Digital literacy for Glynd典r University 170913Lis Parcell
油
These are slides for a one-hour session on digital literacy with students on the Foundation Degree in Library and Information Practice at Glynd典r University, 17 September 2013. The session was delivered remotely by videoconference and the slides were used to introduce the topic and provide the basis for discussion with the students and their tutor.
The document discusses standards and integrating technology in adult education. It begins with introductions and an overview of key standards including the Common Core State Standards, College and Career Readiness Standards, and Common Career Technical Core. It then discusses the Common Career Technical Core in more detail and lists the 12 Career Ready Practices. The document provides examples of how to integrate technology by finding useful tools, enhancing existing lessons, and considering challenges technology could help address. It also discusses models for technology integration and strategies like using the POST method. Throughout there are links to additional online resources.
Digital literacy for Glynd典r University 170913Lis Parcell
油
These are slides for a one-hour session on digital literacy with students on the Foundation Degree in Library and Information Practice at Glynd典r University, 17 September 2013. The session was delivered remotely by videoconference and the slides were used to introduce the topic and provide the basis for discussion with the students and their tutor.
The document discusses standards and integrating technology in adult education. It begins with introductions and an overview of key standards including the Common Core State Standards, College and Career Readiness Standards, and Common Career Technical Core. It then discusses the Common Career Technical Core in more detail and lists the 12 Career Ready Practices. The document provides examples of how to integrate technology by finding useful tools, enhancing existing lessons, and considering challenges technology could help address. It also discusses models for technology integration and strategies like using the POST method. Throughout there are links to additional online resources.
Digital literacy is the ability to understand and use information in multiple formats from various sources using computers. It requires critical thinking to solve technological problems. People must be able to recognize when information is needed, locate, evaluate, and effectively use the needed information. Digital literacy skills include defining information needs, accessing information, managing information, evaluating information and sources, integrating information from multiple sources, communicating information, and creating new information representations.
Introduction to digital literacy for adult education esolNell Eckersley
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This document introduces a four-part series on developing digital literacy skills for ESOL students and teachers. The series will explore important technology skills needed for career and education success and ways to integrate practice of these skills into ESOL instruction. Participants will learn tools and methods, develop integration plans, get coaching, and share experiences. The four parts cover introduction to digital literacy, integrating computer-based testing skills, coaching and support, and a final knowledge sharing session.
From Digital Literacy to Digital FluencyDavid Cain
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This document discusses the changing nature of literacy and learning in a digital world. It notes that students are now active participants online and get their news from social media rather than traditional outlets. Educators are encouraged to view their role as preparing students for a globally connected world where they can ethically interpret information and communicate ideas digitally. The document suggests moving from a focus on digital literacy alone to the more encompassing concept of digital fluency.
The document discusses digital literacy skills that are important for educators and students under the Common Core standards. It provides an overview of technology standards in the Common Core and recommended student technology skills. It also lists various online tools, search engines, and websites that can help support ubiquitous learning, data literacy, flipped classrooms, communication, collaboration, and curation and creation.
Digital literacy refers to the ability to use technology effectively, analyze and evaluate digital information critically, and act responsibly online. It includes understanding how, when, why, and with whom to use technology. Digital literacy also involves recognizing that online information may be inaccurate and considering the implications of this.
New literacy in a digital environment involves more than just reading and writing and includes skills like internet surfing, emailing, blogging, and editing/posting photos and videos. As technology changes how people access and share information, the roles of both teachers and students must shift - teachers act more as facilitators and collaborators who guide student learning, while students become active producers of knowledge who can take responsibility for their own learning through collaborative projects.
Teaching new literacy in a digital environmentNikkithalia
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This document discusses the impact of digital technologies on teaching and learning. It notes that while the first revolution came with language and the second with printing, the third revolution occurred with the rise of computers and the internet in the late 20th century. This digital environment has created a gap between today's tech-savvy students and many of their teachers. The document provides guidance for teachers to discover the digital world and develop new digital literacies, including information fluency and media fluency. It also explores how ICT changes the roles of both teachers and students, shifting them towards more active and collaborative learning. Effective internet learning activities are also discussed.
