Let Them Blog

2011 ◽  
pp. 337-356 ◽  
Author(s):  
David A. Huffaker
Keyword(s):  
Educational Technology ◽  
Digital Literacy ◽  
Online Privacy ◽  
K 12

This chapter introduces the use of blogs as an educational technology in the K-12 classroom. It argues that blogs can be used to promote verbal, visual, and digital literacy through storytelling and collaboration, and offers several examples of how educators are already using blogs in school. This chapter also reviews issues such as online privacy and context-setting, and ends with recommendations for educators interested in implementing blogs with current curricula.

Let Them Blog

2009 ◽  
pp. 1484-1502
Author(s):  
David A. Huffaker
Keyword(s):  
Educational Technology ◽  
Digital Literacy ◽  
Online Privacy ◽  
K 12

This chapter introduces the use of blogs as an educational technology in the K-12 classroom. It argues that blogs can be used to promote verbal, visual, and digital literacy through storytelling and collaboration, and offers several examples of how educators are already using blogs in school. This chapter also reviews issues such as online privacy and context-setting, and ends with recommendations for educators interested in implementing blogs with current curricula.

scholarly journals El pensamiento computacional en contextos educativos: una aproximación desde la Tecnología Educativa

2019 ◽  
pp. 24
Author(s):  
María del Mar Sánchez Vera
Keyword(s):  
Educational Technology ◽  
Digital Literacy ◽  
Teaching Strategy ◽  
Computational Thinking ◽  
Educational Community ◽  
It Application ◽  
Tecnología Educativa

Recently, computational thinking has experienced a resurgence, due to the scientific and educational community has placed its focus of interest on it. However, there is a lack of consensus about what it is and how to work it. That has caused that the approach to computational thinking is addressed in different directions in educational fields. From technical approaches, the potential to be integrated in teachers´teaching strategy could be not considered; from transversal approaches, the possibilities in the field of didactics are included, but they incorporate different visions that makes it application difficult. In addition, new perspectives are incorporated, such as ”unplugged” computational thinking. Given this panorama, it is evident the need to address from the pedagogy, and specifically from the Educational Technology field, the topic of computational thinking, starting from the possibilities it has related to digital literacy and as a means to express ideas with technology; to the possibilities to be included in educational contexts around the use of learn with robotics.

Why we need a new approach to teaching digital literacy

2018 ◽  
Vol 99 (6) ◽  
pp. 27-32 ◽  
Author(s):  
Joel Breakstone ◽  
Sarah McGrew ◽  
Mark Smith ◽  
Teresa Ortega ◽  
Sam Wineburg
Keyword(s):  
Higher Education ◽  
Presidential Election ◽  
Digital Literacy ◽  
Web Searching ◽  
Main Approach ◽  
New Approach ◽  
Approach To Teaching ◽  
K 12 ◽  
Shed Light ◽  
The Web

In recent years — and especially since the 2016 presidential election — numerous media organizations, newspapers, and policy advocates have made efforts to help Americans become more careful consumers of the information they see online. In K-12 and higher education, the main approach has been to provide students with checklists they can use to assess the credibility of individual websites. However, the checklist approach is outdated. It would be far better to teach young people to follow the lead of professional fact-checkers: When confronted by a new and unfamiliar website, they begin by looking elsewhere on the web, searching for any information that might shed light on who created the site in question and for what purpose.

Digital Literacy and the Use of Wireless Portable Computers, Planners, and Cell Phones for K-12 Education

2011 ◽  
pp. 308-321 ◽  
Author(s):  
Virginia E. Garland
Keyword(s):  
Digital Literacy ◽  
Educational Software ◽  
Cell Phones ◽  
Personal Digital Assistants ◽  
Current Debate ◽  
Wireless Technologies ◽  
Software Applications ◽  
International Trends ◽  
K 12

Wireless technologies have transformed learning, teaching, and leading in K-12 schools. Because of their speed and portability, laptops, planners, personal digital assistants (PDAs), and cellular telephones are major components of digital literacy. In this chapter, current international trends in the educational uses of portable technologies will be discussed. The implications of newer hardware specifications and educational software applications for laptop computers will be analyzed, including inequities in student access to the handhelds. Next, the role of planners and PDAs as more recent instructional and managerial tools will be evaluated. This study also includes a review of the current debate over whether or not cell phones, especially those with photographic capabilities, should be allowed to be used by students in schools. Finally, potential uses of wireless technologies for interactive learning and collaborative leadership on a global basis will be investigated.

Digital Literacy for the 21st Century

2018 ◽  
pp. 2235-2242 ◽  
Author(s):  
Hiller A. Spires ◽  
Casey Medlock Paul ◽  
Shea N. Kerkhoff
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
The Internet ◽  
Motion Graphics ◽  
Reading And Writing ◽  
Wide Range ◽  
Multiple Media ◽  
K 12 ◽  
Audio Video ◽  
Affective Dimensions

Before the Internet was an integral part of life, Paul Gilster (1997) defined digital literacy as the “ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers” (p. 1). Thus, digital literacy involves any number of digital reading and writing techniques across multiple media forms. These media include words, texts, visual displays, motion graphics, audio, video, and multimodal forms. There are myriad cognitive processes at play, along a continuum from consumption to production when a reader is immersed with digital content as well as with print text. The purpose of this chapter is to (a) define digital literacy from multiple theoretical viewpoints, (b) illustrate how the definition continues to evolve in light of emerging technologies, and (c) discuss the cognitive, social, and affective dimensions of digital literacy as it is a key requirement in contemporary K-12 education.

