FINAL REFLECTION

5508838518_70c561d592_nThe 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

digital-fluency-2.jpg

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/