is discovered, content is designed, knowledge is constructed and ideas are communicated effectively (Howell, 2012). A digitally fluent person can not only select tools and knows how to best utilize them, they can also explain why they work the way they do.

Howell (2012) suggests there is more peer supported and collaborative learning happening in the classrooms these days and teachers are becoming more of a resource for the students in this digital world. The aim is to have digitally fluent young students who are aware of the new technologies out there and how to best implement them in real life down the track.

Word:311

Howell, J. (2012). Teaching with ICT: digital pedagogies for collaboration and creativity. South Melbourne: Oxford University Press.

George Couros. (24 October, 2012). Creation and Consumption [image]. Retrived from https://www.flickr.com/photos/georgecouros/8120316401

Silivia Tolisano. (2013). Being skilled [image]. Retrieved from http://langwitches.org/blog/2013/02/18/skilled-literate-fluent-in-the-digital-world/

DIGITAL IDENTITY AND DIGITAL SECURITY

Visual summation: Digital identity and digital security

The following presentation explores the topic digital identity and digital security in the Near pod link included below (click on the link provided below).

near pod presentation

References are included at the end of the presentation.

Words:330

WHAT IS DIGITAL WORLD?

Written Summary: What is a digital world?

The photo “How Does Digital Technology Affect You?” (Scott Schopieray, 2008)

The digital world is the world that we live in today, the use of technology such as internet, digital devices and online social networking is a part of our everyday life. The students are constantly connected using technology so they can transition easily between their digital world and real life. More than half of all secondary school students support the idea of using mobile devices to help them learn whereas only 15 percent of teachers support it (Julian, as cited in Prensky, 2001, p. 104).

The technology has transformed how the educators teach and how the students learn. The teachers are digital immigrants but they are required to use technology in the classroom to engage the students. The teachers need a digital pedagogy “which is the study of how to teach using digital technologies”(Howell, 2012, p.5).  This technologically enhanced lifestyle has become part of an everyday life for students but educators are still relatively unfamiliar to it.

The teachers should know that students enjoy using digital technologies outside school so when the teacher involve digital technologies in the learning process it engages and motivates the students. There are obviously pros and cons of bringing technology into the class rooms but there’s general consensus that pros outweigh the cons.

In conclusion the world is going digital and digitally savvy young students who are using it in almost every facet of their lives expect it to be used as an educational tool as well. As professional work places embrace more and more technology, it is in our future generations’ best interest to be digitally fluent so they can hit the ground running and adapt smoothly when they join the workforce once they are out of the school (Howell, 2012).

Words: 293

References:

Howell, J. (2012). Teaching with ICT: digital pedagogies for collaboration and creativity. South Melbourne: Oxford University Press.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9. MCB University Press.

Scott Schopieray. (200) .How Does Digital Technology Affect You?  [image]. Retrieved from https://www.flickr.com/photos/schopie1/2508439763/