Group items tagged

The report distinguishes between “active” and “passive” technology use, noting that some students get to use technology to create, design, build, explore, and collaborate, while other simply use technology to consume media passively, work through boring adaptive learning tutorials or take online tests.

Project-based learning is lionized in this plan as teachers “create an engaging and relevant lesson that requires students to use content knowledge and critical thinking skills” by asking students “to solve a community problem by using technology

When students use social networking platforms to gather information and suggestions of resources, and then draft and present their work by using animated presentation software or through multimedia formats such as videos and blogs, this work is authentic and meaningful to learners and community members alike.

Teachers must see themselves as curators, guides, facilitators, co-learners and motivators. The plan calls for professional learning and development programs to support and develop educators’ identities as fluent users of technology. That’s a topic of dearly valued importance to me. Our work with the

“A critical aspect of ensuring that young Americans learn appropriate digital literacy skills is equipping educators at all levels with the same skills. To that end, URI offers a graduate certificate in digital literacy for graduate students, classroom teachers, librarians, and college faculty. By targeting a broad audience to participate in the program, URI is expanding the number of educators with the professional capacity to help students to learn, access, analyze, create, reflect, and take action using digital tools, texts, and technologies in all aspects of their lives.”

To help support learning transfer between learning at school and learning in the home, BYOD approaches may offer real affordances for learners.

non-cognitive competencies including forming relationships, self-awareness, control of impulsivity, and caring about oneself and others.

Critical Media Literacy

If tomorrow’s adults aren’t able to acquire the necessary distance to think objectively about the ideas promoted by digital media, they won’t have the autonomy to make their own decisions

Of course, this kind of critical literacy is dependent on understanding how algorithms work, how data is analyzed, and how economies influence ideas.