Just over ten years ago, Karl Fisch wrote a blog post that has stuck with me through the years. In it, he asked if it was OK to be a technologically illiterate teacher. Even though we’ve learned greatly in the last decade about the merits of using technology to replace teachers, I think Karl’s arguments back then are even more relevant today.
December, 2014 Critical digital literacy is one of the essential required competencies for the 21st century educator. In an era of unprecedented personal publishing, infobesity (information obesity) becomes a real issue. Teachers need to be able to critically assess and evaluate the materials and knowledge they come across.
USC Rossier’s Toolkit for Digitally-Literate Teachers provides teachers with how-to guides, actionable strategies and real-life examples of the benefits of digital literacy in the classroom.
If you’re an educator, chances are you’ve heard the phrase “data-driven instruction,” where you’re asked to constantly assess, analyze, and adjust how you teach students.But one word in that phrase often raises a host of questions: What counts as “data”? How do you collect it? And what types of data
Digital literacies are not solely about technical proficiency but about the issues, norms, and habits of mind surrounding technologies used for a particular purpose. -Doug Belshaw, educational researcher We often hear people talk about the importance of digital knowledge for 21st-century learners. Unfortunately, many focus on skills rather than literacies.
With the amount of content that is shared on the Internet every minute, it’s no surprise that many people feel overwhelmed by the quantity of information out there. This is why content curation is becoming an essential digital literacy skill for teachers and students.