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= Becoming Digitally Literate =

**This page is a supplement to Gavin Dudeney & Mark Pegrum's seminar entitled //Becoming Digitally Literate,// running as follows:**


 * **27 Feb - 01 Mar 2012 ... Bangkok, Thailand**
 * ** 05 Mar - 08 Mar 2012 ... Kuala Lumpur, Malaysia **
 * ** 04 Dec - 07 Dec 2012 ... Moscow, Russia **

In the web 2.0 era, the idea of basic ** numeracy ** and ** literacy ** (‘the three Rs’) has been expanded to take in a wide range of new interactions: both interactions with content and social interactions with an increasingly global audience.

In this international series of workshops, we will break down the idea of ** literacy ** in the new digital era and examine what it means in terms of both the people we teach and how we teach them.

Each of the four days is divided into four sessions: two input sessions in the morning, and two practical sessions in the afternoon. Each day the first input session gives a large, theoretical overview of a key aspect of digital technologies, whilst the second input session looks at the practical application of new technologies. The aim is to give participants a broad picture of where technologies fit into our lives whilst, at the same time, showing how they fit into teaching, training or materials and curriculum development. In the afternoon practice sessions, participants use some of the approaches and tools from the morning input sessions, and share their practice and reflections with the group. Participants will also be encouraged to explore the ‘Bring Your Own Device’ (BYOD) / 'Bring Your Own Technology' (BYOT) aspect of technology integration.

The sections below give an overview of the organisation and content of each day.

** -- DAY 1 -- **

**Introduction:** [Wallwisher Board]

**Input 1: LEARN ** **Getting Used to Technology.** This session gives an overview of the spread of the internet as well as recent developments in hardware and software. It relates digital technologies, especially web 2.0 tools, to contemporary learner-centred pedagogical approaches such as social constructivism, problem-based learning and inquiry-based learning. It concludes by examining Stephen Bax’s theory of normalisation and its implications for teachers’ integration of new technologies into their classrooms.

**Input 2: APPLY ** **Working with Words.** This session looks at a variety of ways of engaging with vocabulary, the writing process, process and creative writing, collaborative writing, peer correction and more, using a variety of tools including [|Wordle], blogs, wikis and online concordancers.


 * Practice 1: PRACTISE & PLAN **
 * Practice 2: SHOW & TELL **

** -- DAY 2 -- **

**Input 1: LEARN ** **Technology & Pedagogy.** This session considers in more detail the relationship between digital technologies and contemporary pedagogical approaches. It focuses in particular on social constructivism, including problem-based learning and inquiry-based learning, and Ruben Puentedura's [|SAMR model]. lt concludes with an overview of recent trends towards personal learning networks, personal learning environments, and e-portfolios. [Supplement 2A: [|Moodle Philosophy]]

**Input 2: APPLY ** **Working with Images.** This session will concentrate on the creation and use of images in the classroom. We will examine the role of images in teaching, and explore a variety of simple web 2.0 tools which encourage creativity and expression.


 * Practice 1: PRACTISE & PLAN **
 * Practice 2: SHOW & TELL **

** -- DAY 3 -- **

**Input 1: LEARN ** **Technology & Literacy.** This session focuses on the digital literacies necessary to operate effectively in a web 2.0 environment. These include language-related literacies like texting & hypertext literacy; information-related literacies like tagging and search literacy; connection-related literacies like network and intercultural literacy; and one redesign-related literacy, namely remix literacy. [Supplement 3A: [|Internet 'dulls students' minds']]

**Input 2: APPLY ** **Working with Audio & Video.** This session will examine the role of audio and video resources in the classroom, ranging from pre-made audio/video materials available online (from sources such as the BBC, TED Talks, YouTube, etc.) to the production of audio and video, using a variety of tools including audio slideshows, podcasts , etc. We will also consider the role of authentic/non-authentic resources and learner control over media in class.


 * Practice 1: PRACTISE & PLAN **
 * Practice 2: SHOW & TELL **

** -- DAY 4 -- **

**Input 1: LEARN ** **Technology & Society.** This session focuses on the big picture, emphasising key trends and issues which become visible when we examine new educational technologies through a series of different lenses. Key issues covered include augmented reality; teacher training (including [|the TPACK model]); digital safety ; digital surveillance; and environmental concerns. [Supplement 4A: [|Map of the Decade: 2010s] ]

**Input 2: APPLY ** **Miscellaneous Tools.** This session looks at miscellaneous creative tools which can enhance classroom teaching. We will look at animation resources, presentation and survey tools and a wide range of other sites and apps which may play a part in teaching or teacher training scenarios.


 * Practice 1: ACTION PLAN ** Participants will work towards a short-term action plan informed by the course contents.
 * Practice 2: SHOW & TELL ** Participants will share their action plans.


 * Contact: ** Please do not hesitate to contact either of the presenters, Gavin Dudeney or Mark Pegrum, with questions or comments.