Final Reflection

 

For this assessment I initially found it quite challenging creating a blog using WordPress, embedding videos  and creating  a visual summation using sway, but with persistence I actually found it quite simple and easy to use these different technological tools.

These tools I used for this assessment helped me to further understand the topic by highlighting the importance of teachers having a digital pedagogy. Howell, (2012) states that a digital pedagogy provides teachers with the ability to meet new digital technologies and to be able to use them effectively in their classrooms (p.7).

As we are living in a world where the digital technologies available to us are becoming more advanced everyday it is important that teachers and their students are digitally fluent.

Hsi,  Pinkard and Woolsey, (2005) state that “digital fluency is loosely defined as the competencies, new representational practices, design sensibilities, and technical expertise that a learner gains or demonstrates by using digital tools to gather, design, evaluate, critique, synthesize, and develop digital media artifacts, communication messages, or other electronic expressions”.

“Our amazing, ever-changing technological world may seem overwhelming at times, but educators must rise to the challenge of closing the growing digital divide in education. The resources are available and the information is at our fingertips. To be successful in the world, students must learn to manipulate various forms of new media with a high level of comfort and skill, and school must become a place in which students can acquire the necessary skills for technological success” (Mullen & Wedwick, 2008).

From completing this assessment task I have gained a further understanding of the role teachers play in teaching in a digital world. By completing the 3 different components of the blog, it has helped me to understand the importance of developing a digital pedagogy, which in turn assists to develop digital fluency.

 

 

References

Howell, J. (2012). Teaching With ICT. South Melbourne, Victoria: Oxford University Press.

Hsi, S.,  Pinkard, N., &  Woolsey,K. (2005) Creating Equity Spaces For Digitally Fluent Kids. Retrieved from

        https://www.exploratorium.edu/research/digitalkids/Digital_equity_paper.pdf

Mullen, R & Wedwick, L. (2008). Avoiding the Digital Abyss: Getting Started in the Classroom with YouTube, Digital Stories, and Blogs. Retrieved from

        http://s3.amazonaws.com/academia.edu.documents/5666306/digital_abyss.pdf?           AWSAccessKeyId=AKIAJ56TQJRTWSMTNPEA&Expires=1477194932&Signature=CRqb6PJQbLBFz%2FNYXQplci0rPIY%3D&response-content-disposition=inline%3B%20filename%3DAvoiding_the_digital_abyss_Getting_start.pdf

Being A Digital Curator

Auditory Summation- Week 5 Being A Digital Curator.

Below is my auditory summation.

Abbott (2010) states that “digital curation is the management and preservation of digital data over the long term”.

“All activities involved in managing data from planning its creation, best practice in digitisation and documentation, and ensuring its availability and suitability for discovery and re-use in the future are part of digital curation” (Abbott, 2010).

Flintoff, Mellow and Clark (2014) suggested that “the concept of digital curation has evolved from its original use. While the digital preservation of artifacts is still the primary domain of digital curation, due to Web2.0/social media applications it has allowed anyone to easily create a topic centred library online to share with the world”.

“Digital curation tools have allowed anyone to become a creator and a curator, allowing a person with a focused interest in a specific topic to find and collect artifacts on the Internet to share with their target audience. Curators add a level of quality control around a topic. They can filter a lot of the less important content and allow quality material to surface to the top. Many of the new digital creation tools allow for the end user to further filter and refine the collection, and to quickly and easily add items to their own collection.”

Johnson (2013) suggests that “Scoopit is becoming an indispensable learning tool”.

“Scoopit collates work from online publications using an online magazine format, and the visual impact alone makes it very effective. Students use critical thinking skills to collect, evaluate and analyze content; they may identify trends from discourse; they develop writing skills in original expression; and they interact, communicate and publish to a global audience. More importantly, students practice digital citizenship and personal responsibility to lifelong learning” (Johnson, 2013).

Johnson (2013) believes that allowing students to curate “an online topic (and allowing comments) also increases self awareness and provides additional insight from others”.

Please watch the video below on digital curation.

