Computer literacy refers to the degree of computer operation familiarity or ease of use. In other words, it’s the ability to use a computer to conduct research projects and data mining. I will liken computer literacy to toolbox literacy for a carpenter. The carpenter could be an apprentice or a master. One has minimum toolbox literacy and the other has maximum toolbox literacy.
Information literacy refers to critical thinking or the ability to conduct effective environmental scanning of all available information, screen out irrelevant information, and screen in relevant information. This cognitive processing of information leads to synthesis of solutions to the questions at hand.
Integration literacy refers to the ability to bring together successful traditional proven education/learning methods and 21st century technology. Once they are brought into each other’s presence they are joined into an integrated union with the best potentialities of the past, present, and future. One example is a life-long appreciation of music integrated or joined to the technological ‘enhancement’ of high-quality sound engineering.
mario
21st Century literacy is the ability to intelligently and effectively use the numerous digital tools the Internet makes possible. The literacy of the future will mean the ability to navigate successfully the technological environment surrounding societies and cultures in order to achieve the safe harbor of innovation on the road to personal and societal self-actualization.
ReplyDelete“Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives. They will need literacy to cope with the flood of information they will find everywhere they turn. They will need literacy to feed their imaginations so they can create the world of the future. In a complex and sometimes even dangerous world, their ability to read will be crucial. Continual instruction beyond the early grades is needed” (Moore, Bean, Birdyshaw, & Rycik, 1999)1.
http://www.maine.gov/education/it/promise/4literacyint.pdf
Digital students are different from the previous generation of students in that they have been relatively ‘immersed’ in the digital environment from the time they are born. Their parents facilitated this immersion by being technology literate and using digital technology in the home. This scenario resembles my generation growing up with television from black and white to color. I could not imagine not having a television and digital students cannot imagine not having their digital tools.
ReplyDeleteThe implications for teachers is that they must keep up or, preferably, stay ahead of the technology curve, and they must become digital students themselves in order to model 21st Century literacy for students. Digital students are still emotionally immature young people and powerful digital tools can cut both ways unless used wisely. This harkens back to my toolbox example because an apprentice can hurt him or herself by not using a particular tool correctly. This risk is mitigated by experience and learning, which is the reason that technology literacy must be joined to information literacy.
Which of the six National Educational Technology Standards for Students (NETS-S) do you think are well implemented?
ReplyDeleteNone of the six National Educational Technology Standards for Students (NETS-S) are well implemented if that means consistent and engaging use of technology at Level of Teaching Innovation (LoTI) 4 or higher. I have witnessed some of the elements of each standard in my substitute teaching assignments and have read of model experiments in different school districts across the country. However, I believe strongly that the current public education system may be incapable of merging computer and information literacy into integration literacy. The nature of 21st Century education is innovation whereas the nature of traditional education is entrenchment and a progressive ossification that prevents innovation.
How do you feel about your readiness to meet those standards?
ReplyDeleteI feel confident regarding my readiness to meet those standards given sufficient initial and ongoing training to build technological capacity as part of teacher preparation and ongoing development. This class especially is showing me that technological immersion over a semester can accomplish an introduction to the digital toolbox; more time is needed to absorb the functionality of the tools.
What needs to be done to meet the standards?
ReplyDeleteTeachers must be technologically immersed on a long-term basis. The technological toolbox must be used every day and training must occur every day along with practicing information literacy instruction. I think classrooms need to be re-designed to accommodate 21st Century learning including e-textbooks and distance learning. Simultaneously, the teacher should be a guiding mentor conveniently available to students in a way that does not completely disrupt the teacher or student life.
Briefly discuss the shift of paradigms -- from Education/school/classroom 1.0 to Education/school/classroom 2.0.
ReplyDeleteEducation/school/classroom 1.0 is based on an educational philosophy born in the Industrial Revolution of the late 1800s whereas education/school/classroom 2.0 is based on an educational philosophy born in the last 20 years. As with all generational movements the former must give way to the next. The wisdom of the former is letting go of entrenched interests and providing the next with their finest tools. The wisdom of the next is to acknowledge and accept the finest tools while introducing revolutionary new tools. This transition should take place as part of succession planning and to avoid the intergenerational conflict that can easily derail integration literacy and implementing of the standards.
Reflect on your experience with the Google Tools exploration.
ReplyDeleteSo far I’ve opened a Gmail account but have not had much use for it. I wish I could use my normal e-mail since that would be more reflective of real life. Plus, when I do go to the Gmail site it’s not that clear on how o navigate. I tried signing up for g-talk and was not very successful. I will keep trying. I guess I just don’t see the necessity for using Google apps as opposed to using tools and applications one has been using for some time.
It seems to me that allowing use of familiar digital tools would facilitate digital learning secondary to in-place familiarity. Learning a new platform just adds to the learning curve in my opinion. I might change my mind if I become more acquainted and mentored with the apps but I have learned that much computer learning comes from trial and error and learning from mistakes. These days I feel like the king of trial and error.
I finally figured out how to work this blog but I think I have a duplicate blog that I can't work right.