Teaching New Literacy in Digital Environment (Digital Literacy)jovelyn valdez
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The document discusses new approaches to literacy in a digital environment. It identifies three revolutions in learning: the invention of language, the advent of printing, and the rise of information and communication technology (ICT). ICT has created a gap between students and teachers accustomed to traditional methods. The document outlines digital literacies including skills for creating, sharing, searching, and evaluating online information. It advocates student-centered learning facilitated by teachers as coaches and collaborators. Internet activities like inquiry-based projects and field trips can optimize 21st century fluency in information, solutions, collaboration, media, and creativity.
The document discusses digital literacy and its importance in education. It defines digital literacy as the ability to understand and use information from various digital sources in an ethical manner. It highlights how technology and digital tools can enhance learning by allowing collaboration, problem solving, and sharing of knowledge. The document advocates embracing technology and digital literacy to extend our own knowledge through hands-on and proactive learning approaches.
Digital literacy is becoming increasingly important as technology and media rapidly change how people access information and communicate. Teachers need to incorporate digital literacy skills into classrooms to help students succeed. Some strategies for teaching digital literacy include using classroom blogs for students to read and write online, creating video blogs to showcase projects and lessons, and setting up wikis for collaborative writing. These tools help develop skills like using technology, analyzing online content, and communicating digitally.
Digital literacy is emerging as a core educational goal as the world becomes more technology-oriented. Teachers need digital literacy skills to teach students how to use technology as a tool to improve skills, enhance quality of life, and drive education. Digital literacy involves understanding different digital media formats and sources, as well as skills like knowledge assembly, evaluating online content, searching the internet, and navigating hyperlinks. As digital technologies become more integrated into daily life, it is important for both students and teachers to gain these digital literacy skills to benefit from technology. However, digital literacy is not being heavily incorporated into the classroom despite students growing up with digital devices. Teachers need to look for ways to blend digital literacy with traditional teaching methods to better prepare students
Information Literacy And Digital Literacy: Life Long Learning InitiativesFe Angela Verzosa
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Lecture presented at PAARL's National Summer Conference on the theme Finding the Librarys Place in the 2.0 Environment to be held in Puerto Princesa City, Palawan, Philippines on April 23-25, 2008
The practical benefits to why everyone should care about digital literacy (i.e. learning to use computers, tablets, mobile devices, Internet and other technology). See the animated version on YouTube (http://youtu.be/FoKuvjh7UIc).
Here are the missing expressions:
21. bring it up
22. in her eyes
23. off your chest
24. fed up
25. start
26. You're right
27. unemployed
28. of course
B. Instructions: Now read the completed dialogue and choose the most appropriate response
for Helen.
Ted : So how are things going ? Is your boss still giving you a hard time ?
Helen : Did you have to bring it up while were eating ? Ive had a terrible morning.
Ted : Forgive me.
Helen : Its just that I can never seem to do anything right in her eyes.
This document contains the lyrics to a Thai love song translated into English, along with vocabulary and comprehension questions about the song. The song describes a chance meeting between two people that turned into a meaningful relationship. It expresses how their love changed the singer's lonely life and how they will stay together from now until eternity, with the singer promising to always take care of and be by the loved one's side.
This document contains an exercise to practice using "wish" in sentences. It provides 10 sentences with a blank for the user to fill in using "wish" to complete the sentence. The sentences cover topics like height, driving ability, language skills, physical features, sleep habits, grades, careers, homework, and purchasing items. Students are meant to read each sentence and fill in the blank with a clause using "wish" to form a complete thought.
The document discusses different ways to structure sentences using the word "wish". It provides 3 examples: (1) using "wish" with a modal verb like "could" or "would", (2) using "wish" with "would" followed by an infinitive verb, and (3) using "wish" with "had" in the past perfect tense. The document aims to help users properly structure sentences when expressing wishes or desires using the word "wish".
The document describes a group of friends but provides no details about them or their activities. It contains repetitive line breaks and paragraphs but no substantive information.
The document describes a group of friends but provides no details about them or their activities. It contains repetitive line breaks and paragraphs but no substantive information.