References

Abbott, D. What Is Digital Curation? Digital Curation Centre. Retrieved from

                https://scholar.google.com.au/scholar? q=digital+curation+what+is+abbott&btnG=&hl=en&as_sdt=0%2C5

Flintoff, K., Mellow. P,. Clark, K. Digital Curation: Opportunities for learning, teaching, research and professional development. Retrieved from

http://clt.curtin.edu.au/events/conferences/tlf/tlf2014/refereed/flintoff.html

Google. (2016). Digital Curation [Image]. Retrieved from

https://www.google.com.au/search?q=digital+curation&espv=2&biw=1366&bih=662&source=lnms&tbm=isch&sa=X&ved=0ahUKEwilp6_x3uPPAhVJ0GMKHRW_AecQ_AUIBygC#imgrc=g8EOCNDVWFEETM%3A

Johnson, L. Why Scoopit Is Becoming An Indispensable Learning Tool. Retrieved from

h ttp://www.teachthought.com/the-future-of-learning/trends-shifts/why-scoopit-is-becoming-an-indispensable-learning-tool/

The Digital Divide

Week 4- The digital Divide- Written Summation

What is the digital divide?? The digital divide is defined as ” the socioeconomic and other disparities between those people who have opportunities and skills enabling them to benefit from digital resources, especially the Internet, and those who do not have these opportunities” (Dictionary.com, n.d.).

According to Howell (2012) “increasingly, parents, employers and the wider community expect the education system to produce technologically fluent students who can use a wide variety of digital technologies, and who can adapt to emerging technologies” (p.55).

“Parents are aware of the increasingly digital world and normally expect the teaching and learning their children engage in to include digital technologies” (Howell, 2012, p.55).

“Schools are increasingly asked to bridge the digital divide between what parents can afford and what they would like their children to be experienced or fluent in” (Howell, 2012, p.55).

Rogers (2016) suggested that “the digital divide represents an important social problem accompanying the diffusion of the internet in the USA, and in other nations”.

Rogers (2016) believes that “the digital divide is the gap that exists between individuals advantaged by the internet and those individuals relatively disadvantaged by the internet”.

“Currently 1 in 5 Australians are not accessing the Internet” (Bentley, 2014, para.4).

The video below describes the Digital divide in education.

So How Can We Bridge The Digital Divide???

Broadbent and Papadopoulos, (2011) states that “being part of the digital divide in the twentieth century disconnects you from a part of your world that now exists for others”.

The Wired Community@Collingwood is a “project that aims to bridge the digital divide” (Broadbent & Papadopoulos, 2011).

Broadbent  and Papadopoulos (2011) said ” a multi-method approach was implemented in the first year of the evaluation, included the collection of qualitative data”.

Connecting with participants provided the project with a rich source of information, but required a time-consuming methodology that respected the barriers which participants faced (Broadbent & Papadopoulos, 2011).

“However, the narrative that is now a part of this project brought to life the impact of ICT in this community. Being a part of the digital divide in the twentieth century disconnects you from a part of your world that now exists for others. At Collingwood, these participants are making those connections on a daily basis and are excited about the new possibilities of being a part of the available technology. This study evidences the impact of bridging the digital divide in one of the most disadvantaged communities in Australia” (Broadbent & Papadopoulos, 2011).

Image result for the digital divide

References

Bentley, P. (2014). Lack of Affordable Broadband Causing Digital Divide. Retrieved from

            http://www.abc.net.au/news/2014-07-02/bridging-the-digital-divide/5566644

Broadbent, R., & Papadopoulos, T. (2011). Bridging the Digital Divide- An Australian Story. Retrieved from

            http://www.tandfonline.com/doi/abs/10.1080/0144929X.2011.572186

Digital Divide. (2016). Retrieved from

            http://www.dictionary.com/browse/digital-divide

Google. (2016). Digital Divide [Image]. Retrieved from

https://www.google.com.au/search?q=the+digital+divide&espv=2&biw=1366&bih=613&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj99MHS1-jPAhUBV2MKHbmRBD0Q_AUIBigB#imgrc=bdmhQSppHJj7aM%3A

Howell, J. (2012). Teaching With ICT.  South Melobourne, Victoria: Oxford University Press.

Rogers, E. (2016). The Digital Divide. Retrieved from

            http://con.sagepub.com/content/7/4/96.short

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