Linking the parameters to your institution or council’s computer science (CS), ed tech, and STEAM efforts is one method to ease this process. Begin by infusing CS and STEAM into school projects that address digital equity and citizenship while teaching science, math, ELA, and other topics.

You can thoughtfully develop a profile of a digitally literate graduate by following the four steps outlined below.

• STEP 1: Locate and unpack a model.

Use your divisional or statewide graduate profile to kick-start the discourse within your institution. Many educational departments have created such profiles that educators can check.

First, decide what information and skills every graduate should have. In my commonwealth of Virginia (like in many others), we prioritize the following four:

• Content knowledge
• Workplace skills
• Community engagement and civic responsibility
• Career exploration

Because these categories are so wide, you should explain how they apply, especially to CS and STEAM instruction. You can begin by demonstrating a model of a student maker.

The Edutopia video below, for example, depicts the student who was well on his way to becoming a tech literate graduate. By watching the movie, educators may determine where they should focus their teaching and learn to fit with the four areas indicated above.

Next, unpack your model maker example and create a list of the information and abilities students should demonstrate. Programing, making circuits, and 3D manufacturing are the top talents that students need in both CS and STEAM. There are others, of course, such as technology, reading, math, internationalization, peer collaboration, and assisting others. These abilities are now used to represent or unpack the bullet for your grad profile.

STEP 2: Tag team with colleagues to plan instruction

In step one, we designed our graduate profile by brainstorming and recognizing both the personal and professional knowledge and skills that our graduates need. Now it’s time to formulate plans to bring the profile to fruition. To ensure student success, an implementation should take place in the classroom and tap the expertise of our colleagues.

Student achievement is seldom the result of a single teacher but a team effort. The same could be stated of a technically inclined graduate’s accomplishment. While our classrooms are often compartmentalized in schools, our pupils are not.

Every two days, they see every teacher in their grade level. As a result, connecting our classrooms through organizing project-based education (PBL) unit jointly makes sense.

Making effective cross-curricular linkages by a member’s ability is often difficult, particularly when the learning objectives of student technological products are not necessarily tangible. That is why I advise you to have kids use tech to enhance the learning experience and bring in functional prototypes or samples of whatever you want them to develop in their class (CS, STEM, art, math, etc.). This clarifies the situation for the other partners and establishes a meaningful framework for structuring the educational opportunities, whereby each team member can subsequently support the class.

The Physiology of a Project: Kinetic Quandary video below by Kings Middle School in Augusta, Maine, is an excellent illustration of this. The technology teacher developed a model of a kinetic artwork and brought it to a faculty planning session in this eighth-grade pass project, including art, history, engineering, language arts, and technology teachers. Seeing the model’s properties and knowing why it is kinetic gave his colleagues the context they needed to start planning their portion of the project. To promote each student’s interdisciplinary learning, each instructor in the video had the students create products related to the subject of the course (Google Maps, letters to Portland politicians, public presentations, etc.).

Although step one is mainly focused on creating a profile of a technologically literate student for both CS and STEAM students, steps three and four employ explanations and examples that apply to other curriculum areas as well. The approaches outlined, however, can be used in both CS and STEAM programs. 

STEP 3: Find and work with the relevant industry partners.

Because technical literacy necessitates students creating authentic goods with suitable tech, building technically literate grads should not be left solely to teachers and schools.

Soliciting the assistance of our business and trade partners is so important to this process that educator Sarah Field recommends including partner companies during the program ideation process in her article leveraging the power of business and community partners in PBL (step two).

Seek out community members who use the knowledge and skills you’re teaching — and then welcome them into your classroom — to discover and leverage industry partners. Assume you’re teaching students how and where to build a tiny house and want to incorporate real-world math. In the setting of blueprints, layouts, and elevations, bringing a building inspector into your class is a certain method to do so.

Expert knowledge will assist you in structuring your initiatives around real-world events (even if they are fake) and providing greater alignment with student profiles. Also, keep in mind industry experts may not necessarily need to be present physically in classrooms to assist students in achieving the graduate profile’s aims and results.

The 5th Medical Interns project, which can be found on the NapaLearns YouTube channel, demonstrates how simple it is to bring professionals into the classroom remotely using Skype, Hangouts, and even FaceTime to kick off an inquiry in a PBL unit. Assuming the role of medical students, the students were introduced to a real doctor through Skye, who guided their research into the human body systems and taught them about the various causes of diseases while they developed care plans for adults playing sick patients. Students used technology to do research and deliver their results to their audiences.

