Participation and the Digital Divide

imagesStudents of today’s Australian society have been born into a world where they are surrounded by digital technologies and given the name digital natives. A digital native is defined as “Individuals who are digitally fluent across all aspects of their life” (Howell, 2012, p.239). But not all students can be labeled as digital natives. There is a digital divide that is caused by socio-economic factors. Howell (2012) describes how students who come from a lower socio-economic household often have limited or no access to digital technologies. This in turn has a great negative impact on a student’s ability to participate in the digital world at home and in the school environment. Today there is a great digital expectancy by teachers, employers and parents for students to have digital fluency and be able to be active participants within the digital world. This digital expectancy is placed on schools to be able to bridge the digital divide between students from lower socio-economic backgrounds to be provided with an environment and materials to be able to learn to achieve digital fluency (Howell, 2012).

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Digital exclusion is defined as when an individual is unable to access and participate within the digital world. This leads to feelings of exclusion and isolation to society (Bentley, 2014). The author then goes on to explain how the number of Australians that are not accessing the Internet is one in five. This to me is quite a large and significant amount of people that are experiencing digital exclusion. A way that this digital exclusion and bridging of the digital divide between a students low socio-economic factors and access to digital technologies is being amended is by a project called One laptop per child. Nicholas Negroponte is the founder of this project to which he is bridging the digital divide by giving students in countries with low socio-economic status a laptop and access to the Internet so that they to can be active participants and learners within the digital community. If you are interested in finding out more information about this project the video is linked below.

Further links :

http://theconversation.com/the-digital-divide-is-narrowing-but-more-needs-to-be-done-25994

References

Barr, P. (n.d.). The Digital divide in narrowing but more needs to be done. [Web log post]. Retrieved from http://theconversation.com/the-digital-divide-is-narrowing-but-more-needs-to-be-done-25994

Bentley, P. (2014, July 3). Lack of Affordable broadband creating ‘digital divide’. [Web log post]. Retrieved from http://www.abc.net.au/news/2014-07-02/bridging-the-digital-divide/5566644

Digital Undivide. (2013,April 19).What is the Digital Divide?. [Video file]. Retrieved from https://www.youtube.com/watch?v=qQD5soc2r7Y

Google Images. (2014). Foreseeing the second wave of the digital divide [image]. Retrieved from https://www.google.com.au/search?q=participation+and+the+digital+divide&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjxqOCz3KbMAhWk26YKHSRoAGoQ_AUICCgC&biw=1296&bih=710#tbm=isch&q=+digital+divide&imgrc=WnyfcXgveUTFZM%3A

Google Images. (2016). Ed Tech: Closing the Digital Divide [image]. Retrieved from https://www.google.com.au/search?q=participation+and+the+digital+divide&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjxqOCz3KbMAhWk26YKHSRoAGoQ_AUICCgC&biw=1296&bih=710#tbm=isch&q=+digital+divide&imgrc=V4jFVfhPJ1hMyM%3A

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

Negroponte, N. (2007, December). One Laptop per child, 2 years on. [Video file]. Retrieved from http://www.ted.com/talks/nicholas_negroponte_on_one_laptop_per_child_two_years_on

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Digital Identities and Digital Securities

 

Society today is a digital society in which students are born into and grow up surrounded by digital technologies. This is all due to the digital expectations of the world that we live in. Digital expectancy is defined as an attitude to be an active member in the digital world (Howell, 2012, p.59). Howell (2012) describes our modern day Australian society as being an electronic era to which we use digital technologies more than previous generations have done before. Howell (2012) states that the amount of households in Australia to have Internet connection is 86%. This is a lot of people that have access, are participating and leaving their mark in the digital world.

onlineidentityWhen an individual posts, shares or communicates online they are sharing a digital identity of themselves. Others may perceive this digital identity of this individual in a way that is not desirable to the person that is sharing these posts, pictures, comments etc. Every individual that is participating in social media and the digital world must be careful what they share online as each person viewing these may perceive it in a negative way. One must question whether the information that they put out into the digital world is safe as once it is out there it is nearly impossible to fully take back or delete (Howell, 2014). Pernille trandburg confirms this idea in her TEDx talk video as she explains the idea of personal data and how companies such as Facebook, Instagram and online shopping companies use the information that you share online as your identity to market products to individuals. They use your online identity without even asking permission to create statistics and data. This poses a scary thought in my mind as I question whether I have complete control of the things that I post online and the content that I share with others on social media such as Facebook and Instagram. For further information on digital identity take a look at the video below.

