From Digital Literacy to Digital Fluency

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Presentation for project post-mortemNavigating with Students: From Digital Literacy to Digital FluencyJoin our Padlet: with transformation to meet the needs of 21st century21.5 century learningWhy are we doing this? Pull DOE statement about open resources..Put in 4 Cs RubricNew Plugged in videostar warsShift from instruction to learning4Before, everything was static, now it works in concert-show undulating 3d graph with musicWhen we do the Unit of study focus Q1emphasis on learning processOver standardsQ2The end is not created test, that we backwards map from, it is the discussion of proficiencythat is the wrong interpretationQ3/4 Purposeful planning, deliberate processddid the old go-to methods meet the learning needs of the students.1Our Target2A changing workplaceA changing complexityThe fourth industrial revolution is a world in which we are not defined by our capital, but by our talents and capacities American Mining AssociationA new terminologyGamificationSimulationHaptic EnvironmentGlobalizationRFID & Smart EnvironmentsRemote AssistanceInternet of things, people, & servicesDigitally, how are these our students?PADLET ACTIVITY8Our sources have changedHow many of you used to subscribe to Time or Newsweek? Now?How many of you used to subscribe to a newspaper? Now?How many of you used to take dedicated time to read the homepage of a news outlet, even AOL? Now?When was the last time you logged into MySpace?A changing roleAs of 2014, 68% of Millennials received their news from social medianot news outlets. CNNIts not enough to consume any morethe role of the public is global and exposed, for good and for badNow we are active participants in the worldfrom our couches But, were not just consumersHey, have you seen this?Even old media only survives by grafting itself to new mediaA changing voiceThe number of blogs has doubled every six months since 2001, when the term was coined133 million bloggers in U.S. as of 3/2015Lets back up? What is literacy?2 RsInformationCommunicationReception & ProductionPower and Privilege: to change the worldPADLET ACTIVITY BEFORE PROGRESSING14So, whats the big deal?Digital FluencyThe aptitude to effectively and ethically interpret information, discover meaning, design content, construct knowledge, and communicate ideas in a digitally connected world.Digital LiteracyThe knowledge, skills, and behaviors used in a broad range ofdigitaldevices such as smartphones, tablets, laptops and desktop PCs, all of which are seen as network rather than computing devices.*Digital Fluency Initiative, 2014PADLET ACITIVITY15Where are we headed?Changing the worldit happensIn 2001, Dr. Tim Tyson had a dream to Move Mabry Middle School in Marietta, Georgia, from the bottom 10% of schools in the state, to the top 10%. He would do so by letting students lead the waychallenging them to change the world.By 2006, the students were the top 2%, and they could care lessthe world was changing because of them. the Oscars, but not lame George Lucas FoundationTRY TO CONCLUDE DAY ONE HERE17A course correctionGiven the distinction of digital fluency from digital literacy, and acknowledging the digital natives in our classrooms, how should we view our role as educators?What about devices?Should we be one-to-one class/site/district?Or, should we be one-to-world class/site/district?PADLET ACTIVITY BEFORE DEVICES 18 1+1+1+1=___Effective Social Studies ProgramsEffective Calculus ProgramsReliance on local data & placementCoordinated instruction/collaborationChallenge & engagement including conceptualization & modelingStudent-centered/Active-learner pedagogyTraining of assistantsProactive support/feedback system*Bressoud & Rasmussen, 2015Supportive and engaging environmentEffective use of assessment and reflection to guide learningA rigorous, inquiry-based approach that values student processingRelevancyContent knowledge of teacher*Boyd, 20151+1+1+1=___Imagine Mars ProjectEffective P.E. ProgramsMotivation is driven by:Cooperationamong and between peers and the instructorAutonomySupportfrom peers and instructorEvaluation/meaningful feedback from peers and instructors*Curth & stergaard, 2014ReflectImagineDiscoverCreateShare*National Endowment for the Arts & NASA1+1+1+1=___Successful Reading ProgramsAutonomy and choiceTimeMeaningful interaction & reflection*Donalyn Miller Meta-analysis, 1895-2014Successful STEM ProgramsStudent choice of tasksTeacher guidanceStudent time to modelTeacher feedbackIndividual interests and needsInteraction & Support*Diaz & King, 20071+1+1+1=___Adding it all up: what did you notice?Consider your students outletsHave you met Alexis?Moral Imperative