Allowing industry and local partners to engage students while they work on their initiatives and present their findings at the end is also a good practice.

Step 4: Establish career paths in schools.

Consider the students we would generate if we allowed them to dive into academic subjects while also building their tech literacy through authentic transdisciplinary projects through their K-12 experience. This is possible when schools construct systematic K-12 career paths — or pipelines — for their kids and allow teachers enough time and space to prepare and collaborate to enhance learning linked to well-developed graduation profiles.

Many schools and school systems, such as Lawrenceville County School District in Georgia, have worked hard to provide meaningful and model career pathways for pupils. Gwinnett County’s campus pathway map for computer science (CS), engineering, and other professional and technical (CTE) options are available to both those that are certain and those who are confused about which road would better suit their high school kids.

Career-focused academies are becoming more common in American high schools. The Academies of Nashville and the Academies of Loudon are two excellent examples of educational institutions that offer excellent career paths to students and use PBL as their primary instructional approach.

Change is required.

So, keep in mind that the process of building and implementing student profiles is constantly growing, so be flexible to different that will always necessitate educators updating our skill sets. A remark by the teacher and author Stephen Covey comes immediately to mind in this regard: “Your most essential job is always ahead in you, never behind you.” When defining and planning what we need to know or do to prepare future graduates, start with the end in mind.

The post Profile of a Tech Literate Graduate appeared first on The Tech Edvocate.

What is Blended Learning? 

We can define blended learning as learning delivered with digital or online media or a mix of remote and face to face teaching. This model is learner-directed in terms of time, path, pace, and place. This provides a learning experience that is appealing and delivers successful learning outcomes. 

As per the Clayton Christensen Institute explanation, most blended learning works on any of these four models: 

• Rotational: Learners rotate through various modes of learning. One of them is online or digital.
• Flex: Learners do learning exclusively online. It is done at the school under educator supervision, however.
• A La Carte: Learners do their learning entirely online with an online instructor. 
• Enriched Virtual: Learners receive one-on-one sessions with their teacher. They are then free to finish the rest of the classwork online. 

Blended learning strategies are a good way to mix it up in the classroom. With a  mix of instruction and technology, it can be a great way to boost learning outcomes. In this article, we will list a few tips to incorporate blended learning in your classrooms or lessons.

How can you incorporate blended learning into your classroom or lesson? 

1. Rather than randomly reaching into the mixed bag of web-based and computer-based tools, think about what issues you are currently facing and then look for technology-based solutions that specifically address the problem. 

For instance, find a handful of solutions ask learners to participate in classroom discussions. This will also give learners who are shy or too “cool” could find their voice in an online forum. You can also create and moderate many online collaboration spaces where learners can spend focused time together online, nurturing debate and discovery.

2. Get a clear picture of your class. When it is about blended learning, it does not mean that it is for learners only. Learners and instructors can grow together, as it should be, and this is a big part of making any blended learning strategies successful. However, there is a big misconception about blended learning because it is synonymous with “distance” and “detachment,” a probable reason educators initially shy away from it. However, the fact is that the blend is in harmony with both digital learning and traditional instruction. Moreover, the educator plays a modified role from the old “stand and deliver” one; it is meant to be the best of both worlds combined.

In blended learning, educators should help lead lively class discussions to supplement the digital interaction. Here, learners know that educator plays a role that’s just as valued and appreciated as the technology. It is a more rewarding form of interaction. In a blended learning environment, students circulate, collaborate, and mediate, and in the process, they learn a lot about themselves and others. 

3. Use a variety of tools but do not rely too much on technology. Undoubtedly, it is very important to incorporate technology into your lessons. However, relying on tech tools can become boring or predictable over time. So, it is better not to rely too much on technology, and to keep things fresh and exciting and use different tools and games. For instance, use PowerPoints often and show videos on the lesson’s topic to your learners. You can also use VR, if available, as it is a great way to immerse the learners in novel realities. 

4. Make learning accessible for learners. It is known to all; digital learning allows learners to have the opportunity to access the curriculum even after the lesson is finished. However, as an educator, you need to store the curriculum on a platform that can be accessed by the learners. For example, if you show your learners a video or a PowerPoint, you could save the material on the cloud to help learners get access to it whenever they want.

