"The evidence against the effectiveness of student evaluations as a way to measure instructional success or gather feedback for redesigning courses is mounting. However, while many institutions have established peer or faculty center observation programs for getting more direct feedback on teaching, online courses can feel more isolated."
Cornell University offers a definition that works, but seems a bit limited, and dated as well: “Digital literacy is the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet.”
This isn’t wrong so much as it focuses too much on technology and “the internet.” Literacy can’t be about the forms unless we’re talking about form literacy. Digital tools exist for access–finding information. Then finding better information. Socializing thinking. Connecting and contributing to digital communities you care about.
It is also a matter of “literacy” to understand concepts like digital footprints and identity. This reflects the overlap between digital literacy and digital citizenship, much in the same way there is overlap between traditional literacy and citizenship.
To settle on a definition then, here’s one that reflects the depth and breadth of the concept without getting overly wordy or complex:
“Digital literacy is the ability to interpret and design nuanced communication across fluid digital forms.”
From my experiences with our teachers at EnglishUp and my previous international experience as an edtech teacher trainer, I have always found teachers more than willing to develop their use and understanding of technology.
An edtech teaching toolkit should include reliable tools for your needs and circumstances. Whether that includes Kahoot!, Screencast-O-Matic, or Scratch, it's ultimately about your teacher-student relationship.
L'entrée du numérique dans les apprentissages scolaires est une des manières de penser l'école d'aujourd'hui mais encore plus de demain. Le développement des technologies numériques dans tous les domaines de production de biens et de services fait peser sur le système scolaire une série d'enjeux qu'il est nécessaire de prendre en compte.
When we look back on 2016, we may very well see it as the jumping-off point for policies and practices that define higher education in the digital era. Here are four predictions to watch for in the coming year.
"Yesterday EdSurge published an opinion piece by Stephen Laster, the Chief Digital Officer at McGraw-Hill Education, titled The Future of Education Isn’t Free. It’s Open. The article makes a strong argument for the importance of interoperability among learning platforms, tools and content. I enthusiastically and wholeheartedly endorse this message—interoperability of platforms, tools and resources is absolutely critical to education becoming significantly more effective—and significantly less annoying—in the future."
"The field of E-learning has witnessed a tremendous growth in the past few years. The typical scenario of E-learning has changed from an affordable alternative to a valuable resource helping thousands of people around the world enhance their knowledge and skills."
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