Technology in our Modern Times and the Future – Pinterest (Teaching Resource 2)

(Year 5 and onwards)

The following Pinterst page is a board I created exploring how technology is advancing in our world and how technology is used in our modern times. This is a great resource to present and explore with older primary school students as they will be thoroughly engaged to view these articles. After presenting them this resource the educator could further the learning experience by requesting the students to pick one of the articles and write down key words and ideas from that article to share in groups.

The learning resource;

Technology and it’s Advancements – Image and paragraph (Teaching Resource 1)

(Years 4 onwards)

The first teaching resource has been designed to give students an introduction to technology and it’s advancements. The teaching resource was created using the Wordle web tool. It’s purpose is to scratch the surface on the topic and give students a basic understanding before thoroughly learning the topic. This resource would work effectively if the educator were to question students how the key words link to the topic and how they are so important. To start the resource the teacher could read the below paragraph (which was used in the Wordle web tool to create the resource image) and ask them what are some key words that are seen important.

The resource paragraph;

Technology has rapidly advanced in the past few decades. These advancements are developing the way we communicate, innovate, share information and achieve new tasks. In these modern times it is important for students to be digitally fluent and to keep up with such advancements. To effectively participate with the world in tasks involving technology an individual must have knowledge in operating such technologies. As technology advances and our reliability on the use of technology increases, a new divide is to increasing between the people who can access technology and who can’t. This divide is increasingly separating the relationship between people who can access technology to those who cannot.

Then once the educator has received some valuable answers from the students he/she will present them with the resource image;

technology advancements worlde

After presenting the following image the educator can then ask students if their responses from the resource paragraph is similar to any words in the resource picture. The educator can then ask students to create their own Wordle based on technology advancements and see what key words they create.

Digital fluency

Kids excited on laptop - Featured

Digital fluency is a person’s ability to reliably achieve desired outcomes through use of digital technology. Makice (n.d.) mentions “being literate means you know what tools to use and how to use them, while fluency means you also know when and why to use them.” Students entering university for their first year have already the basics for digital fluency, but for the next four years these skills need to be developed (Howell, 2012). Students have used their own personal technologies and technologies in a school setting so their abilities towards using technology at a tertiary level is basic. Digital fluency is heavily correlated to becoming an effective lifelong learner because majority of the information we access is digital (Howell, 2012). Mac Manus (2013) makes a statement about the youth of the twenty first century, “They have spent their entire lives surrounded by and using computers and other digital devices”. The Australian Curriculum, Assessment Reporting Authority heavily focuses on using technology where ever possible to broaden the basic skills of the students so they are better prepared in the digital world. Programs such as word processers, spreadsheets, presentation programs and using online web tools are important and frequently used programs by teachers and students in a learning experience. In such a digital world technology is more involved in people’s lives than ever before, with the advancement and use of technology continuously growing. Without a digital fluency, certain tasks would be very hard, or impossible to complete when so many tasks have to be completed online or with the assistance of technology.

 

References

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration & Creativity. South Melbourne, Vic: Oxford University Press

Bauer, Kurt. (2014). (Image). Can the blended classroom help instill “Grit”?. Getting smart. Retrieved from http://gettingsmart.com/2014/05/can-blended-classroom-help-instill-grit/

Mac Manus, S. (2013). Getting young people fluent in digital. The Guardian. Retrieved from                                             http://www.theguardian.com/social-enterprise-network/2013/aug/02/young-people-fluent-digital

Makice, K. Digital Fluency. Pinterest. Retrieved from https://www.pinterest.com/kmakice/digital-fluency/

The Digital divide

digital-divide  - Copy

The “Bridging the Digital Divide” video raises awareness to why it is important that all children have technological skills and  aim to achieve a good level of digital fluency.