5. Personalize learning pathways for each learner because not every learner can learn at the same pace and have the same understanding level. So before starting a class, ensure that you use resources that have varying degrees of difficulty. This will provide a challenge for the more academically-gifted learners, and you will be there to assist the weaker learners.

6. Choose a blended learning model that caters to your needs.  There are a variety of blended learning models. So, before implementing any style of teaching into your classroom, find a model that you prefer. For example, the station rotation model involves learners rotating to different technology stations around their classroom. ​​​ 

7. Experiment with the flipped classroom model. As flipped classroom model ‘flips’ the traditional model of learning upside down. So, the learner can use independent study time to watch lecture content and introduce new concepts. Then use class time to discuss this information, do exercises with the support of their educator, and engage in group work and discussion. This favorite model of educators and learners allows class educators to maximize the social value of classroom time while ensuring that learners do not miss out on learning new information.

8. Try something outside of the box. It is very important to try new things because doing the same things repeatedly can cause learners to disengage. So it is advisable to try to liven your blended learning approach with something outside of the box.

The post A Guide to Implementing Blended Learning appeared first on The Tech Edvocate.

We will be discussing 5 reasons why schools must lead on developing digital citizenship. 

Information Literacy

Students have access to plenty of information and data because of technology. For example, with the simple click of a button, they can search through millions of web pages relating to work that they learn in school. 

However, this poses another problem. How do students know which information is useful and accurate? There is no point in having millions of web pages available when you cannot differentiate between spam and quality content. When digital citizenship is taught to students, they will gain knowledge on how to do this. They will also learn how to quickly sift through masses of information in order to find what they are looking for. 

Cyberbullying Prevention

Technology is the perfect tool for bullying – children can threaten and pick on their peers without having to face them physically. Their identity can also remain anonymous, which makes cyberbullying much easier for the bullies, but much more stressful to the victim. 

As a teacher, you should create digital citizenship rules and regulations. If you review them with your class often enough, students will learn and understand the importance of online etiquette. You should also encourage them to speak up about cyberbullying and report any instances. 

Safety When Online

Scam artists like to take advantage of internet users that don’t practice good safety rules and regulations. People can find themselves in big trouble if they don’t follow online safety. For example, identity theft and money fraud are very common. 

Online safety is one of the most important lessons that students can learn through digital citizenship. Students that are taught to understand and abide by safety rules when using technology are less likely to become victims of online threats. 

Digital Responsibility

Students must be taught why using technology wisely is so important. Teachers should also educate their students on the threats of viruses, hacking, and piracy, making it clear that all three are crimes. 

Health And Emotional Wellness In The Digital World

Even though technology is amazing, it can have negative side effects on health. For example, if you sit in front of a computer for long periods of time, your eyes will suffer from continually staring into a light. 

For this reason, teaching digital citizenship should also prioritize the health of students. Students should be educated on the side effects that technology can have on health. 

Conclusion

Digital citizenship refers to the responsible use of technology by the people who use it. This is a very important concept that should be taught in schools for various reasons.

For starters, students have access to plenty of information because of technology, and they should know how to sift through it. They should also be made aware of cyberbullying, the dangers of the internet, and ways to be safe when online. 

If you are a teacher and would like to find out how you can design your lessons on digital citizenship, you should use the new app called Pedagogue. Pedagogue comes with various templates that can be used to create and design well-constructed lessons. More so, it can be used by educators to connect and work alongside other teachers.

The post Why Schools Must Lead On Developing Digital Citizenship appeared first on The Tech Edvocate.

For this reason, it is important that teachers and educators use their power in the classroom in order to bridge this gap as much as possible. We will be discussing 6 strategies that can be implemented when teaching across the digital divide. 

Use Technology That Is Available On Campus

Some schools already have the technology available on the campus that you could use in the classroom. However, you need to ensure that all students get their turn with the technology if there is not enough for everyone. 

You will also need to gain as much information about the software that the school uses, what the speed of the internet is, how to gain access to the internet and what policies the class will need to follow when using the technology. 

Use A Survey To Find Out What Your Students Have Access To

Create surveys based on access to technology and hand them out to each student in your class. This will give you a clear idea of how many students can use computers for their studies and how many can’t. 

