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Chpter 12: "Digital Learning: Critical Perspectives And Lifelong…
Chpter 12: "Digital Learning: Critical Perspectives And Lifelong Possibilities" (236-55)
FOUR main parts
Perspective on developments (238)
HOW technology WAS used in NZ education from 1920s
Teachers responsibility: REVIEW and EVALUATE tech to meet
student's need
Perspective on purpose(238-40)
WHY use tech/What are the BENEFITS
Wright (2010) summarises the benefits are
motivation and engagement;
independence and personalised learning;
critical thinking and multi-literacies;
access to info, resource and experts;
collaboration in wide contexts.
Reference:
eLearning and implications for New Zealand schools: a literature review.
Other benefits
Students and teachers can
connect with
each other
Tomlinson (2002) claims that DT (Digital Technology) can support teacher to fulfill students' five needs pointed out by Tomlinson
Reference: "Invitation to learn"
Creative possibilities (240-6)
effective DL is not only about having access to it or learning how to use it.
It is also about being CREATIVE by utilising DT
Information literacy
by DT, students
CONNECT
with otehr people
6 standars: see page 241
Digital learning poliy
MoE (Ministry of Educatoin) expects teachers use DL to "open up new and different educational approaches" (Forbes and Rinehart, 242)
Digital learning practice
Useful digital tools: IEarn, Web Quest, GameFroot, Scratch etc.
See Table 12.1 on page 244
Zirui's comment: Coggle (this mind map app),
https://learningapps.org/
, GoogleDrive could also be useful
Critical perspectives (246-51)
Four persisting
problems
raised by the application of DL
Equity and access
Unequal access to DL and DT due to unequal ecosocial conditions, etc
Possible inequity in digital assessment
Darr (2014) suggets 5 question to reflect on when using ditigal assessment tools (61-4)
Reference: "Computer-administered vs paper-and-pencil tests: Is there a difference"
Digital devices could be distracting
Cybersafety
Students could be exposed to danger when connected
Introduction
DEFINITION of
digital learning
Forbes and Rinehart defines it as "
the application of digital technologies to enhance learning and teaching process
" (236)
Context of DL(Digital learning)
digital generatoin's expectation on DL
Goal of DL
Digital fluency
has the ability to choose the appropiate digitital tools and make wise decisions based on selected relevant and reliable informatoin (237)
Four
major concerns of the chapte
r
how teachers can use DL tools to
connect with
students (237)
how DL can
connect
teachers with other teachers and experts (237)
an inspect on DL's
connecting
schools and communities (237)
an inspect on emerging plans around DL as subjct and pedagogical (237)
KEY WORD
CONNECT
Conclusion (251-2)
DL is essentially about connections, which is the human dimension of technology
In order to help students to achieve the goals of DL claimed in the introductoin (and other parts) of this chapter
teachers are supposed to
"develop multi-literacies as authors and producers, problem solvers, creators and innovators" (251)
develop our digital fluency continuously (251)
inspect on the aims and motivations behind tech use in education (251)
be better aware of specific tech development (252)
be informed of changes to curriculum and professional expectations (252)
educate ourselves about the complext social, cultural, and economic contexts of DL application (252)