We are living in Digital World

Digital technology has been an essential feature of the past three decades, the ever-changing, developing and adapting technologies have moulded, shaped and influenced the way in which society learns, works and socialises; I would go as far to say Digital Technology has changed the way the world functions. Advancements in the computer, the internet and telephone equipment, software, applications and web speed have transformed what was once an industrial world into a digital world (Selwyn, 2012).

Although much can be said about the cutting-edge digital technologies the biggest shift in the digital age is the progression into a “Global Information Society (Howell, 2012)”, the way society communicates is no longer constricted, and the information is at the seeker’s fingertips (Howell, 2012 p 11). With this evolution comes a demand for society to be prepared and be active citizens in a digital world.

To understand the digital world we need to understand the participants, Prensky (Sited in Howell, 2012 p7) introduces the concept of Digital Natives and Digital Immigrants. Although I disagree with the main content of his theories, breaking society down into digital competency can help us understand why our digital world has transformed rapidly.

Take for example my parents, when they went to school they wrote with pen and paper and information was accessed through textbooks. When I was in school, I also wrote with pen and paper. However, I had computer classes and access to the internet and a library to research information. My niece is in primary school and uses a laptop frequently throughout the school day; she has no trouble navigating the web and using a tablet. Her classroom has a smart board and her teachers utilise it to teach an engaging curriculum.

Being an active citizen in this digital age is fundamental to schooling, tertiary education and the workforce. To be participant’s society needs to embrace the development and evolution of the digital world.

References
ArmadilloCreative. (2009, June 29). An Ever Changing World. Retrieved from You Tube: https://youtu.be/yuKu6PZXCIY
Awakenings. (2016, March 10). Telephone [Image]. Retrieved from The Street and the City : https://thestreetandthecityul.wordpress.com/2016/03/10/march-10-1876-alexander-graham-bell-successfully-telephones-watson-for-the-first-time/bells-first-phone/
Flickr.com. (ND). Type writer [Image] . Retrieved from Pintrest : https://au.pinterest.com/pin/185843922092692286/
Howell, J. (2012). Teaching Wih ICT. Victoria, Australia : Oxford University Press .
Hudgins, S. (2015, January 16). Important Milestones of Modern Technology #Infographic . Retrieved from Visualistan: http://i.imgur.com/FlYEpSa.jpg
Ncoles. (2011, June ). Light bulb [Image]. Retrieved from Spike : http://www.spike.com/articles/k46bf5/top-10-strangest-things-surgically-removed-from-the-human-body
Radio, O. T. (ND). Radio [Image]. Retrieved from Otrcat: https://www.otrcat.com/p/rarities-from-the-1920s
Robot, M. t. (2015, June 15). Telegraph [Image]. Retrieved from Kaspersky : https://blog.kaspersky.com/telegraph-grandpa-of-internet/9034/
Selwyn, N. (2012, October 12). Education and Technology. Retrieved from ebrary : http://www.ebrary.com
by louisemary

Digital Fluency

digital-fluency
This is an interesting blog about digital fluency: Building Technology Fluency by Beth Holland 
Tellagami Script
Learning the skills and harvesting the abilities needed to participate in a digital world is similar to learning a new language, there will be phases, obstacles and challenges you meet before you become fluent. Digital fluency is fostering a mixed set of skills, mastering the tools and understanding the content associated with digital technology (Howell, 2012).Being a digital master also requires learning through acquisition and steadily building upon the abilities learned (Holland, 2013).
A combined set of skills improve digital ability, ways this is demonstrated is by investigating media pathways and creating new content, experimenting with technology avenues to progress abilities and critically analysing what content could be applied differently (Howell, 2012).
The Digital world is a large cluster of application tools, Beth Holland (2013) explains fluency in technology as showing confidence while navigating numerous applications. Making purposeful decisions in the process of showing how these information technology tools can enhance the process, subject or task ahead.
A strategy that fosters Digital fluency learning through acquisition, Howell (2012) introduces a collaborative teaching approach that allows freedom while discovering and learning to use information technology tools. The concept is one that combines all the universal ideas of learning in a digital world; producing creativity, permitting experimentation and creating purposeful innovation (Howell, 2012).
Because collaboration and acquisition are promoted to enhance Digital fluency being an expert in all aspects of Digital technology is not necessary. Allowing for adaptation, change, and new information technology is another fundamental issue of Digital Fluency (Howell, 2012).
Mac Manus (2013) declares that majority of the younger generation today have inherited information technology abilities because they have grown up in a Digital World. During early schooling it is important the skills develop so children can progress into digital content creators (Howell, 2012). Once this process occurs, students should are provided with the opportunity to evolve these skills and begin understanding how things work and start to be digital innovators (Howell, 2012). The final stage is learning how to incorporate these skills purposefully for learning, research, and assignments; this is when digital fluency can be achieved (Howell, 2012).
From an educational perspective, it is essential that teachers gather a board understanding of digital technologies and begin to see digital fluency as a journey that will mature throughout a professional career. Educators hold a vital role in fostering and promoting these abilities so students can develop them into life-long learning skills.
References
Holland, B. (2013, 12 16). Technology Integration. Retrieved from Edutopia:   https://www.edutopia.org/blog/building-tech-fluency-digital-learners-beth-holland
Howell, J. (2012). Teaching Wih ICT. Victoria, Australia: Oxford University Press.
Manus, S. M. (2013). Social Enterprise. Getting Young People Fluent in Digital, 1.
by louisemary