You should ask questions that can be used to determine what level of knowledge the pupils have when it comes to technology. For example, ask whether or not they have ever made a Word document or spreadsheet. You can then base your classes on what technology the students have available and how much they know about using it.  

Be Creative

You can design lessons for your students based on how many of them have access to technology. For example, if only a handful of students have computers, you could divide your class into groups so that each group has access to a computer. You will be able to do so much more with your class when you can teach and explain work via technology.  

There are also various apps that teachers can use in order to find more ideas on how to bridge the digital divide. For example, Pedagogue can be used to share ideas and learning materials with other educators all over the world. If you would like to find out more about this new app, visit the Pedagogue website. 

Focus On Digital Literacy

It is almost certain that students who do not have access to technology will also have very little knowledge of how to use computers. For this reason, you should focus on digital literacy if you wish to use technology in your classroom. 

Your lessons should be based on very simple ideas, such as:

• How to start a social media account
• Using and creating word documents
• Searching for information online
• Creating spreadsheets
• Using online shopping
• Creating PowerPoints

Work With The Community

Many students do not have access to the internet at home, meaning that they will struggle to complete homework tasks. For this reason, you could reach out to community locations, such as the library, that have internet access. 

Concluding Thoughts

There are many ways in which teachers could help bridge the digital divide in the classroom. For starters, they could use technology that is available to the school. Using surveys could inform the teacher of how many students have and do not have access to technology. Digital literacy should be taught in the classroom. Educators could work with the community and the parents of students in order to provide more technology to the children.

The post 6 Practical Strategies For Teaching Across The Digital Divide appeared first on The Tech Edvocate.

Mobile Learning and Authorship 

Mobile learning resources are becoming the core of education. But, to access these resources students need to be digitally literate. Without being digitally literate, students will be unable to access important material, such as online classroom activities, which will negatively affect their ability to become lifelong learners. 

While in class, resources may be hand-curated to be high quality; however, with the expansion of online authorship, publishing has become increasingly more accessible to all people. This is a positive thing for people who are looking to create content and connect with others globally. However, this access to online authorship also means that there is more content to be sorted when looking for reliable resources. Therefore, when implementing mobile lessons, teaching digital literacy is essential to ensuring that students obtain accurate information and are not being misled on the internet. 

Teacher and Student Training 

Students are not the only ones who need to be educated about digital literacy. As technology changes, teachers must receive updated training to model positive digital citizenship. Training for teachers is also important when implementing new and engaging educational technology in the classroom. Teachers who understand how these applications and websites work can assist students who may be struggling. Especially in a time of mobile learning, being able to answer student questions about technology clearly and concisely can be the difference between a student succeeding or not. 

Along with teacher training, students should also receive thorough and in-depth guidance about how to use these educational technologies. If students are not taught how to use these devices and applications, they will struggle with their academics. Unfortunately, when mobile learning is the only option, students can easily become overwhelmed and frustrated. This frustration may lead students to give up on certain technologies because they do not understand them, which can negatively impact their learning outcomes. Without having a teacher in the immediate vicinity, students who are struggling to use these new technologies are more inclined to give up and not engage at all. Students need thorough digital literacy training to avoid this problem. 

Conclusions 

Students don’t just need digital literacy training for class. Students also need to develop these skills to be successful in the workplace. 21st-century workplaces rely heavily on technology; even obtaining a job in the 21st-century will prove difficult without digital literacy. Therefore, when implementing mobile learning, remember that the skills these students are developing will help them throughout their entire life. Therefore, digital literacy will improve learning outcomes for school but also learning outcomes for life. 

The post Digital Literacy Training Improves Mobile Learning Outcomes appeared first on The Tech Edvocate.

Educators, too, have always been curators— bringing together the most valuable materials to help their learners learn. However, in the past, this might have been limited to books, posters, concrete materials, guest speakers, etc. However, as of now, we are in a world of information overload.

So, to help you hone your digital content curation skills, we decided to list some tips.

Specify 

When you begin a journey, it is essential to specify the desired destination. So, is the case when looking for information. Learners should at first find answers to these key questions:  

• What kinds of questions am I trying to answer? 
• What rubric should I use to define a successful curation? 

To answer these, they should first draft specific research questions related to their investigation topics or generate hypotheses central to their area of investigation.  Answering these will guide their further research.

Survey 

In the next phase, the survey focuses on choosing the tools that should be used to explore the Internet.