Developing Digital Literacy Skills with WebQuests and Web Inquiry Projects

2009 ◽  
pp. 403-418
Author(s):  
Susan Gibson
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
New Media ◽  
Instructional Strategies ◽  
Media Literacy ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Web Based ◽  
21St Century Learning Skills ◽  
K 12

This article identifies digital literacy as an important aspect of new media literacy at the K-12 level. Digital literacy includes developing the skills of information location and application as well understanding how to use available evidence to assist in problem solving and decision making about important questions and issues that have no clear answers. Two web-based examples of instructional strategies – WebQuests and Web Inquiry Projects—are suggested as ways to develop these and other important 21st century learning skills.

Digital Literacy and the Use of Wireless Portable Computers, Planners, and Cell Phones for K-12 Education

2011 ◽  
pp. 1624-1636
Author(s):  
Virginia E. Garland
Keyword(s):  
Digital Literacy ◽  
Educational Software ◽  
Cell Phones ◽  
Personal Digital Assistants ◽  
Current Debate ◽  
Wireless Technologies ◽  
Software Applications ◽  
International Trends ◽  
K 12

Wireless technologies have transformed learning, teaching, and leading in K-12 schools. Because of their speed and portability, laptops, planners, personal digital assistants (PDAs), and cellular telephones are major components of digital literacy. In this chapter, current international trends in the educational uses of portable technologies will be discussed. The implications of newer hardware specifications and educational software applications for laptop computers will be analyzed, including inequities in student access to the handhelds. Next, the role of planners and PDAs as more recent instructional and managerial tools will be evaluated. This study also includes a review of the current debate over whether or not cell phones, especially those with photographic capabilities, should be allowed to be used by students in schools. Finally, potential uses of wireless technologies for interactive learning and collaborative leadership on a global basis will be investigated.

scholarly journals How K-12 Teachers Adapt Problem-Based Learning Over Time

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Andrew A Tawfik ◽  
Jaclyn J Gishbaugher ◽  
Jessica Gatewood ◽  
T. Logan Arrington
Keyword(s):  
Digital Literacy ◽  
Design Thinking ◽  
Structured Interviews ◽  
Problem Solving Skills ◽  
Collaborative Tools ◽  
Structured Problems ◽  
Approach To Teaching ◽  
K 12 ◽  
Classroom Time ◽  
Over Time

Teachers adapt their instructional strategies over time based on a variety of contextual constraints. In response to these challenges, teachers often have to make changes to their PBL approaches. While the literature has documented generally positive results of initial PBL implementations, less is known about the degree to which teachers adapt their usage of PBL over time. Some adaptations include a refined approach to teaching strategies, while others include significant diversions from the original PBL model. A better understanding of the changes teachers enact provides important insight as to fidelity and thus the expected learning outcomes of PBL. To address this gap, this research conducted semi-structured interviews with experienced K-12 educators who employed PBL over multiple years. In terms of preparing for PBL, themes that emerged from the interviews included more emphasis on reimagining the problem scope and design thinking. During classroom time, teachers described shifting perspectives in terms of the following: problem-solving skills over content knowledge, student control and teacher facilitation, and embracing failure. Relating to technology, teachers described more adoption trends towards collaborative tools, while also describing opportunities and challenges with digital literacy. Finally, teachers described strategic approaches to assessment in light of the ill-structured problems posed by PBL. Implications for practice and theory are discussed.

Factors Affecting the Adoption of Educational Technology

2011 ◽  
pp. 922-929 ◽  
Author(s):  
Graeme Salter
Keyword(s):  
Educational Technology ◽  
Research Study ◽  
Instructional Methods ◽  
New Technology ◽  
Common Belief ◽  
Factors Affecting ◽  
Personal Use ◽  
Integrate Technology ◽  
K 12 ◽  
The University

There are many in education who appear to think that it is sufficient to purchase and install technology for it to be successfully used (Boddy, 1997). Another common belief is that teachers will “automatically seek to learn about new technology and instructional methods” (Dooley, 1999, p. 38). However, while the investment in technology is there, surveys have consistently found that very few teachers integrate technology into either the K-12 (Newhouse, 1999) or the university classroom (Spotts, 1999). One research study found that even when the technology is readily available and staff accept the functionality of it, they “might not anticipate their personal use of it” (Mitra, Hazen, LaFrance, & Rogan, 1999).

Principles to Guide the Integration and Implementation of Educational Technology

2005 ◽  
pp. 2303-2307
Author(s):  
Sara Dexter
Keyword(s):  
Educational Technology ◽  
Technology Integration ◽  
Classroom Instruction ◽  
School Level ◽  
Use Of Technology ◽  
K 12

The Educational Technology Integration and Implementation Principles (eTIPs) are six statements that describe the K-12 classroom and school-level conditions under which the use of technology will be most effective. The eTIPs are an example of materials that can aid teachers in designing instruction and participating in creating supportive conditions for technology supported classroom instruction.

Sign in / Sign up

Export Citation Format

Share Document