Digital Literacies in Education PDF

What are **digital literacies?** Digital literacies are the individual's capabilities to be able to effectively and responsibly function and perform in a digital society. The term 'digital literacy was coined by Paul Gilster in 1997 and it came from the discussion of the concepts on (a) vusual lite...

What are **digital literacies?** Digital literacies are the individual's capabilities to be able to effectively and responsibly function and perform in a digital society. The term 'digital literacy was coined by Paul Gilster in 1997 and it came from the discussion of the concepts on (a) vusual literacy when images and non-verbal symbols try to capture the knowledge, (b) technological literacy requiring one to be able to use technology in addressing a need; (c) computer literacy, which in the 1980s started to become a household item manipulated to achieve one's target, and (d) information literacy which refers to the finding, evaluating, using and sharing of information. In the teaching and learning context, digital literacy is an important competence, In school, it has become a buzzword whichh refers to the ability to access, process, understand, utilize, create media content using information technologies and the internet (Hsich, 2012). Study the varied digital literacies discussed below. The Digital Literacies **Media Literacy** is one's ability to critically read information or content and utilize multimedia in creatively producing communications. **Information Literacy** is locating information from the web and interpreting while evaluating its validity in order that it can be shared. **ICT Literacy** is knowing how to select and use digital devices, applications or services to accomplish tasks requiring the use of the internet. **Communications and Collaboration** are one's capabilities in being able to participate in the digital networks in the teaching and learning context. **Identity Management** is being able to understand how to ensure safety and security in managing online identity and foster a positive digital reputation. **Learning Skill**s are ways of knowing how to study and learn teaching enriched environment, this is knowing how to utilize technology in addressing the need to learn efficiently. **Digital Scholarship** -Is being able to link and participate in professionl and research. **The Four Cs Of The 21" Century Skills** The four C's of the 21^st^ Century Skills refer to critical thinking, creativity. Communication, and collaboration. To perform well in this century, you need to develop and enhance these skills namely creativity, critical thinking, communication and collaboration. All of these 21^st^ century skills are essentials for students to do well in school and succeed in the workplace. 1. **Critical thinking** is learning how to solve problems, It teaches students not to accept immediately claims without seeking the truth. It is the ability to differentiate facts from opinions and not only just learn a set of facts or figures but also discover these for the sake of knowing what ought to be. 2. **Creativity** requires students to think out of the box and to take pride in what is umquely theirs. It means that they will be able to look at a problem from multiple perspectives including can propose multiple possibilities and alternatives to address a problem and they need to take calculated risks. Creativity encourages students to think beyond the expectations of conventions. However, creativity may not ensure success all the time but it may lead to another direction that can actually be a better way of figuring out how to solve the problem those that others may not see. **3. Communication** makes students express their ideas in the clearest and organized manner. Through varied modes face-to-face, technologically mediated or a blended medium, they need to know how to efficiently and clearly convey ideas, 4. **Collaboration** happens when students know how to work well with others to accomplish a given task or solve a problem at hand. This is a 21st essential. When students are made to work with others in a pair or in a team, they are given the chance to practice how to relate with others. They may be working with classmates they do not really prefer to work with but with guidance, you can teach them to tap on the capabilities of each member of the team and collaboratively achieve the goal. Eventually when they leave school, they will definitely see the need to know how to collaborate with others in order for them to accomplish a job, and you have prepared them for it. In other words, collaboration teaches students that groups can create something bigger and better than you can on your own. In addition to the 4C\'s, there are **Citizenship** and **Character** Citizenship is known as **netizenship** in the virtual world. This is making the person consider how one behaves accordingly by observing the norms and rules that are in accordance with what are sociably and virtually acceptable. As a result, one is projecting a reputable digital identity which is his or her character. **Digital Literacy Skills vs. Digital Literacy** Digital Literacy Skills are required in the wired world. These skills vary from texts to images to multimedia. Future teachers who will be handling students considered as tech savvy should equip themselves with competencies and fluencies needed to handle the fast emerging tools and applications that should be able to handle even artificial intelligences. Lynch (2017), identified eight digital literacy skills needed to become digitally literate. These are: 1. **Coding**. Coding is a universal language. Basic understanding of HTML, CSS and the like will create a shared understanding of what can be done with the web pages. 