References

Google Images. (2015). How to help your customers keep their digital identity safe [image]. Retrieved from https://www.google.com.au/search?q=digital+identities+and+security&biw=1296&bih=710&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiFj_nU1abMAhWo5KYKHb3YCbQQ_AUIBygC#imgrc=VuT1kHRy9P8i-M%3A

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

Teaching & Learning Innovations CSUCI. (2015, June 25). What is a digital identity? . Retrieved from https://www.youtube.com/watch?v=uJzuDcyR0WM

Tranberg, P. (2013, October 4). Fake it- to control your digital identity: Pernille Tranberg at TEDxOxford [Video file]. Retrieved from https://lms.curtin.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_75711_1&content_id=_3919496_1&mode=reset

Digital Fluency

Digital fluency is defined as “The ability to use digital technologies in a confident manner” (Howell, 2012, p.239). If we think about digital fluency we think of teenagers and adults being able to be fluent with their participation in digital technologies. By being digitally fluent a person is able to navigate, participate and successfully create in the digital world. I would think of myself as digitally fluent as I am able to use social media to create and share my life, use tools such as Microsoft office (word, PowerPoint) to create assignments and letters, use email to communicate with others and on top of all this I can use these skills with a number of devices such as a computer, iPhone and Ipad.

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In this modern Australian society children start to learn to be digitally fluent in primary school around grade four. These students are called technology neophytes; which is defined as beginners who have the basics and are ready for learning of more complex technologies (Howell, 2012, p.133). To become digitally fluent children require consolidation of learning of digital technologies over a number of years and practice of the skills they already have acquired of these digital technologies. Over the coming schooling years these fourth grader children will go through being digital content creators, technology innovators and developing digital fluency to finally achieve the goal of being digitally fluent and digitally able learners (Howell, 2012, p.134-135).

Mac Manus (2013) supports Howells ideas about young people developing digitally fluency as they stated that young individuals have the in- built and essential skills to be able to produce and work in jobs that require the use of digital technologies. The author continues to describe young people of today as being digital natives in which these individuals have grown up and learnt the skills that are now natural for them to be able to maneuver through digital technologies with ease. If you are interested in more information or more clarification on digital fluency please have a look at these links below.

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Links to further resources:

References

Good, J. (2016, January 23). What is Digital Fluency? [Video file]. Retrieved from https://www.youtube.com/watch?v=lglIKLPkMqk

Google Images. (n.d.). Digital Fluency [image]. Retrieved from https://www.google.com.au/search?q=digital+fluency&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwj48Pufy6bMAhVGLqYKHcVjAiIQsAQIGw&biw=1192&bih=710#imgrc=8txwp4QQuYa-7M%3A

Google Images. (n.d.). Digital Fluency [image]. Retrieved from https://www.google.com.au/search?q=digital+fluency&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwj48Pufy6bMAhVGLqYKHcVjAiIQsAQIGw&biw=1192&bih=710#imgrc=X1JdMCRw5FfDRM%3A

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

Mac Manus, S. (2013, August 2). Getting young people fluent in digital. [Web log post]. Retrieved from http://www.theguardian.com/social-enterprise-network/2013/aug/02/young-people-fluent-digital

 

 

Evaluation Matrix for Teaching Resource 1

This teaching resource is all about Year 1 mathematics area of measurement and geometry of Shapes. This relates to the Curriculum code ACMMGO22.

Evaluation Matrix

Name of teaching resource

Teaching Resource for Mathematics / Year 1 / Measurement and Geometry / Shape / ACMMG022

Weblink (if web based)

https://au.pinterest.com/zarawoods/teaching-resource-for-mathematics-year-1-measureme/

Who should this digital teaching resource be used with? (ie year/grade)

This digital teaching resource should be used with Year Ones as it directly relates to the learning objective in the Curriculum of Shape in the subject area of Maths measurement and Geometry. This resource is aimed for teachers to be able to use the activities to create age appropriate learning activities for their students to learn 2D and 3D shapes and the characteristics of each individual shape.

How should it be used? (e.g. individual, whole class)

This resource should be used by the teacher to create activities for their students to complete in order to learn about shapes using interactive and engaging activities. The students can either do the activities themselves individually or in a group setting.

Which subject or learning area would it be most appropriate to use in?

The subject or learning area that this resource is most appropriate to use in is mathematics and in particular measurement and Geometry as each activity is centred on identifying shapes, counting sides of shapes and identifying the characteristics of each shape.

Identify the strengths of this teaching resource

The strengths of this resource are that Pinterest is an easy to navigate and visually appealing tool that allows teachers to discover and be inspired by the ideas that others use for teaching activities in their classroom. Pinterest also allows teachers to save and pin each idea to their own board to which they can easily find and access another time.

Identify any weaknesses of this teaching resource

A weakness of this teaching resource is that an individual accessing this resource may need to log in to fully access and explore the resource. Another weakness is that Pinterest has a limited number of resources that can be used.