The Digital Divide

Bellow is the script for my Animoto
The Digital Divide
The recent shift into the Digital World follows the historical pattern of social, economic inequality (United Nations Development Program UNDP, 2012).
The Digital Divide is the gap the disadvantage fall while the advantaged stand on higher ground (Bentley, 2014).
Technology affects us in all aspects of life: communication, employment, education, and socialisation, falling into the Divide means less opportunity and more distance between the information technology society (UNDP, 2012).
Access to the internet is deemed a human right (Spriggs, Cited in Bentley, 2014).
So how do we bridge the gap?
Nicholas Negroponte is a Tech Visionary; he runs an organisation that helps bridge the gap, called One Laptop Per Child, distributing wireless laptops equipped with internet and battery to developing countries (Ted Talks, 2008).
But is computer and internet access enough?
The UNDP (2012) explains the key role in bridging the Digital Divide isn’t this simple.
Providing the tools isn’t helpful unless you know the skills involved
Providing education and fostering life-long technology skills and information processing ability combined with access to technology equipment and are fundamental aspects to bridging the gap between the Digital Divide (UNDP, 2012).
References
Bentley, P. (2014). Lack of affordable broadband creating “digital divide.” 774 ABC Melbourne, 1.
Cedefop.europe. (ND). Skills [IMAGE]. Retrieved from Identifying Skills Needed: http://www.cedefop.europa.eu/en/themes/identifying-skills-needs
Conferences, T. (ND). Nicholas Negroponte. Retrieved from Ted Ideas Worth Spreading: http://www.ted.com/speakers/nicholas_negroponte
Decoder, N. (2015, 8 27). Humanity Hands [IMAGE]. Retrieved from Decoding Human Rights: http://www.news-decoder.com/2015/08/27/decoding-human-rights-3/
Local.ocregistar. (ND). Satellite [IMAGE]. Retrieved from Communication: http://local.ocregister.com/all/communication
United Nations Development Programme. (ND). Redefining the Digital Divide. The United States of America.
uhaweb.hartford. (ND). Social Heart [IMAGE]. Retrieved from Tech D2: http://uhaweb.hartford.edu/brooks/techD2.html
Wikipedia. (ND). One Lap Top Per Child [IMAGE]. Retrieved from One Lap Top Per Child: http://local.ocregister.com/all/communication
by louisemary

Reflection

digital-teacher

Reflection

Throughout this assignment, I have learned a greater understanding of the importance, complexity and innovation Information Computer Technologies (ICT) has in my life and education. Comprehending the large and diverse scale of everyone’s multiple digital worlds and the opportunities society has access to through its connective prospects in social, work and learning life (Selwyn, 2012). Grasping the issues and disadvantages the digital divide causes, along with the efforts to bridge the gap by providing the right skills and education to be successful learners, educated employees and active digital citizens (United Nations Development Programme, 2001). Fostering approaches that support digital fluency to create learning abilities through communication and collaboration with multiple media and technology, to build upon new skills, resolve problems encountered and construct innovating concepts (Holland, 2016).

Considering all of these aspects of ICT, fostering education strategies to help develop, support and nurture digital competency is crucial to preparing students for the workforce and life-long learning (Howell, 2012). Education concepts such as the constructionist theory, allows students to navigate their own motivating and engaging learning path. This particular method encourages many of the critical ICT learning outcomes (Howell, 2012).

Constructing the assignment blog has developed, enhanced and broadened my digital competency. Skills I had previously adopted were challenged. Complications I encountered while recording my Tellagami audio recording, limited recording time prolonged the process and caused a road block. Using problem-solving skills, I was able to record my script in separate sections and later combine them using a different program called Microsoft Movie Maker. I still, however, approached another learning hurdle when trying to upload the file onto WordPress. This was quickly resolved when I easily uploaded the video to You-Tube and embedded the file on my blog. Creating a visual summation on Animoto was produced with ease, and I felt confident in my abilities. Researching the topics I have chosen has developed my ICT skills. However, I believe the valuable learning tools I engaged in while producing the visual and audible summaries are now abilities I will use throughout my working, social and university life. This blogging experience demonstrates the support, innovation and concept I wish to bring into the classroom as an Educator.

References

Holland, B. (2013, 12 16). Technology Integration. Retrieved from Edutopia: https://www.edutopia.org/blog/building-tech-fluency-digital-learners-beth-holland

Howell, J. (2012). Teaching Wih ICT. Victoria, Australia : Oxford University Press .

Selwyn, N. (2012, october 12). Education and Technology. Retrieved from ebrary : http://www.ebrary.com

 

by louisemary