As technology advances and our reliability for using technology increases, a new divide is to increasing between the people who can access technology and people who can’t. But the digital divide is not just focusing on the people who can access the technology but have the skills to use it. Simply an individual could have access to all the technology in the world but if they did not have the knowledge to use them than there is no use in having that access. There are several factors that can determine this digital divide and those factors are; income, age, knowledge, location, occupation, interest and many more. The factors that have the biggest effects on the divide are income, location and age. People’s income heavily effects many of the others factors and the wealthier a person is the more likely that person will own more technology than someone who couldn’t afford it. Location plays a major role in determining a person’s position on the divide because in Australia 62 percent of household have access to broadband and only 86 percent having access to the internet (Howell, 2012). The chances of someone owning more technology who lives in a city are higher than to someone who lives in a country town purely because of their internet access and the use of the technology in their location. Age is a considerable factor because due to the youth being born with a digital footprint. Where a person in their seventies would have been born in a world with lesser developed technology, knowledge is highly associated with age. Studies show benefits if more or all people in Australia are connected online (Bentley, 2014). As time passes the shift from perceiving the internet as a novelty to an essential service is happening. Bentley (2014) states “In Europe for example, access to the internet is now deemed a human right and there’s quite a groundswell of support for that to be adopted more globally.”

References

Aisch, G. (2011).(Image). Global Digital divide. The New York Times. Retrieved from http://old.driven-by-data.net/about/global-digital-divide/#/0

Bentley, P. (2014). Lack of affordable broadband creating ‘digital divide’. ABC news. Retrieved from http://www.abc.net.au/news/2014-07-02/bridging-the-digital-divide/5566644

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration & Creativity. South Melbourne, Vic: Oxford University Press

What is the digital world and a digital footprint?

What is the digital world? A better question to ask is how digital are you? Technology is advancing so rapidly and for everyday that passes our lives are becoming even more surrounded by the use technology. We use technology for communication, work, entertainment, news and other daily activities. In education, adapting and learning new ways to teach technology to students is important. A new method for planning educational lessons is to co-collaborate with students, this will lead to effective learning experiences on the use of technology (Prensky, M. 2008). Howell (2012) states “with technology one of the hardest transitions for a teacher is the move from being the expert in the class to being the co-collaborator, and digital technologies often force us to adopt this position”. The way technology rapidly advances, we often find it is the youth who are the most knowledgeable in their own digital world. Educators need to embrace this by working with the students as this is the best approach for increasing their personal knowledge in the digital world. Howell, (2012) mentions that “students today have been born into a digital world, but it is an unequal world.” Not all students will have the access and knowledge of technology. As educators we have to accept that there will be students with diverse skills ranging from fluent technological skills to students who have never even used technology in their life. Often students are unaware of the term ‘digital footprint’. A digital foot print is your history, information, activities, social accounts, and everything to do with you being associated with the internet. The digital footprint as a topic has to be emphasised when being educated to students because students often feel safe knowing they are private online, but not realising their digital foot print is not all that private and that their digital footprint is never fully erased (Ghoussoub, 2015).

This video explores the journey of growing up in a digital world.

Glenn Greenwald gives great explanations to why everyone has to be secure with their digital footprint. (Is a long video but worth the watch for key points).

 

References

Ghoussoub, M. (2015). Why Should I care about privacy if I have nothing to hide?. The University of British Columbia. Retrieved from http://digitaltattoo.ubc.ca/2015/04/10/whyshould-i-care-about-privacy-if-i-have-nothing-to-hide/

Greenwald, G. (2014). Why privacy matters. TED. Retrieved from htt://www.ted.com/talks/glenn_greenwald_why_privacy_matters?language=en#t-95338

Growing up in the Digital World – a news2day special. (2014). RTENewsNow. Retrieved from http://www.youtube.com/watch?v=Q9TBjvmUvpY

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration & Creativity. South Melbourne, Vic: Oxfpord University Press

Petschl, T. (2015). four steps to analyzing your digital footprint. Retrieved from http://www.hercampus.com/school/cal-poly/4-steps-analyzing-your-digital-footprint

Prensky, M. (2008). The 21st-century Digital Learner. Edutopia. Retrieved from http://www.edutopia.org/ikid-digital-learner-technology-2008