Explain any ideas you may have for further use of this teaching resource

Further uses of this teaching resource is that it could be used by parents to further extend their child’s learning on the topic or for parents that choose to home school their children as most of the activities have free printable worksheets and activities.

Resources

Adaycare.com. (n.d.). Circle time, learning time, & art time. Retrieved from http://adaycare.com/pictures6.html

Harry Kindergarten Music. (2015, June 26). Secret Agent Shapes (songs for kids about finding basic shapes around the room). . Retrieved from https://www.youtube.com/watch?v=7aStqhksCuY

Khrys. (2013, March 27). A kindergarten smorgasboard guest post. [web log post]. Retrieved from http://www.thekindergartensmorgasboard.com/2013/03/a-kindergarten-smorgasboard-guest-post_27.html?m=0

Life over C’s. (n.d.). Free 2D Play dough Shape Mats. [web log post]. Retrieved from http://lifeovercs.com/free-shape-play-dough-mats/

Lynch, N. (2014, July 1). 2D shapes: Marsh mellow Geometry. [Web log post]. Retrieved from http://www.playdoughtoplato.com/learning-shapes-marshmallow-geometry/#_a5y_p=1933617

Rebecca. (2015). Free Printable Shape Practice Worksheets. Retrieved from http://www.miniaturemasterminds.com/2015/07/27/free-printable-shape-practice-worksheets/

Sarah. (2015). Preschool shape scavenger hunt. Retrieved from http://frugalfun4boys.com/2015/10/01/preschool-shape-scavenger-hunt/

Teachers Pay Teachers. (n.d.) Roll a Robot Game. Retrieved from https://www.teacherspayteachers.com/Product/Roll-a-Robot-Game-962815

Teaching Blog Addict. (n.d.) All about Shapes. [web log post]. Retrieved from http://www.teachingblogaddict.com/2012/01/all-about-shapes.html

Teachers Pay Teachers. (n.d.) 3D Shape Nets-Cute Buddies. Retrieved from https://www.teacherspayteachers.com/Product/3D-Shape-Nets-Cute-Buddies-1767589

Evaluation Matrix for Teaching Resource 2

This teaching resource is all about Year 4 Science area of Biological sciences that living things have life cycles . This relates to the Curriculum code ACSSU072.

Evaluation Matrix

 

Name of teaching resource

Teaching Resource for teaching Living things have life cycles ACSSU072

Weblink (if web based)

https://storify.com/Zwoods/getting-started#publicize

Who should this digital teaching resource be used with? (ie year/grade)

This teaching resource should be used for year 4 students as the activities and resources directly link to the learning outcome in the curriculum for year 4 science.

How should it be used? (e.g. individual, whole class)

This teaching resource should be used by the teacher to set learning activities and navigate the page when using this storify in a classroom setting. This resource can be used individually to complete activities and as a whole class to watch the videos and learn the content.

Which subject or learning area would it be most appropriate to use in?

The subject that this resource is most appropriate to use in is Science. The area of science that it is best suited to is Biological science as it regarding the life cycles of living species.

Identify the strengths of this teaching resource

Strengths of this teaching resource are that it is an interactive and engaging way to display ideas as videos and moving images can be used. As well as this all ideas, videos and activities are saved onto the Storify so that the content is easily accessible for future uses.

Identify any weaknesses of this teaching resource

A weakness of this teaching resource is that the Storify technology is limited to the information that an individual can find and include in their Storify. This makes creating a Storify on a particular content quite difficult.

Explain any ideas you may have for further use of this teaching resource

This teaching resource is published on the internet so it can be shared to other teachers around the world to share and inspire ideas about teaching the same content in different ways.

Resources

GIPHY . (2013). Life animated GIF [Image]. Retrieved from https://giphy.com/gifs/life-cycle-X8ii8EUumNXRC

Harry Kindergarten Music. (2014, May 20). The needs of a Plant (sing for kids about 5 things plants need to live) . Retrieved from https://www.youtube.com/watch?v=dUBIQ1fTRzI

Life Cycles (n.d.). Retrieved from https://www.pinterest.com/explore/life-cycles/

Makemegenius. (2012, June 1). Life Cycle Video for Kids [Video file]. Retrieved from https://www.youtube.com/watch?v=-pHav-3QZkI

Science Web Australia. (n.d.). Unit 2 Living and non living things. Retrieved from http://scienceweb.asta.edu.au/years-3-4/unit2/lesson-three/yr34-unit-2-lesson-3.html

Scootle. (n.d.). Science / Year 4 / Science Understanding / Biological sciences. Retrieved from http://www.scootle.edu.au/ec/search?accContentId=ACSSU072