Various tools can be used to seek the information and answers required at any given moment. If the searches are related to common, everyday topics, then “Googling it” would serve our purpose. However, if searches are related to research topics, those with greater levels of nuance, then learners should be equipped to take advantage of specialized search tools, for example – EBSCOhost, PsycINFO, PubMed/Medicine).  

At the same time, they should answer the following key questions: 

• What type of information is being sought? 
• Which subscriptions to academic databases available?

Besides these, learner-scholars need to be fully aware of the search tools available in their academic disciplines. To facilitate this, educators could, for example, ask learners to submit initial listings of those resources collected from a variety of search databases (e.g., Google Scholar, WorldWideScience, ResearchGate).  This beginning step would illustrate similarities and inconsistencies between the selection and rankings represented by search tools in response to common query terms.

Search

Another critical step is to search for sources. While everyone knows how to ‘Google’ for information, many are unaware of the right way to craft their search terms and queries. So, to get their hands-on on the appropriate sources need to use general terms (at times) or use very specific terms to eliminate poor sources. 

The key questions to answer at the search phase include:  

• What kinds of search terms will produce the best results? 
• What are we expecting from this search process 

At this stage, educators can help learners become better and efficient searchers by demonstrating how different search terms yield different resources. They should include terms that give results for websites with misleading content to show the need to be mindful when searching for information. While in online classes, educators can shoot a narrated screencast video of different searches to teach learners how to craft searches in their field. 

Select

After the search, the next phase is to select, where the challenge is to select relevant and accurate content. Engagement in this process requires a systematic examination of the available information to find themes and new pathways for further searching to strengthen the outcome. The key questions that inform activity at this level are as follows:

• What kinds of strategies would be appropriate to assess and verify the quality of the collected information? 
• Is there openness to the possibility that conclusions might be contrary to or change the initial hypotheses?

It may be advantageous to write a plan that includes topics to be discussed. This could be a Word document or a graphically oriented “Mind Map.” To create a graphical representation of their projects, learners can use a tool like Coggle.

Allowing learners to take such steps can encourage them to create a plan of attack and easily identify their chosen resources.

Synthesize

Any assignment or research should have a properly summarized and synthesized report that clarifies the work performed. Moreover, educators often ask learners to craft their research results into a report, but do not require learners to summarize individual sources. However, the ability to summarize an author’s position is critical to validate its integrity, as it often asks learners to identify gaps in the author’s reasoning. When a learner cannot piece together an author’s argument, it might be that the author’s work does not have any coherent argument. Therefore, resource assignments should include a requirement to summarize the arguments of the works used.

Share

After synthesizing the process results, the major task becomes to determine the most effective and appropriate distribution format for external audiences.  Traditionally in higher education, the gold standard for sharing has, by far, been the research paper. Even though this is likely to continue, researchers can now consider alternate ways to share their work in digital contexts, e.g., through a website, blog, wiki, podcast, video, audio, social media, electronic journals, academic, and social networking sites. 

Educators are vitally interested in having learners master the content in their academic disciplines and achieve the identified learning outcomes.  Once all of it is done, consider the possibility of a value-add:  Learners demonstrate what they have learned by creating an authentic digital product. The Internet offers a large collection of resources and tools in each area, along with tutorials and step-by-step directions.

Curator

Generally, learners forget about the research sources they used once the class is done. However, learners should be encouraged to become “intellectual hoarders” by preserving the sources stacked in a format that can be utilized at a later date. As digital curators and consumers, there will be an ongoing struggle to determine which content should be saved or discarded immediately after use.  These decisions are subject to considerations about the access and the capacity of storage options.

Stewarding information is more than storing them as files on the computer device or the cloud. It could be a Microsoft Word document set up as an annotated bibliography of sources the learner has used. This allows the learner to survey those sources later to see what could benefit them in research. 

Concluding thoughts

If you want your learners to master digital content curation skills, then consider guiding your learners through the process of digital content curation as a way of helping them learn and practice these disciplines. Knowing how to accomplish a task will serve them well throughout their personal and professional lives, at present and in the future.

The post Teaching Learners Digital Content Creation Skills appeared first on The Tech Edvocate.

Part of the problem is that developing and maintaining a useful school website is quite a big undertaking but isn’t super urgent. Because of this, it often falls through the cracks. Another issue can be ownership of the project. 

