“Fluency” is broader than “literacy.” Being ‘digitally literate’ means acquiring the skills to make and create meaning, and select technologies to do so. … Digital fluency can also be considered as part of a broader set of competencies related to ’21st century’ learning.
Becoming digitally fluent is for people to be able to act as successful citizens in whatever contexts they choose for themselves. The recent report – Students, Computers and Learning: Making the Connection (OECD, 2015) – highlights the importance of bridging the digital divide, not leaving the development of digital fluency to chance.
Digital tools are transforming essential elements of the education space. Understanding how they are impacting teaching and learning and consideration of which tools are useful and how to best implement them is even more vital.
For Digital Fluency to truly flourish the following needs to grow.
Increased collaboration: Just as social media has given rise to new definitions of community, digital tools are transforming community and the give-and-take between students and teachers. Platforms for web-based discussion threads and creation of course or class wikis alter the types of student involvements in project-based and writing-specific assignments. A piece of student writing can become a diverse and substantive document when it is the basis for a step-by-step exchange of ideas and questions between teacher, peers, authors, and mentors. When digital tools are integrated in a pedagogically sound fashion they also promote and enhance other essential skills sets such as communication, creativity, critical thinking, problem solving, digital literacy, entrepreneurship, global awareness, and digital responsibility/citizenship.
Innovate assessment: NZQA with a emphasis on NCEA has seem room for innovation, I question whether there should be more room for innovation in the primary area as primary teachers are hamstrung by National Standards. As formats and contexts for assignments evolve, the methods of assessment have had to keep pace. The openness of the online environment and the integration of such things as game attributes, shape all kinds of assessment, especially formative assessment, which measures learning progress (not only endpoints in learning).
Enhanced Student Agency: The type of activities that stimulate real involvement “give pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results”. The process of choice increases engagement, authenticity, and ultimately more value in the learning process. Unleash the power of digital tools and empower students to take ownership of their learning.
Lots to think about then.