Month: September 2020

Digital literacy is a term that is especially relevant for teachers today due to the rapid development of technology. Digital literacy refers to the idea that we need to be able to take in new information, evaluate them critically, use it to solve problems, apply it to create, all while being safe and respectful to others (Gov. B.C. 2020). It is important for teachers to include digital literacy in their classroom is to highlight how to be safe with technology because there are risks. These risks can include information security, crude content, and cyber bullying (Frankel et al., 2020; Hsu et al., 2019; Vandoninck et al., 2010). In addition, students also need skills in digital literacy and adaptability in order to take advantages of the different opportunities that arise (Hsu et al., 2019). Therefore, teaching digital literacy in schools will teach kids skills to be come better adapted the high paced technological world.

Teaching digital literacy is a unique challenge of the present.  Trying to keep up with the digital quo and find age appropriate or skill appropriate technology requires a lot of work. One useful model that was effective in teaching digital literacy is called the spiral learning model (Hsu et al., 2019). It uses the principle that you introduce a technique, and then start spiraling up the difficulty. It requires students to draw on their previous knowledge form other projects along with using problem solving skills (Hsu et al., 2019).  For example, in a high school science class, I may introduce the idea of critically assessing internet sources with a topic that was already learned in class. This way students are familiar with the content and can then see if the information presented in the source matches their previous knowledge, and can then assess the author and website credibility. To follow, I may do a similar activity again but with another layer new skill, producing the spiral effect. However, Hsu et al. (2019) found the only aspect of digital literacy not enhanced by their model was digital citizenship since there was not specific task that explicitly require it. In an article, Clarke (2020) explained a project that approaches the ethical side of digital literacy and digital citizenship. In the project students around the world tell their stories, listen to others, comment, reflect and expand on how this was similar or different from their lives. Allowing them to comment, contact, and expand on students lives outside of their own countries in addition to building their skills for digital writing, posting pictures, and being respectful, and asking questions about others cultures (Clarke, 2020).

All seeming fine and dandy, the concept of teaching digital literacy does have some concerns. Although the consequences of teaching digital literacy are not quite known, one  author published a paper questioning what might happen with excessive use of technology (Laidlaw & O’Mara, 2015). For example,  loss of handwriting and other fine motor skills due to the trend towards using digital means instead of physical (Laidlaw & O’Mara, 2015).

I also extrapolated off this idea and questioned if there will be an effect on reading ability since libraries are trying to keep up with the popularity technology and using audiobooks. Lastly, I would be concerned that teaching digital literacy usually leans towards using more technology in class – would it provide an unequal learning opportunity to students with who do not have the same access to technology? Will this impact their ability to produce work or even give them a fair turn to learn the skills they need? If not, will this influence their mental health?

Clarke, L. W. (2020). Walk a Day in My Shoes: Cultivating Cross-Cultural Understanding Through Digital Literacy. Reading Teacher, 73(5), 662–665. https://doi.org/10.1002/trtr.1890

Frankel, K. K., Deanna, M., Editors, B., Brooks, M. D., & Frankel, K. K. (2020). Pathways for Educators to Challenge Deficit Perspectives: Adolescents’ Transnational Digital Literacy Practices in the Classroom. Journal of Adolescent & Adult Literacy, 63(6), 711–714. https://doi.org/10.1002/jaal.1042

Hsu, H. P., Wenting, Z., & Hughes, J. E. (2019). Developing Elementary Students’ Digital Literacy Through Augmented Reality Creation: Insights From a Longitudinal Analysis of Questionnaires, Interviews, and Projects. In Journal of Educational Computing Research (Vol. 57, Issue 6). https://doi.org/10.1177/0735633118794515

Laidlaw, L., & O’Mara, J. (2015). Rethinking Difference in the iWorld: Possibilities, Challenges and ‘Unexpected Consequences’ of Digital Tools in Literacy Education. Language and Literacy, 17(2), 59. https://doi.org/10.20360/g2hc7k

Provincial Government of British Columbia. Digital Literacy. https://www2.gov.bc.ca/gov/content/education-training/k-12/teach/teaching-tools/digital-literacy

Vandoninck, S., D’Haenens, L., & Donoso, V. (2010). Digital literacy of flemish youth: How do they handle online content risks? Communications, 35(4), 397–416. https://doi.org/10.1515/COMM.2010.021

Recently, I was introduced to the First People’s Principles of Learning. I was intrigued by these principles, but they seemed kind of vague. However, what I didn’t understand was the depth to which each principle speaks to (probably because I had no context). One person who sought to explain and provide context for these principles is Jo Chrona. She produced an amazing amount of work on her blog explaining to the best of her ability what each principle meant on a contextual level.  After reading her blog, I was just in awe about the amount of wisdom that each principle represented. In addition, she made an activity to help people interact and reflect on each principle as well! Jo’s blog is an incredible resource that I know I will continue to use in my teaching future.

In my education class, we participated in Jo’s activity.  My group examined the principle:

Learning requires exploration of one’s identity.

What resonated most with me from Jo’s explanation the following quote:

“The exploration of one’s identity includes developing an understanding of one’s place in the world, in addition to being able to identify all the factors that contribute to how people see themselves. These factors include their strengths and their challenges, their innate abilities (gifts) and capacities to learn.”

What I thought from this, was that understanding the self give and what their strengths are it can be helpful for the teacher or self to where they can shine in groups will help make them feel like a valued member. One, of my group members also pointed out that in our western society, looking into yourself or self-explosion is viewed as being narcissistic, and maybe this is limiting our learners.  Rather than it is allowing us to be closer to who we are and this helping us to become a contributing member to our community.

Being from a science and psychology background, this principle brought up some questions on the effects of this on mental health. I wondered, if we fostered this principle in schools would we see less self doubt, negative self talk, higher confidence in kids because they are not trying to be “normal”. Also, if you could instill this into the younger kids, would it help them during their transition periods later in life.

A successful gardener has many distinctive traits.

They must first be observant. An observant gardener will recognize that each plant is unique.

The gardener must notice that they cannot care for each plant in the same way and end up with a lush garden.

Secondly, a successful gardener must be organized. Each plant requires different amounts of water, light, weeding, and fertilizing which requires organization to keep track of.

Thirdly, a gardener also must be adaptable. They cannot go and tend to their garden in a dry, wet, normal year in the same way and expect the same results.

To follow, a gardener must exhibit patience. Not all plants will bloom at the same time or in the same way.

A gardener must also be creative. Some plants, like orchids, need structures or scaffolds to lean on to be just as successful as the rest of the garden. But the gardener must find a way to implement that.

Lastly, a successful gardener must keep their composure when working with plants because they are delicate and being to abrasive will damage them.

When a gardener has all these balanced their plants will develop strong roots, grow, and flourish.

I thought of this metaphor for teaching while reflecting on the most influential learning experience that I have had, which was my time working in learning assistance. I worked with amazing teachers that acted as mentors for me and explained the dynamics and diversity in the classroom.

What was most prominent from these teachers was that everyone in the classroom was unique. They had their own story. Being what it may, these students all needed help. But what that help ways was very different (which took a while for me to figure out). Eventually, being there everyday, allowed the students to trust me more, and adapt how I helped them depending on what they needed. Some modifications have a simple solution included the use of technology, having an EA read or write for the student.  But others take a lot more time. The fact that teachers put in that extra time and effort was noticeable in the kids when it was work that they could achieve compared to assignments that were really challenging for reasons outside the child’s control and the effect that this can have on a child’s mental health.

Overall, the effort that the teachers put in is outstanding in ensuring diversity and individualized learning so that each student can be successful.