Digital fluency Digital world

Digital Fluency

Developing digital fluency skills in learners is imperative in a digital world.

Digital Fluency

Week six – Topic six

 

Developing digital fluency skills in learners is imperative in a digital world.  Topic six investigated the fluency and skills needed to participate in a global world. I created a Powtoon presentation utilising Audacity voice over and YouTube to summarise digital fluency in education.

Digital Fluency by C.Covich – YouTube video

Digital fluency script

Digital fluency includes the confidence to successfully use technology and the ability to transfer capabilities across environments and platforms to achieve learning outcomes (Australian Curriculum Assessment and Reporting Authority Council [ACARA], n.d., para.1; Briggs & Makice, 2012, p. 74). The exposure of students to technology in their personal and recreational environments facilitates the development of a degree of digital fluency proficiencies. Jennifer Howell (2012) states learners have “probably” established “a level of ability and aptitude toward technologies” outside their formal schooling (p. 39). However, variations exist in the usage of technology by learners that may not translate to formal learning contexts. For example, Star Muir (2012) describes; 45% of “student technology users” are basic users, 14% are irregular users, 27% are ordinary users, and 14% are power users (p. 146).

Recreational skills may offer a basis for digital fluency scaffolding; nonetheless they are different skills than those required for “developing learning technology fluency in students” (Howell, 2012, p. 133). Analysis of several frameworks by Ferrari, Prunie & Redecker (2012) synthesised 21st-century learning skills to include; collaboration, information management, communication, content creation, ethical responsibility, evaluating information critically, and problem solving (p. 89). Development of these skills in the creative, purposeful and experimental use of information and digital technologies involves the application of higher level thinking skills and consequently promotes cognitive development (Ferrari, Prunie & Redecker, 2012, p. 87; Howell, 2012, p. 117).

Developing digital fluency skills in learners is critical as information and communication technology is rapid and evolving. Students require the competencies to use digital technology effectively and possess the skills to engage with a digital world as preparation for future education experiences (ACARA, n.d., para. 2). Briggs & Makice (2012) advise “the development and maintenance of digital abilities” are an ongoing process requiring practice (p. 59). Therefore, educators must create opportunities for learners to experience and experiment with digital technologies within the construct of curricula activities to create digitally proficient learners.

Word count: 325

References

Australian Curriculum Assessment and Reporting Authority [ACARA]. (n.d.). The Australian curriculum: Information and communication technology (ICT) capability. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/introduction/introduction

Briggs, C., & Makice, K. (2012). Digital fluency: Building success in the digital age [PDF file].  Retrieved from http://socialens.com/blog/wp-content/uploads/downloads/2012/01/SociaLens_Digital_Fluency_Sample1.pdf

Ferrari, Q., Prunie, Y., & Redecker, C. (2012). Understanding digital competence in the 21st century: an analysis of current frameworks. In A. Ravenscroft, S. Lindstaedt, & C. D. Kloos (Eds.), 21st century learning for 21st century skills. EC-TEL 2012. Lecture notes in computer science, 7563, (pp. 71-92).
doi: 10:1007/978-3-642-33263-0_7

Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. South Melbourne, Victoria: Oxford University Press.

Muir, S. (2012). The gloss and the reality of teaching digital natives: Taking the long view. In S. Ferris (Ed.), Teaching, learning and the net generation: Concepts and tools for reaching digital learners (pp. 19-40).
doi: 10.4018/978-1-61350-347-8.ch002

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