2. **Collaboration**. The use of Google Docs among others allows student to begin experimenting with effective online collaboration. 3. **Cloud software**. This is essential part of document management. The cloud is used to store everything from photos to research projects, to term papers and even music. 4. **Word Processing Software**. Google, Microsoft Online Drop Box are Available for storage and management solutions. 5. **Screencasting**. A screencast is a video recording using the computer 6. **Personal Archiving**. -- Students should be taught the ware how of theta Personal Stud categories to make them aware how are they represented online 7. **Information evaluation**. -- Critical thinking to weed out fake news I crucial 21" century skill. The use of tools and skills needed to proce information are very much needed. 8. **Use of social media.** -- Social media serves different purposes depending on the user, the technology and the need. For example, students should realize that Digital literacy has been defined in many ways that is understandable by both digital natives and digital immigrants. Teachers and students should not only be proficient in how to use (digital skills) but they need to see the information and media technology to find, evaluate, create and communicate information requiring bet cognitive and technical skills**.** **BLOOM\'S REVISED ΤΑΧΟΝΟΜY** What is Bloom\'s Taxonomy? (Benjamin S. Bloom) -Bloom\'s Taxonomy is a classification of thinking organized by the levels of complexity. \- The associate director of the board of examination in the university of Chicago \- for six years, from 1948 to 1956, he led a group of experts to come up with framework to classify objectives. ***Original Bloom\'s Taxonomy*** *1. Cognitive Domain:* the acquisition of knowledge *2. Affective Domain:* the emotions and attitudes to learning. *3. Psychomotor Domain:* the actions and motor skills students need to learn. **Bloom's Revised Taxonomy** - Lorin Anderson, a former student Of bloom, and David Krathwohl revisited the cognitive domain and made some changes - Changing the names in the six categories from noun to verb - Creating a processes and level knowledge matrix - Rearranging them.  **Bloom's Taxonomy Cognitive Domain** Old taxonomy (one dimension) Revised Taxonomy (two Dimensional) \*Knowledge. \*Remember \*Factual \*Comprehension. \*Understand. \*Conceptual \*Application \*Apply. \*Procedural \* Analysis. \*Analyze. \* Metacognitive \*Synthesis \* Evaluate \* Create *Remembering* retrieving relevant knowledge from long term memory *Understanding* determining the meaning of instructional messages, including oral and written *Applying* carrying out or using a procedure in a given situation. *Analyzing* breaking materials into its contituent parts and detecting how the parts relate to one another and to an overall *Evaluating* make judgments based on criteria and standards *Creating* Put elements together to form a coherent or functional whole; reorganize elements into a new pattern. ***The knowledge Dimensions*** 1. Factual knowledge- The basic elements students must know to be acquainted with a discipline or solve problems in it. 2. Conceptual Knowledge -- The interrelationships among the basic elements within a larger structure that enable them to function together. 3. Procedural Knowledge -- How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. 4. Metacognitive Knowledge -- Knowledge of cognition in general as well as awareness and knowledge of one's own cognition. **DEVELOPMENT AND USE OF NON-DIGITAL OR CONVENTIONAL MATERIALS** *INSTRUCTIONAL MATERIALS* ➤ Are the supplementary materials, which help the teacher to make his/her presentation concrete, effective, interesting, meaningful and inspiring. There are also several factors to consider in developing instructional materials: 1. Develop a story board and working outline based on the subject goals and objectives. 2. Identify existing institutional resources including materials and teachers capability. 3. The teacher may research off the shelf materials that have been developed by others to determine if their approach could be useful. 4. Explore the possibility of adapting concepts of other teachers without infringing on anyone's copy protected design. 5. Modify existing materials based on the objectives of the lesson. 6. the instructional materials are effective, you can share them with other teachers. 7. The teacher developer can also sell her/his materials available EXAMPLES OF INSTRUCTIONAL MATERIALS 1. *DIORAMA* ➤ Are small scenes created of layers of materials, all depecting a similar concept or theme. They usually display a historical time period, a nature scene, or a fictional situation. In developing diorama, you will: 1. Choose a concept or theme, 2. Research the subject, 3. Make a rough sketch of your ideal diorama, 4. Make a list of the items you'll need and gather your supplies, and 5. Select a container or box. 2. NATURE TABLE ➤ Is a table that contains object and/or scenes related to the current season, or upcoming festival or a symbol of an ecosystem. 3. WRITING BOARD ➤ Can display information written with chalk (chalkboard or blackboard) or special pen (whiteboard). Suggestions on Using the Writing Board: 1. Keep the board clean. 2. Use chalk or pens that contrast with the background of the board so that students can see the information clearly. 3. Make text and drawings large enough to be seen from the back of the room. 4. Prepare complex drawings in advance (if very complex, an overhead transparency or 35 mm slide may be preferable). 5. Underline headings and important or unfamiliar words for emphasis. 6. Do not talk while facing the board. 7. Do not block the students' views of the board; stand aside when writing or drawing is completed. 8. Allow sufficient time for students to copy the information from the board 4. FLIP CHART ➤ It is a large tablet or pad of paper, usually on a tripod or stand. Suggestions on Using Flipchart: 1. Use wide-tipped pens or markers; markers with narrow tips produce printing that is difficult to read. 2. Print in block letters that are large enough to be read easily from the back of the room. 3. Use different colored pens to provide contrast, this makes the pages visually attractive and easier to read. 4. Use headings, boxes, cartoons and borders to improve the appearance of the page. 5. Use bullets (+) to delineate items on the page. 6. Leave plenty of "white space" and avoid putting too much information On one page. (Crowded and poorly arranged information is distracting and difficult to read). 7. When pages are prepared in advance, use every other page. If ever page is used, colors will show through and make text difficult to read 8. Have masking tape available to put pages up around the room during brainstorming and problem-solving activities. 9. To hide a portion of the page, fold up the lower portion of the page and tape it. When ready to reveal the information, remove the tape and let the page drop. 10. Face the student, not the flipchart while talking. 5. ZIGZAG BOARD ➤ It is multi-board series of three or four rectangular boards. 6. WALL DISPLAY ➤ Is a collection of many different types of items and materials put on a wall to make an interesting and informative display 7. ROPE AND POLE DISPLAY BOARD ➤ Is invaluable where there are few solid walls for displaying information. *GUIDELINES WHEN DESIGNING CONVENTIONAL INSTRUCTIONAL MATERIALS* UNITY -- Use only one idea for each visual aid and include a headline. SIMPLICITY- Make ideas and relationships simple and easy to recall. LEGIBILITY- Make letters big and readable for all in the audience. CONSISTENSY -- Use the same type style and art style. CLARITY- Avoid type that is too small to read; avoid all caps. QUALITY -- make it neat and professional and remember to proofread. **Assessment** is the process of identifying, gathering and interpreting information about students' learning. Types of Assessment 1. *Formative assessment* provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring. 2. *Summative assessment* takes place after the learning has been completed and provides information and feedback that sums up the teaching and learning process. 3. *Diagnostic assessment* can help you identify your students' current knowledge of a subject, their skill sets and capabilities, and to clarify misconceptions before teaching takes place. Knowing students' strengths and weaknesses can help you better plan what to teach and how to teach it. 4. *Authentic assessment* -- describes the multiple forms of assessment that reflect student learning, achievement, instructionally relevant classroom activities. Motivation, and attitudes on instructionally relevant classroom activities. *The Role of ICT in Assessment in Learning* There are new technologies created to provide students with higher level thinking skills, particularly the aspects of creative and critical thinking, and the opportunity to teach and assess those skills. The use of ICT in assessment is very helpful to teachers because students' information and results of examination can be recorded and stored and can easily be retrieved. With the use of ICT, the teachers can of right away give feedback to students of the proves student performance in later use of the same test material. In educational assessment, the use of technology as an innovation and support for teaching and learning (sindhu the 2013), is essential to improve instruction and increase performance. With an effective classroom assessment and progress connected to classroom instruction and experience can be confirmed. Tests play vital role in traditional learning as well as e-learning and this a helps the teachers and the learners in measuring learning. There are many freeware where the teachers can create quizzes and evaluate learning electronically. Online examination systems seek to efficiently evaluate the test takers thoroughly through a fully automated system that not only saves time but also gives fast results. It is done in most cases through a Web-Based Online Examination Software. This online examination will also eliminate the need for monitoring while the exam is being Taken. One of the advantages of using a web-based exam software or an online examination system is that it gives a high level of transparency as opposed to the traditional method or remote method. It is almost impossible to compromise exam questions and evaluations because they cannot also be influenced. Most online exams generate their results instantly and it is often possible for the exam taker to get information on his results immediately. Some of the major advantages of online examination are: (1) accessibility and flexibility; (2) time management; (3) save cost; and (4) statistical analysis. Security and confidentiality should also be considered. Security needs to be given top priority for any website that you will add information to. Some schools utilized software for security and privacy of examinations. **DIGITAL CITIZENSHIP VS. GLOBAL CITIZENSHIP** **Digital Citizenship** - Adheres to guidelines that govern the ethical and responsible use of technology and acts responsibly in all relationships and interactions in the digital world. **Global Citizenship** - Sees the world as a community in which people live and prosper together. **Global Digital Citizenship** - Is a responsible, ethical citizen leveraging technology. - Understand that we can govern technology for the benefit of both ourselves and others. - It is a citizen that views world as an interconnected community. ***Five Tenets of Global Digital Citizenship*** 1. Personal Responsibility 2. Global Citizenship 3. Digital Citizenship 4. Altruistic Service 5. Environmental Stewardship **Personal Responsibility** - Includes demonstrating how we manage ourselves in matters such as personal finance, ethical and moral boundaries, personal health and wellness and relationships of every kind, both online and offline. **Global Citizenship** \- Understanding that technology has dissolved boundaries between all the world's people. \- We now communicate, collaborate and celebrate across all levels of society. \- This leads to cultivating, understanding, acceptance, compassion and humility. **Digital Citizenship** - Covers appropriate and exemplary behavior in our online environments. - It's about working towards making our transparent digital world safe for ourselves and others. **Altruistic Service** - Altruism is defined as "having a selfless concern for the well-being of others" - The global digital citizens acknowledge that they share this world with many different people. - Include embracing the opportunity to exercise charity and goodwill for the benefit of others. **Environmental Stewardship.** This practice is all about common-sense values and an appreciation for the beauty and majesty that surrounds us every day. Encourage every student to take a positive stand on Personal, local, regional, national and international Actions regarding the preservation of what is Essentially our "environmental community" *Why do we need to be Global Digital Citizens?* Personally, we face the daily possibility of online fraud, identity theft, and online bullying. Globally, even as technologically intertwined as we are, there is also a level of disconnection in our lives. *Why do we need to be Global Digital Citizens?* Digitally, our internet is unchecked and growing wild. Altruistically, we have more means to help others. *Why do we need to be Global Digital Citizens?* Environmentally, we continue to face growing threats such as climate change, resource depletion, industrial pollution, digital pollution and more. **9 Elements of Digital Citizenship** 1. Digital Access 2. Digital Commerce 3. Digital Communication 4. Digital Literacy 5. Digital Etiquette 6. Digital Law 7. Digital Wellness 8. Digital Rights and Responsibilities 9. Digital Security **A good citizen** 1. Advocates for human equal rights for all 2. Treats courteously bullies others and never 3. Does not steal or damage other's property or persons 4. Communicate clearly, respectfully empathy and with 5. Actively pursues an education and develops habits for lifelong learning 6. Spends and manages money responsibly 7. Upholds basic human rights of privacy, freedom of speech, etc 8. Protects self and others from harm 9. Proactively promotes their own physical and mental health **A good digital citizen** 1. Advocates for digital rights and access for all 2. Treats others with respect in online spaces and never cyber bullies 3. Does not steal or damage other's digital work, identity or property 4. Makes appropriate decisions when communicating through a variety of digital channels 5. Use digital tools to advocate their learning and keeps up with changing technologies 6. Make responsible online. Purchasing decisions and protects payment information 7. Upholds basic human rights in all digital forums 8. Protects personal information from outside forces that might cause harm 9. Proactively limits health risks of technologies, from physical and psychological - Can be defined as the successful and positive engagement with digital technologies that allows individuals and communities to cultivate values, skills, attitudes *Elements of digital citizenship* **DIGITAL ACCESS** -Is about the equitable distribution