Developing Basic Digital Skills
As teachers adjust their teaching
effectively match the new digital world of information and communication
technology (ICT), they must be clear on what basic knowledge, skills and values
(or illiteracies) need to be developed by digital learners.
Solution
Fluency
This refers
to the capacity and creativity in problem solving.
Information
Fluency
This
involves 3 subsets of skills namely,
a. An
ability to access information, access may involve not only of the internet, but
other sources like the CD-ROM software.
b. An
ability to retrieve information, received information may include not only
texts, but images, sound and video.
c. An
ability to reflect on, assess and rewrite for instructive information packages.
Collaboration
fluency
This refers
to teamwork with virtual or real partners in the online environment.
Media
Fluency
Media refer
to channels of mass communication (radio, television, magazines, advertising,
(graphic arts) or digital sources.
Creativity
fluency
Artistic
proficiency adds meaning by way of design, art, and storytelling to package a
message.
Digital
ethics
The digital
citizen is guided by principles of leadership, global responsibility,
environmental awareness, global citizenship, and personal accountability.
Higher thinking skills
Entering the new world of
information and communication technology opens the way of complex and higher
cognitive skills.
Bloom’s
Taxonomy of Thinking Skills
The Above taxonomy is patterned
after new scientific knowledge on the human brain works. The right hemisphere
of the brain works sequentially through a series of events like talking,
reading, and writing.
By developing higher thinking
skills, the school today can inculcate the digital fluencies, while overcoming
limitations inherent in digital technology, resulting in superficial and
mediocre learning skills of new learners.
The structured problem
solving-process known as 4D’s exemplifies the instructional shift in digital
learning:
Define the problem
Design the solution
Do the work
Debrief the outcome
Understandably, the teacher will
have to move away from center stage of the classroom, and allow students the
limelight of the teaching-learning process.
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