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Digital Literacy in the 21 st Century: Implications for Teaching & Learning. Audrey Byrne ICT Conference 2009. OUTLINE. Introduction Context Methodology Main Results Conclusions & The Way Forward?. 1. INTRODUCTION. Audrey Byrne MSc ICT
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ICT Conference 2009
Research found students predominately use the following applications:
In a more social setting, research found that students use the following applications:
In 2004, Eshet-Alkalai published a 5-skill holistic conceptual model for digital literacy, Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era.
This framework comprises five types of literacy skills:
This unique form of digital literacy helps users to intuitively and freely “read” and understand instructions and messages that are displayed in a visual-graphical form.Examples:
The ability to take an existing piece of text, graphic, music or other media, and to create something “new” from it.
“Branching-literate scholars are characterized by good multidimensional spatial orientation - the ability to remain oriented and avoid getting lost in hyperspace while navigating through complex knowledge domains, despite the intricate navigation paths they may take” (Daniels et al. 2002).
“the highest-level and most complex one. It requires users to be highly critical and analytical, very mature, and have a good command of information, branching, and photo-visual literacy skills.” (Eshet-Alkalai , 2004)
Socio Emotional Literacy
e.g. 42% “never give out personal information online”
100% stated they had name, age etc on “bebo” page
Socio Emotional Literacy..cont’d
The students possess the following seven characteristics;
“Yeah it’s the same when they’re [older people] on a computer as well, they’re all like “Oh I better not press that button cos I might break something” like they just don’t seem to get the idea that you can’t really break anything by just pressing buttons ya know like just click on stuff and see what happens.”
Mod: Ok, so what would be the worst way that someone could teach you to do something?
A: Just telling you, like not showing you, just saying like this is how to do whatever on a computer and then you get on the computer and your like “what did she just say?” like. I just prefer to be on the computer myself and like just learn as I’m doing it like
S: Yeah, and I don’t like when they do it for you without showing you, they like say “oh I’ll do it” without showing you what they’re actually doing cos then when they go, you don’t know what they did.
Two major themes emerged from the research. The students use technology for
Prolific communicators, the students gravitate toward activities that promote and reinforce social interaction—whether Instant Messaging friends, teaming up in an Internet game, blogging, texting, using social networking sites (bebo, face book etc) or forwarding joke e-mails
“While teenagers are driven by a range of motives in their technology use, a major factor in the rapid growth of online activity is simply the desire to connect with others.” (Van 't Hooft, 2007)
For the education system to successfully incorporate ICT into the curriculum the following recommendations are proposed;
A review of the content, rationale and mode of training for teachers:
Mod: But what if some teachers don’t know how to use technology?
SN: Well, teachers should be trained how to use them.
S: Yeah they should be
[Audio Transcript 3: Lines 476 – 479]
A review of how funds are located nationally and regionally
A major review of how learning and teaching can utilise the skills of the students.
Mobile/handheld devices are used in the following areas to support teaching/learning: