Mozilla believes that the use of the Webmaker tools and teaching kits within an online training environment helps facilitate participatory cultures where there are “relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing creations, and some type of informal mentorship” (Jenkins, et al., 2009, p. xi).
That doesn’t mean we’re all suddenly omnipotent cyborgs, nor does it mean we’ve all become mindless social media addicts that spend our cognitive might tapping, swiping, and drooling on our smartphone and tablet screens.
But just as the 19th century presented unique challenges to information processing than the 18th or 20th, the 21st century is different than the one before, or that the one that will come after.
punyamishra.com recently released the following graphic that I thought was interesting, mainly in that it identified knowledge types for modern learning, settling on Foundational, Humanistic, and Meta Knowledge.
These standards are broken down into 5 categories for students, teachers, administrators, coaches, and computer science educators. According to wikipedia (don’t judge us), this process started in earnest in the late 1990s, and the result today is comprehensive–which leads us to the above graphic from the simplycurious wiki.
There's a whole host of complicated reasons why, from boring curricula to a lack of qualified teachers to the fact that in most states computer science doesn't count toward graduation requirements. But should we worry? After all, anyone can learn to code after taking a few fun, interactive lessons at sites like Codecademy, as a flurry of articles in everything from TechCrunch to Slatehave claimed. (Michael Bloomberg pledged to enroll at Codecademy in 2012.) Twelve million people have watched a video from Code.org in which celebrities like NBA All-Star Chris Bosh and will.i.am pledged to spend an hour learning code, a notion endorsed by President Obama, who urged the nation: "Don't just play on your phone—program it."
Though the constant updates can be annoying as twitter just to iterate itself towards monetization and permanent relevancy in a finicky digital landscape, among the changes I like is the ability to embed images. Other channels like tumblr have always had this, but not so with twitter. So when Sam Boswell tweeted the image above–being the right-brain idiot that I am–I clicked, and there was much irony in what I saw. A conceptual framework for learning in digital networks! (Get it? I was learning about digital networks on a digital network? Tough crowd.)
Can we really measure happiness? How does educational attainment vary across ZIP codes? What does math have to do with charity? Which team has the better athletes, Yankees or Red Sox? These are just a few of the wide-ranging questions that students are asking -- and attempting to answer -- by analyzing data.
"Looking at data needs to become part of the conversation across every classroom, not just in math," says Harshil Parikh. He's co-founder of an educational platform called TuVaLabs that connects students with data sets and analytical tools to help them make better sense of their world.
There are a lot of different kinds of literacy that are important, that we actually teach or talk about teaching in school. Today I’m advocating for a kind of literacy that I don’t hear discussed a lot: Visual Communication.
Really, we could broaden this to digital communication, because that’s a whole area that also is not getting enough love. How many formal letters have you written in the past five years? How many emails have you sent in the last five days? We should be teaching our kids proper email etiquette.
Nearly a third of Americans have trouble navigating the Internet, says one researcher.
A new challenge is emerging from the cracks of the digital divide: digital readiness — helping those who have Internet access, but lack the skills to use it effectively. And librarians could play a huge role in turning the tide, some experts say.
This year’s “The Learning Curve” report from Pearson takes a look at education across the globe. One of the main things the report does is rank the world’s educational systems (which we’ll talk about in a different post). What I find even more interesting is the focus on what skills current students need to meet the ever changing needs of the global market, and some potential ways to address shortcomings in our collective educational systems.
Is it possible for our students to be both digital natives and digitally unaware? Young people today are instant messengers, gamers, photo sharers and supreme multitaskers. But while they use the technology tools available to them 24/7, they are struggling to sort fact from fiction, think critically, decipher cultural inferences, detect commercial intent and analyze …
The above framework was developed by Juliet Hinrichsen and Antony Coombs at the University of Greenwich. Explaining its origins, they describe the model as “a framework to articulate the scope and dimensions of digital literacies. It is based on an established model of literacy which is underpinned by critical perspectives (the Four Resources Model of Critical Literacy, after Luke & Freebody). It has been adapted for the digital context.”
...we thought it might be useful to take a look at why visuals are useful as classroom tools, and some do-s and don’t-s of using visuals. Enter the handy infographic below. While this particular visual isn’t necessarily geared towards teachers, the concepts can be applied easily both in the classroom and in the professional development arena (and otherwise). What would you add to the do-s and don’t-s list?
As the Internet becomes an increasingly important part of all of our lives, children are spending more time online as well. And they are doing this largely without any guidance about what is responsible or appropriate online.
While my six- and seven-year old students don’t yet even understand the words “digital” or “citizenship,” they also need direction and support as they explore online spaces. In fact, they need this instruction even more than their older counterparts.
When we approach digital reputation in an empowering way it allows us to reframe the conversation. Instead of nagging students about not posting party pictures on Facebook, we can empower them to build a digital reputation that aligns with the legacy...
Teaching students about the internet can be bit confusing. Teachers often shy away from teaching core technology concepts because of this perceived complexity. Without a game plan and the proper visuals it can be very tricky to explain an abstract system like a computer network. The word “internet” should paint a picture in your head …
Simply because something is powerful, doesn’t mean that it should be feared. At a young age, students are introduced to a digital megaphone that will highlight their voice and experiences to the entire world with the click of a button. As students are taught to be positive role models in their communities, they should also learn to be great digital citizens and leaders. Unlike behavior in the school hallways or on the playground, online interactions are recorded — forever. The sooner students learn how to shape their digital footprint and the responsible ways to interact online, the better.
As the space in which students now "live" has moved into a digital world, the concept of citizenship has once again been on my mind. And a familiar pattern is emerging as I see examples of users/citizens, both young and old, not fully understanding the responsibilities associated with membership. This time around it feels as though the rights have a clear victory over the responsibilities.
Online digital technology has empowered users in ways that were unimaginable twenty years ago. Social media sites have given us the ability to reach a global audience, and have increased the average user's means to persuade and influence. We are no longer just consumers of media, but content creators and distributors, as well as editors, opinion makers, and journalists.