The advancement of information and communication technology (ICT) has permeated culture, and we live in a global knowledge-based society reliant on technologies in distinctive domains of our lives: This is especially apparent for students who have grown-up socialised by technology. Marc Prensky (2001) refers to learners as “digital natives”, proposing immersion in technology facilitates specific learning and processing characteristics, therefore necessitating a responsive digital pedagogy accommodating student traits (pp. 1 & 3). Furthermore, media literacy competencies required to prepare students for educative experiences and life-long learning, need critical inquiry, analysis, conceptualisation, and dissemination (Mihailidis & Cohen, 2013, p. 14). Skills identified for 21st learning include; creativity, collaboration, critical thinking, problem-solving, ICT fluency, and digital citizenship (Bertram, 2016, p. 2; Muir, 2012, p. 21). Utilising technology and investigating educative integration theory when creating my blog promoted an acknowledgement that I have engaged with, and developed, the abovementioned learning preferences and skills. Furthermore, these critical competencies must be inclusive in my pedagogy to reciprocate cognitive development and engagement in my students.
The skills I attained were transferrable across platforms as I was familiarised with editors learning Prezi thus enabling successful navigation of Powtoon and Audacity. However, the editor in WordPress entailed self-scaffolding within the “zone of proximal development” as I was not familiar with hypertext markup language and the minimum word count necessitated the creation and insertion of graphics and links to convey meaning to content (Howell, 2012, p. 23). Discussion with peers also allowed for constructive dialogue creating a sociocultural approach to my literacy and furthering my understandings of social constructivism, Vygotskian, and Piagetian theories of constructing and developing knowledge. (Gee, 2010, p. 165; Howell, 2012, p. 23). My creative experience advocates a comprehension that my pedagogy will adapt, change and evolve along with technological innovations. Continual exploration of digital technologies will advance my self-efficacy and attitudes enabling the appropriate educational use of ICT to achieve learning objectives (Koehler & Mishra, 2009, p. 64; Thurling, Evers, & Vermueulen, 2015, p. 449).
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