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ital_Age_.png

As suggested within a journal article by

White (2013), digital fluency is an
essential skill teachers will need to
have in order to teach effectively within
the digital age. As a teacher I need to
attain confidence in digital fluency in
order to act as a facilitator to guide
students effectively in a number of
ways, for example to be able to search
for resources competently, safely and
efficiently amongst the wide pool of
information that is available to them.
Be able to demonstrate effective and
appropriate tools to use, synthesize
the information found and use that
information to create their own
knowledge of work. Specially, as
outlined by Resnick (2003) being fluent
in using multimedia comes under

digital fluency. This includes being able

to navigate through text, web, audio,
animation, videos, deigns, programs,
downloading/downloading, remixing,
collaboration, communication and
critical thinking are all vital skills.
As found by the Ontario public school
board association, Communication
skills in particular are important within
the technological age, as you need
them to be able to articulate ideas and
instructions clearly and effectively
using a variety of written, oral or nonverbal cues. It is also important to
know how to use these communicative
avenues for a variety of purposes such
as to communicate, persuade, instruct,
demonstrate, inform or instruct. It is
also essential to know how to use
media and technological devices to
communicate, be familiar with their
function, be able to identify the

appropriateness of devices for a task

and the impact it will have on students,
since we as humans communicate and
process information using multiple
modes (ORouke,2005).
The association also found critical
thinking to be an essential skill to be
able to do a number things such as
use inductive and deductive reasoning,
systems thinking, evaluate evidence,
acknowledge different viewpoints,
engage in purposeful and reflective
judgements, able to synthesize
information, reach logical conclusions
as well as to reflect critically on the
learning processes occurring within the
classroom.
Link to soundcloud:
https://soundcloud.com/angie-25-197726324/skilled-needed-to-teach/s-FFOtI

Challenges to Teaching practice and development

in the digital age

Check out this great video on understanding how students have come to become
digital learners

Challenge 1: keeping up with the Techshian

The constant adaptation and
embracement of the rapidly changing
technological environment is definitely a
major challenge!
The way student characteristics are
evolving within the use of technological
and digital resources how it has and will
become difficult in keeping up with ways
to effectively communicate, interact and
engage in them (Colier, Burkholder &
Branum,n.d).
Teachers are under enormous amount of
pressure to create innovative learning
experiences however many studies show
that most teachers do not feel ready or
equipped enough to apply teaching in
order to support learning (Mantei &
Kervin,2007), yet alone, having to
constantly figuring out which resources will
sufficiently cover the curriculum, how we
can best communication the content in
ways that are meaningful to, and connect
with, the
Needs of contemporary learners is
challenging. As outlined by Anstey and Bull
(2006) traditional literacy practices of
reading and writing which I have been
exposed to within my schooling years are
insufficient in addressing needs of
students from this century.

Pay Attention
Challenge 2: How much technology is good practice?
It has been found that due to the increased use of
technology the level of critical thinking & analysis has
declined in students (Wolpert,2009). For example
reading has seen a massive decline in recent years
which is important for enhancing thinking, reflection,
critical thinking, vocabulary, and healthy imagination
which cannot be developed using visual media
(Wolpert,2009). Other skills such as maths scores are
also found to witness a consistent decline if they are
introduced to a computer between grade 5-8
(Pinker,2015).
Teachers need to be able to balance technology with
teaching for example it has commonly been stated
that visual media helps students encode, retain and
process information more efficiently most visual
media are real-time media that do not allow time for
reflection, analysis or imagination(Wolpert,2009)

Challenge 3: create learning that is relevant to the st

Students within this generation understanding more effectively

applications are applied to the information they receive. The co
given must be specific, concise and fast as they are capable o
information of their own since there is so much informat
available. Technology however can also be very distractin
therefore the importance of how and when to use technology
appropriate tool must be addressed and taught within
(Bickham, Bradburn, Edwards,Fallon, Luke, Mossman & Ness,
this using and teaching how to use technology responsibility is
challenge facing teachers in the digital age (Johannesen &

The Cloud Learn Research Report from Heppell.net

provides a good insight into how schools can work with
corporate ICT departments to deliver the best possible
outcomes for learners.

Some information challenges of teaching and learning in the digital age

http://www.academia.edu/6467700/How_teacher_education_institutions_cope_wit
h_challenges_of_teaching_and_learning_in_the_digital_age

Need further help?

Dont forget to.SMILE

References
Anstey, M. & Bull, G. (2006) Teaching and learning muliliteracies: Changing
times, changing
literacies, IRA, Delaware, USA.
Bickham,M., Bradburn,F., Edwards,R.,Fallon,J., Luke,J., Mossman,D., & Ness, L.
( n.d). Learning in the
21st century: teaching todays students on their terms. International
education advisory board. Reteieved via
https://www.certiport.com/Portal/Common/DocumentLibrary/IEAB_Whitepa
per040808.pdf
Colier, D., Burkholder,K., & Branum, T.(n.d.) Digital Learning:Meeting the
Challenges and Embracing
the Opportunities for Teachers. Committee of economic development.
Retrieved via
https://www.ced.org/pdf/Digital_Learning_Issue_Brief_Final.pdf
Johannesen, T., & Eide, E.M.(2000).The role of the teacher in the age of
technology: Will the role
change with use of Information- and communication technology in
education. European journal of open and distance learning. Retrieved via
http://www.eurodl.org/materials/contrib/2000/eide3/eide3.?html
Mantei, J., & Kervin, Lisa.(2007). Looking for clarity amongst the challenges faced
by teachers as they
consider the role of ICT in classroom literacy learning experiences. Future
Directions in Literacy: International Conversations Conference 36 September,
2007, Sydney, Australia

ORouke, M.(2005).SNAPSHOT: multilieratices for 21 st century schools. The

Australian national
schools network (2). Retrieved via
http://www.darlingdeer.com.au/learningcollective/publication
%20folder/Multiliteracies%20for%20the%2021st%20Century_May
%2005.pdf
Ontario public school boards association.(n.d.). A vision for learning and teaching
in the digital age.
Ontario public school boards association. Retrieved via
http://www.opsba.org/files/OPSBA_AVisionForLearning.pdf
Pinker, S.(2015). Can Students Have Too Much Tech? The New York Times.
Retrieved via
http://www.nytimes.com/2015/01/30/opinion/can-students-have-too-muchtech.html
Resnick, M. (2002). Rethinking Learning in the Digital Age. In G. Kirkman (Ed.),
The global information
technology report: Readiness for the networked Word. Oxford, UK: Oxford
University Press.
White. G.K.(2013).Digital fluency: skills necessary for learning in the digital age.
Australian council for
Educational research, 10. Retrieved via
http://research.acer.edu.au/cgi/viewcontent.cgi?
article=1006&context=digital_learning
Wolpert, S.(2009). Is technology producing a decline in critical thinking
and analysis?. UCLA news
room. Retrieved via http://newsroom.ucla.edu/releases/is-technologyproducing-a-decline-79127