Let’s take a look at some of the most common mistakes made when designing and keeping school websites. 

Poor Mobile Optimization

Young people are not the only ones plugged in and on the move nowadays – their parents are as well. This means that your school’s website needs to be optimized to be viewed on mobile devices.

Every page of the website must automatically change its layout to fit the screen’s size that it is being viewed on, whether it is a desktop, laptop, smartphone, or tablet. It should also be able to change the orientation without any bugs or problems. 

If you aren’t sure about your school website’s responsiveness, then there is an easy way to check: Simply borrow some different devices from your kids or your colleagues. Use them to browse your school’s website and check the compatibility. 

Too Much Focus On the School

This might sound strange, because your school’s website is, of course, about your school. However, if you want it to be compelling and persuasive, you will want to present the stories in a way that lets the reader find themselves there as well.

You want parents to nod their heads at their screens and think, “That’s exactly something my kid would say.” You want to invite them to be a part of the community, and the way to do this is by sharing the stories of actual people at the school, like the teachers, parents, and students. 

No Social Proof

If you have been around for a while and run a good program, then it’s likely that you have hundreds of positive testimonials and comments from satisfied, joyous parents. However, many, many schools neglect to feature this positive feedback in a meaningful way on their websites.

This is one of the biggest mistakes that schools can make because testimonials make some of the best marketing out there for interested parents. Additionally, current parents also enjoy being reminded that they chose well when deciding to send their kid to your school.

If you include positive testimonials on your school website, you are giving both new parents encouragement to send their kid(s) to your school and reassuring current parents about their kids’ well-being. 

Concluding Thoughts

A school website is a unique tool, and it is often the first exposure to your institution that prospective parents have. This is why it is crucial to learn how to use it properly and design it effectively.

The post You Are Using Your School Website Wrong appeared first on The Tech Edvocate.

Text Speak Is Not Bad

It is okay if they use text speak. It shows a complex understanding of language. 

A Blog and Blogging Are Different

Try not to use the word blog and blogging interchangeably. A blog is the content, and blogging is the act of writing the blog. 

Don’t Just Use Slideshows

Some more resources and tools can be used than PowerPoint. Make sure that you let your students use multiple media formats to allow them to have a deeper understanding of digital literacy. 

Get Away from Google-Friendly Questions

Try to make sure you ask the more complex question than ones that can be answered with a quick Google search.

Don’t Over-Rely On Cool Tech For your Lesson

There are plenty of new tools and programs out there but only use them if they are going to enhance the lesson plan. 

Teach Originality

Make sure that the students are not just regurgitation things from online. Teach that originality is a vital tool to have in the world. 

Talk About Plagiarism

Ensure that they understand what plagiarism is in this day and age where copying can be called repurposing content. 

Quality Content Is Important

Make sure to take time to teach them about quality content and how to detect it. 

Critical Thinking & Skepticism

Two things that may seem like mute skills to have to some is skepticism and critical thinking. But they are still essential, especially in an age where anyone can post content and claim they are facts. Having an adequate level of skepticism and the ability to use critical thinking could save individuals from believing everything read. 

Teach More Than One Literacy

With the advancement of the digital world, there has been an expansion in literacy types. So make sure when teaching digital literacy, you also incorporate things like meta-literacy and digital citizenship. 

Go For Deeper Results

It is essential to go farther than the Google search’s front page, and the students should understand that. 

Use Your Tools

Use tools to filter through the mass amounts of available information. 

Teach HTML Too

If you want to upgrade your digital literacy plans, then include a little HTML coding instructions.

Create Digital Products

Find a way to incorporate the digital product into your plans. This will help teach digital citizenship and give them a new avenue for their creativity. 

Use Multiple Resources

Make sure that when teaching digital literacy, you teach them to look at more than one source, not only to find facts but to get multiple viewpoints. 

Make Sure to Include WordPress

WordPress is also a vital platform for the student to understand. It can be used to help with writing skills and their voice. 

Interviews 

Encourage them when they have a question to interview the person via email or even video conferencing. 

Scientific Discourse

When diving into scientific papers, they will struggle with the technical jargon. So teaching them about scientific disclosure will help them be more patient with the longer format pieces of content. 

Digital Writing Lessons

Academic papers and digital writing are very different. In the new era, digital writing takes place, so making sure they understand how to create essays of this style is essential. 