of technology and online resources and it encompasses various dimensions, including affordable and reliable internet connectivity, access to devices such as smartphones and computers, and the necessary digital literacy skills to navigate these digital spaces. -Republic Act 10929 was signed on July 25, 2016 requiring all public places in the country to have free internet access. **DIGITAL COMMERCE** Is the electronic buying and selling of goods and focuses on the tools and safeguards in place to assist those buying, selling, banking, or using money in any way in the digital space. **DIGITAL COMMUNICATION** - Is the electronic exchange of communication which includes emailing, texting, instant messaging, utilizing cell phones, etc. All users need to define how they will share their thoughts so that others understand the message. **DIGITAL LITERACY** As digital citizens, it is our responsibility to develop and continually enhance our technological knowledge. Digital literacy includes basic technology and security awareness skills, as well as critical thinking skills **DIGITAL ETIQUETTE** This refers to the electronic standards of conduct or procedure. This is often seen as one of the most pressing problems when dealing with Digital Citizenship. **DIGITAL LAW** - Refers to the electronic responsibility for actions and deeds. It can be defined as the legal rights and restrictions governing governing technology use. As digital citizens, we must be aware of these illegal behaviors so that we can avoid them and report those who illegally engage in them. **DIGITAL RIGHTS AND RESPONSIBILITIES** "For every right, there is a corresponding duty and for every privilege, there is a corresponding responsibility." The privileges of digital access come along with responsibility. **DIGITAL HEALTH AND WELLNESS** Define as the pursuit of a healthy and authentic relationship with technology, that balances a person's physical and mental health and social well-being. Our physical and psychological well-being in a digital technology world should be a priority. **DIGITAL SECURITY** Is the collective term that describes the resources employed to protect your online identity, data, and other assets. **Online Learning Communities** Are digital platforms where individuals gather to engage, share knowledge, discuss topics, and collaborate in learning environment. **PLATFORMS OF ONLINE LEARNING COMMUNITIES** Edmodo-a platform specifically designed for educational purposes where teachers and students can communicate, share resources, and collaborate on assignments. Moodle-an open-source learning management system used by many educational institutions to create online learning environments. Microsoft Teams- is a collaboration platform that combines chat, video conferencing, file sharing, and productivity tools to facilitate communication and teamwork, Facebook Groups-a social media platform where educators can create private or public groups around specific educational topics. Khan Academy Community-a platform where learners access free educational content in various subjects. It includes an interactive community for discussing lessons, seeking help, and collaborating. **Online Learning Resources** are a type of online resource that are specifically used for learning that also require internet access. **INTERACTIVE WEBSITES AND TOOLS** -offer interactive, hands-on learning experiences in coding, languages, math, and science. Practice exercises, quizzes, feedback, and gamified learning. DUOLINGO (LANGUAGES) QUIZLET (FLASHCARDS) CODECADEMY (CODING) BRILLIANT.ORG (PROBLEM SOLVING) KAHOOTI (QUIZZES) **OPEN EDUCATIONAL RESOURCES (OER)** OpenStax, MIT OpenCourseWare Saylor Academy Students can access high-quality content without the cost of traditional textbooks, making learning more affordable. **VIDEO TUTORIALS** Students can watch videos to supplement textbook learning, visualize complex concepts, or explore subjects outside their curriculum. YOUTUBE SKILLSHARE **YouTube Educational Channels** Crash Course TED-Ed Veritasium Study Hall **DIGITAL LIBRARIES AND RESEARCH DATABASES** ;They are essential for conducting research, writing papers, and staying up-to-date with the latest developments in their field of study. GOOGLE SCHOLAR JSTOR PUBMED RESEARCHGATE **NETIZEN** IS AN ACTIVE PARTICIPANT IN THE ONLINE COMMUNITY OF THE INTERNET. **NETIQUETTE** -THE RULES OF CONDUCT FOR RESPECTFUL AND APPROPRIATE COMMUNICATION ON THE INTERNET. **NETIQUETTE GUIDELINES** 1. **PROTECT YOUR REPUTATION.** DO ONLY WHAT IS APPROPRIATE AND SHARE INFORMATION THAT DOES NOT HARM YOU AS A PERSON. 2. **RESPECT OTHERS.** Treat everyone with respect even if you have not seen him/her in person. 3. **EXPRESS YOURSELF CLEARLY AND USE EMOTICONS.** Communication online is difficult Because emotions are not evident during communication. 4. **REMEMBER THE INTELLECTUAL PROPERTY.** Ideas online are products of intelligence of others. 5. **CHECK SPELLING, GRAMMAR, AND PUNCTUATION.** We do not want to waste other people's time reading our post which is incomprehensible. 6. **PAUSE BEFORE YOU POST.** Take note that whatever you post becomes permanent. 7. **DO NOT SHARE YOUR PERSONAL INFORMATION.** 8. **THINK ABOUT WHO OR WHAT YOU ARE REPRESENTING.** Son/Daughter -- Family Student -- School