Group items tagged

challenges for them is, how do they create learning opportunities that are beyond for example, a worksheet, or beyond that listening to the teacher and doing what the teacher says, and they've really worked very hard to develop those skills.

exploring what other people are doing around the world.

they have to learn about copyright, and they need to learn about cyber safety.

they perhaps don't understand the consequences of what they might put up there.

'If games are the answer, what's the question?'

having kids make their own games

Are you going to sit passively and wait for the information to come to you, or are you going to go out and find it and if you can't find it, you make it.

Supporting or learners and staff to use collaborative digital environments and tools in safe, critical and innovative ways should be on the top of all our digital literacy wish lists and informing local and national policy and practice.

We need to be mindful that a great deal of current research highlights correlations between socio economic status and access.

But supporting all of our children and young people’s ability to have meaningful, useful and safe online interactions means that we don’t further disadvantage some of our most vulnerable populations.

It turns out what people most want to know about their friends isn't how they imagine themselves to be, but what it is they are actually getting up to and thinking about

Recent research has clearly underlined the need to address children’s and young people’s use of the internet, mobile and games technologies in the context of digital literacy.

The report points up young people’s largely pedestrian use of technology, and highlights the role that educators could and should be playing in supporting young peoples engagement as producers, creators, curators rather than primarily as consumers:

There are many definitions of digital literacy. In one of the earliest (2006), Allan Martin defined Digital Literacy as “…the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesise digital resources, construct new knowledge, create media expressions, and communicate with others in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process.” 

The characteristics across many of the available definitions are that digital literacy are that: it supports and helps develop traditional literacies – it isn’t about the use of technology for it’s own sake or ICT as an isolated practice it's a life long practice – developing and continuing to maintain skills in the context of continual development of technologies and practices it's about skills and competencies, and critical reflection on how these skills and competencies are applied it's about social engagement – collaboration, communication, and creation within social contexts