Group items tagged

Which means that decisions makers are motivated (partly out of fear of appearing ill-informed, partly out of not wanting to take risks) to adopt approaches that integrate fairly seamlessly across the education spectrum. Why buy an LMS when you can buy the educational process?

shift from LMS-as-platform to LMS-as-integration

Blackboard did not buy into the synchronous education market with the Elluminate and Wimba purchase – they bought the market

In the mean time, well played, Blackboard! Your acquisition will have a far greater long term impact in educational technology than most people realize…

trust in Blackboard is low – partly due to their lawsuit and partly due to chaotic integrations with their previous purchases.

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