Empowerment via Digital Resources

Make sure to impart the knowledge that they can use these platforms to empower themselves and others. Ensure they understand the impact on people and things can be as big or small as they want, but it should be down with care and digital citizenship in mind. 

Concluding Thoughts

So there you have it 20 things that every educator should know about digital literacy skills. We hope this has helped you.

The post 20 Things Educators Need to Know About Digital Literacy Skills appeared first on The Tech Edvocate.

This can be for many reasons. Below, we will look at some of the biggest of these. Hopefully, the process may get more manageable with knowledge of the reason. 

Trust Issues

In the end, we all know that we should be transitioning our process over to a digital format. It is the way of the world; however, there is still quite a bit of distrust in technology. 

By embracing this transformation, we could make our lives easier and more productive, and yet there is that little voice in the back of our mind that is like, “Don’t trust it.” Though there is room for some skepticism, it is not logical to keep the process frozen in place. 

Expertise

One of the reasons the mistrust sits there and builds is that we are unfamiliar with using the given digital tools. A proper digital transformation is more than just the tools; it also incorporates knowledge. This makes the transformation difficult. It may be impossible to hire the trainer needed to train individuals on the skills they need, which will lead to users feeling self-conscious and unwilling to use the technology. 

Training

Training is always vital for any process. You can have the technology in place, but without having someone to pass down the information with adequate training, it will halt any progress every time. Sure, you can set a training seminar, but if you don’t have the proper leader for that training, all you will do is confuse and frustrate those trying to support the digital transformation. 

Also, when it comes to training, the reality is that one training session will not be enough for some, and that means you will have to expend more time and money to ensure that the transformation goes smoothly. Many institutions won’t want to put either into this process, making it even more difficult. 

Adoption of Technology & Positive Reinforcement

Finally, a barrier to making digital transformation easier is the adoption of technology and positive reinforcement when the process is being completed. First off, the adoption of technology or digital systems into the everyday routine is also a problem. But this typically comes from inadequate training.

Along with this, once the process is being used, there is follow up with positive reinforcement. Everyone wants to hear that they are doing a good job, and when they don’t, they are less likely to continue with the task.

Concluding Thoughts

Digital transformation is necessary for almost every industry, but as long as we let these issues stand in the way, the process will continue to be difficult. So if you are looking to complete your digital transformation, make sure you address all these points, and you will be one of the few that complete the process with a little more ease.

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Why? Because even if you have the highest level of technology, if the people using it are not familiar or comfortable with it, the systems will not be used to their fullest. This is why digital proficiency is so essential. 

The term, though used as a blanket term, does have more levels than just literacy. To help you understand the levels of digital literacy, we will take a look at each below.

Literacy

When looking at how literacy is defined, you will find it retaining by reading and writing, but the definition can be extended into the digital world as well. The basics of this skill are that you can consume and understand the information. Once you can do that and then redistribute that information, you are deemed literate.

When used in reference to the digital world, this boiled down to understanding how to navigate and find information. Having your team able to do this is very basic, but it is a place to start. For your institution or company to get the most out of your technology, you will have to push your team further than just being literate. 

Fluency

Moving up from literacy, you will find fluency. When looking at this tier of digital proficiency, you will find that the individual in this tier will find it easy to navigate the digital world and even understand some in-depth digital language. If your team member is at this level, they will get jobs done easier and faster more often.

When fluent in the new technology, this individual will be able to search using more precise terms or bookmark a quick access page. Fluency of your institution’s digital technology and systems is a great goal, but if you want to use them in a more optimized way, you will want to strive for mastery. 

Mastery

You have to understand the basics before you can become a master, which is true in anything. So when an individual works their way into mastery, this is the level when they can go into more challenging uses of the systems. They can use the simple features to push the systems beyond what the original intentions were.

This may be things like being able to use more in-depth programs like automation tools. By being able to do this, it can help these individuals stay alert to new information and if it is essential to what they are doing. Mastery is the final destination for digital proficiency, but the individual will have to keep learning as the systems and technology evolves.

Concluding Thoughts

Digital literacy is essential to the performance and productivity of almost every industry going into the future. So if you want to get the most out of that new technology and systems, then you will want to ensure that the education to be digital proficient is available for everyone.

The post Digital Proficiency: Literacy, Fluency, and Mastery appeared first on The Tech Edvocate.