Digital fluency is using our technological abilities to achieve any type of goal, this has become an important element of teaching, every year that students progress in school they are expected to be fluent in different areas. Then when entering the workforce, students are expected to have sufficient knowledge in all areas and have the ability to extrapolate all of their digital knowledge and apply it to new programs and technologies(Howell, 2012). There are many area that may effect a student becoming digitally fluent, including the digital divide and the teachers digital fluency and teaching methods.
As a teacher I will have to develop my digital pedagogy, to embrace all new technologies and to keep up with the new age of digital students and the expectation from parents that their children will be taught with technologies (Howell, 2012). Consider the areas that will determine weather a student will be digitally fluent or not, firstly the teacher, weather the teacher enables the students use of technology or models advice so students can see the uses of the device but not how to use it. Secondly, the different types of learning for students, if a student learns in a constructive manner or a student the responds to a constructionist learning environment. The teacher must use different methods and incorporate technology in multiple ways to stimulate students. Finally, the digital divide; schools and students to who and do not have access to technologies(Howell, 2012).
The skills needed by students in the digital age must be embedded in order to engage in learning programs, internet safety, and internet navigation(White, 2013). Printed newspaper sales are declining and Amazon.com sells more electronic books than print books, this highlights the importance of digital fluency(White, 2013). As a teacher it will be my responsibility to ensure I am keeping my students fluent and re-evaluating my methods as a constant as technology keeps evolving.
Programs are consistently being discovered to assist teachers in engaging students that can easily be applied to the curriculum, an example is a web-based program called scratch, this program allows you to make interactive short animations. The website has designed characters, sounds, colours and backgrounds so any creator can choose their own combinations, the characters are capable of making small movements and words can be inserted in speech bubbles. This week I have made my own short animation to demonstrate a way that this program could be used in an early childhood or primary school setting.
- White, G, 2013, http://rd.acer.edu.au/article/digital-fluency-for-the-digital-age
- Howell, j, 2012, Teaching with ICT: digital pedagogies for collaboration and creativity
- Educational Technology[image], 2014, retrieved from https://storify.com/trmccoolCAT200/educational-technology
- Teaching Kids To Think Using Scratch[image] 2010, retrieved from http://chrisbetcher.com/2010/10/teaching-kids-to-think-using-scratch/