Tag Archives: digital fluency

Digital Passport

30 Apr

Image-The-Mind-Lab-Digital-Passport

 

“We must think of coding not as a skill but as a literacy”

Before I begin a big thank you to MINDLAB for their assistance in this PLD.

After attending the ANZAC Day Dawn Service this week, I completed the Digital Passport course which gave me an insight into the new curriculum.  To prepare the next generation for the future, this has answered the call to teach our tamariki code. But many now recognize it’s not enough for students simply to know how to write code. The capacity to build a product or solve a problem requires an entirely different literacy.

The focus of the new digital curriculum is shifting from teaching the specific skill of coding to teaching computational thinking—or the ability to follow a step-by-step process to solve a problem. The future workforce will require a solid grounding in the discipline of thinking computationally. We think of coding not as a skill but as a literacy. I was reading article this week which suggested “We don’t teach reading because we believe everyone will write War and Peace,” therefore  “we don’t teach computer science with the belief that everyone will be a computer scientist. We teach it because it is increasingly a skill we need to operate in and understand the world around us.”

Much like students learn to read and then read to learn, coding and computational thinking are intertwined. Computational thinking will be fundamental to many of today’s students’ careers and interests in the same way that knowing how to read is fundamental to everything they do in school.

Computational thinking is defined as the ability to “develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.” According to Code.org in the United States, there are more than 503,000 open computing jobs nationwide, but only 35 states allow students to count computer science courses toward high school graduation, and fewer than half of U.S. schools teach computer science.

Much like reading, it’s important for students to learn the basics of computational thinking early, especially for girls. As digital technology increasingly becomes integrated across the disciplines and year levels, access will become more equitable. A quick and easy algorithm exercise for young our tamariki is to ask them to tell a partner, step-by-step, how to tie a shoelace without showing them. A bonus in this exercise is that it includes making a loop, which is a coding principle.

Our tamariki can solve a lot of problems when they understand the language and process of computing. Letting those problems be real, and identified by the students themselves, keeps students engaged and trying. An example could be to ask students to identify a problem in their community, research existing technology, and design an innovative app to solve the problem.

If we want our tamariki to be comfortable learners and creators, for their own interest or as part of the workforce, they need a basic understanding of how computational thinking works. If a child can talk about how something is made or built, then when something doesn’t work right, they can debug it or tweak it. Our job as teachers has always been to support our tamariki as they start exploring bigger ideas and provide the tools they need to be able to do that. Now let’s help them take that next step.

 

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Culture Again….

1 Nov

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Culture is fundamentally about relationships. Technology is a critical component of all learning environments. However, learning without human rapport and interactive relationships is a poor ecosystem for human development. A landscape in which the foundation has not been prepared to adapt to change, to embrace what is best for students, to accept that risks, constant change and uncertainty are the order of the day, is one in which initiatives will ultimately fail.

A healthy culture is immediately discernible, though perhaps difficult to define: “A collaborative culture feels a bit like family: Although individuals may not always get along, they will support each other when push comes to shove. A collaborative culture is a strong culture in which most people are on the same page.” (Gruenert, Whitaker)

A collaborative culture also leads to higher levels of trust and respect among colleagues and translates to improved student learning. Empowered learning requires investment in technology. It requires talented teachers who are supported. But too often the infrastructure and the investment are as far as the planning goes.

The best schools and the deepest learning are characterized by one simple truth. The work is about individual learner needs, not systems. It’s about the ecosystem and a humane environment that permits teachers to work for the students, not the system. Being relational. As everything becomes digital, school culture matters more than ever.

Gruenert, Steve & Whitaker, Todd. School Culture Rewired. 2015.

Kids are Addicted to Technology

17 Jul

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I found this recently and I believe it is about the best summary of teenagers and use of devices I have ever read. So I share.

The idea kids are addicted to technology. Yes, it is true that nearly a quarter of teens go online “almost constantly,” according to the latest research from the Pew Research Center. But it’s not the technology that teens are addicted to — it’s their friends. Their use of technology, especially mobile phones, allows them to easily connect with peers and receive validation for who they are and who they are trying to become, which is developmentally and socially normative behavior.

What are your thoughts?

Trend Two: Digital Fluency

14 Mar

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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.

 

 

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