ReplyDeletemario
picasion_1_.com_e733e636f34a2e480fc595f3c0b5333
ReplyDelete5.gif
Here is my Picasion project link. I Hope.
https://campusweb.msmc.edu/moodle190/file.php/1528/moddata/assignment/5150/4729/picasion_1_.com_e733e636f34a2e480fc595f3c0b53335.gif
ReplyDeleteHere is the picasion project as submitted.
I don't know why it doesn't copy like the regular link I submitted.
Reflection on the class to date:
ReplyDeleteThe class has helped me to appreciate better the meaning of information overload. While I can certainly recognize the power inherent in the various tools presented in class, I am also mindful of a certain 'reality gap' which seems to reduce all human communication to the digital level. I am not convinced that complete digitalization is wise or necesary. Do I wish to speak with someone across the globe? Yes. But I also need to speak with my neighbor in my own community. I work with communitiies that are deteriorating and people who cannot get the help they need right in their own backyard.
I would say that the class reminds me of when I took guitar lessons. The lessons were informative and provided basic information but there was no substitute for daily practice.
I've also noticed that while I have been in the class Moodle environment I am still getting spontaneous voice-overs speaking over when I am watching a video for example
I am fascinatd by Google Docs but like so many things in the digital age it is not made clear that if one does not subscribe to Google Chrome then Google Docs is not as easily accesible. I don't like Google telling me thart to use their tool I have to buy them. otherwise the product ois not reallly free.
I will think on this again.
mario
Mario, I can finally post to your blog! I don't know why when you clicked on mine it disappeared. I agree with a lot of what you have said, especially about students with technology today. Most students are more technology literate than we are- and we need to figure out how to best use it in our clasrooms.
ReplyDelete1. The difference between Cooperative and Collaborative learning.
ReplyDeleteCooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.
Collaborative learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product. Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs.
Learning Pyramid
The learning pyramid illustrates the phenomena that one learns most when one teaches another as in a cooperative or collaborative learning environment. This means the student must ‘experience’ the content or subject matter so that the student is able, to varying degrees of proficiency, explain the material to another student or to the teacher who listens as a performance measure of verbal ability and comprehension skill.
2. Characteristics and advantages of both. Ways of creating collaborative classroom environment.
ReplyDelete• Both use small groups/teams of either similar or varying abilities
• Both emphasize verbal communication either in person or remotely
• Both increase public speaking skills
• Both encourage questioning and investigation to find solutions
• Both increase socialization skills
• Both increase tolerance for the benefit of the greater good; the team/group.
• Thus, in a collaborative learning setting, learners have the opportunity to converse with peers, present and defend ideas, exchange diverse beliefs, question other conceptual frameworks, and be actively engaged.
• Cooperative efforts result in participants striving for mutual benefit so that all group members:
Benefits for creating a classroom environment for student blogging begin with establishing a foundation for their success. Why is this important? Integrating blogs transforms a classroom into a learning community where students become self-directed learners and thinkers. This in turn, causes students to use higher order thinking skills as they create and post entries in their blogs, along with commenting on other student’s blogs.
Read more at Suite101: 5 Benefits for Creating a Classroom Environment for Student Blogs http://www.suite101.com/content/5-benefits-for-creating-a-classroom-environment-for-student-blogs-a285167#ixzz1GX7jlHMr
3. Steps of designing and implementing Collaborative projects.
ReplyDelete1. Select a specific project/subject/problem
2. Establish teams/groups of students
3. Identify web 2.0 tools the group will use to solve the problem
4. Confirm which communication blog the students and teacher will use to collaborate
5. Establish a project time frame
6. Conduct regular group meetings on the agreed upon digital platform
7. Complete individual evaluations for each group member following each meeting
8. Do the work
5. Technology role in implementing the Internet collaborative projects.
ReplyDeleteTechnology’s role via the Internet is fundamental to collaborative projects in the digital age of the 21st century. Web 2.0 would not exist otherwise.
6. How to design inquiry lessons, collaborative projects using Web 2.0 tools.
ReplyDeleteOverview of collaborative learning
“Inquiry learning is not about memorizing facts - it is about formulation questions and finding appropriate resolutions to questions and issues. Inquiry can be a complex undertaking and it therefore requires dedicated instructional design and support to facilitate that students experience the excitement of solving a task or problem on their own. Carefully designed inquiry learning environments can assist students in the process of transforming information and data into useful knowledge” (Computer Supported Inquiry Learning, retrieved 18:31, 28 June 2007 (MEST).
Benefits for creating a classroom environment for student blogging begin with establishing a foundation for their success. Why is this important? Integrating blogs transforms a classroom into a learning community where students become self-directed learners and thinkers. This in turn, causes students to use higher order thinking skills as they create and post entries in their blogs, along with commenting on other student’s blogs.
Read more at Suite101: 5 Benefits for Creating a Classroom Environment for Student Blogs http://www.suite101.com/content/5-benefits-for-creating-a-classroom-environment-for-student-blogs-a285167#ixzz1GX7jlHMr