What is digital fluency?

I think digital fluency will make it easier to communicate with new digital generations, help build the virtual, digital teachers that will increasingly assist then replace us the analogue organic teachers, and ensure our future as co-creators of knowledge with all forms of life and intelligence. I think the days of us as designers, deniers, decriers of knowledge are coming to an end – as we try and catch the solar wind – that silicon cyborgs have always known. I think all teaching will go online, virtual and asynchronous, teachers are the swiss watchmaker of the education system, marking time, filing cogs, rolling with the rolex. Expensive, redundant and replaceable by the quartz chip. So long and thanks for all the chips.

Answers to consider

1. What kinds of literacy learning opportunities are offered in school and how do these deliberately teach the skills and competencies to navigate online spaces successfully?

Beyond BYOD. in the squeals of joy at kahoots, (https://youtu.be/pFFv6_6was4) in the slo mo filming of skateboarding, mentos and coke, explosions, in the vidoes of Bones, Heart and Guts – musicals and dance outtakes of learning in a kinesthetci way, Brainboxes and mecaano, leho robots and minecraft to model electronics, minecraft to build hangers of 1960s – 1990s french military planes for the student blessed with special abilities, for teh hackers and the makers of websites, secret servers and encrypted pathways, for teh optios to record iy, speak it, act it, dance it, feel it, know and learn it 24/7 in multiple places, media and mechanisms. To journey into space, to the centre of the earth and beyond our wildest dreams. for the death of worksheets and the rise of the machines, ipad to I dream, Ipod to I learn, iteach to I Robot

2. Consider the key competencies in the NZC: what do these look like when developed in digital contexts?

Coding (machines, mechanisms and metaphors)
Dreaming (awake, asleep, living)
Explaining (Peers, People, Machines)
Hacking (metaphorically, figuratively AND literally)
Timing (Music, dance and Life)
Relationships (Empathy, Emotion and Enchantment)
Working (ethically, collaboratively and digitally)

3. To what extent are learning areas explored in ways that invite higher-order engagement, problem-solving and authentic use of technologies?

Increasingly through hands on gaming, tours of NZ related battlefields (Physical, virtual and minecrafted) Museum and gallery critiques as to how and why and where we feel emotions (made, manufactured and meant) Days and weeks put aside for student lead, student owned and student presented passion prjects on the BHI (big hairy issues) of this millennium and species. To the degree that teachers are prepared to let go and free the learning students and timetables.

4. Are students doing more than searching for information?

Students are synthesising info, creating knowledge, critiquing teachers, sources and paradigms, Students debate, discuss, argue, spar, fight over opinions, ideas and topics – students engage with learning online and off – in person and in social and unsocial media. Teachers are critiquing the drafts that flow through on these tides of knowledge, angle for the big fish and point out the flotsam and jetsam of lost craft. Students dance it, act it, show it, present it, construct it, follow dream, sing, rap it – students use info like water, food and air, students live on ideas, info and dreams

5. Are they applying it in ways that are real and connected to the world around us?

Students connect and respect the trans, the cis, the demis. Students debate the politics, potentials and personalities of Aotearoa in 2015. This time that space their hope our future. Students amnesty for Syria, Fight for feminism, demo for dolphins, encourage for eco, cycle, recycle and eCycle, march against roastbusters, speak up for with and to the silenced, students are of and with and through the world – they move like eels through the mud and dairy waste of our streams. Students skype the scientists, hangout with the washed, great unwashed and washing, students live virtual, real tangled lives. Is it us who are not connected, unreal and unrealized in the digital and collaborative world. Teachers like me need to get off the NET now and connect with real people, kanohi to kanohi. gotta mow the lawn, smell the roses and keep passing the open windows

karen spencer

8120316401_eb0d36ee0a_b[This was originally posted on the CORE Education blog.]

A recent announcement from Hon. Hekia Parata signalled that digital fluency will be a key focus for Ministry centrally-funded professional learning support in 2016 (PLD Changes will lift student achievement, 23 Sept. 2015).

The value of growing digitally fluent learners was signalled in the Ministry report, Future Focused Learning in Connected Communities (2014) which asked that “digital competencies be recognised as “essential foundation skills for success in 21st century society” and that they be supported by “cross-curriculum resources,  a responsive assessment framework, professional development and a programme of evaluation.”

‘Digital fluency’, as a phrase, does not occur specifically in the curriculum or in other current touchstones for learning with digital technologies. However, the concepts behind it will be familiar to many educators already.

What is digital fluency?

‘Fluency’ derives from the word ‘flow’ and when we…

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