The digital divide 'Technological Literacy in the 21st Century'

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  • 1. The Digital DivideTechnological literacy in the 21st century,for a TAFE teacherBy Katrina Bryan Macquarie Fields CollegeTechnological literacy in the 21stcentury continuation of lifelonglearning as a TAFE teacherBy Katrina Bryan Macquarie FieldsCollege

2. 3. Abstract Much is written about the digital divide, internet. Technology hasbeen used for centuries as a means of learning, in the 21st centuryTAFE has seen its most dramatic impact. A greater shift from face toface teaching to blended delivery which includes the use of onlinedelivery by different learning platforms. TAFE teachers needing tobe literate in what ever means of technology they use. When wetalk about the digital divide its not just about bridging the gap, reaccess its also about the literacy component. Access is one aspectof the digital divide, yes a critical one, however literacy is another.This presentation will explore the importance of technologicalliteracy for TAFE teachers. In so doing it seeks to identify statisticalanalysis to high light the rate at which technology is being used andwhy teachers have a need to be technologically literate includinglifelong learning to be able to continually meet the demands ofchanging educational environments. 4. Households with internet andbroadband access (a), 200607 to201213Reference: Australian Bureau of Statistics Household use of information technology 2012-2013 Viewed 11 September 2014 5. Persons with internet access at home(a), selected online activities by agegroup (b), 201213Reference: Australian Bureau of Statistics Patterns of home internet use 2012-2013 Viewed 11 September 2014 6. From the previous data many people usetechnology for educational purposes Teachers play a critical role in enablinglearning and ensuring learning outcomes aremet for the individual learner To do this teachers need to be technologicallyliterate 7. The future starts nowbetter learning outcomes= knowledge 8. As a 21st century teacher there is a need for arange of skills and knowledge, critical thinkingand the inclusion of: Information literacy Media literacy ICT (Information , communication andTechnology) literacyReference: Lankshear. C & Snyder. I (2000) Teachers and techno literacy: Mangaing literacy,technology and learning in schools.Allen & Unwin Australia 9. The issue The digital divide is not just about access totechnologies but also the delivery ofeducation Within the VET sector Teachers technologicalliteracy must be current VET Practitioners need to upgrade their skillsand engage in change as it happens 10. The traditional functions of speaking andlistening, reading and writing remain centralto being literate however living incontemporary society has created new literacyneeds, particularly as a result of technology. (An introduction to quality literacy teaching, p. 3) 11. TAFE is faced with a number of challenges: Growing competition from other VET providers andUniversities Greater reliance on contestable and commercialsources of funding Ensuring we continue to attract and retain customers Increased service expectations from students, industryand communities Greater demand for flexible, responsive andpersonalised programs and services Increased demand to deliver programs in theworkplace, online and remotely 12. Why the concern By not addressing teachers technologicalliteracy many will get left behind -obsolete TAFE will not remain competitive in currentmarkets both locally and or internationally Inability to sustain career skills Is the technology being used appropriately toensure a learning environment. 13. The digital divide In the 21st century teachers need to engagestudents on a deeper level Teaching models need to replicate this Embedded within educational policies Need for professional development / life longlearning 14. Levy and Murname 2004 believe the digitaldivide resides in the ability of teachers to carryout all kinds of expert thinking and complexcommunication that are at the heart of thenew economy. Being technological literate is more thanbeing able to turn on a computer and navigatethe internet 15. A vision of 21st century teachers 16. Needs for the 21st century teacherComputerLiteracycapabilityEngagementTransferenceofknowledge/information 17. 18. I conducted a very informal technology survey within myteaching sectionTeacher 1 Teacher 2 Teacher 3 Teacher 41Yes Yes Yes yes2Yes No Yes No3No No No Yes4n/a n/a n/a yes56 months ago 2 weeks ago Currently doonline course6 weeks ago6Depending on theprograms beingusedWith Moodle Yes Would not beconfident in allapplicationsRelativelyTechnology use surveyPlease answer the following questions1. Have you ever used Moodle?2. Do you feel confident in using this as a learning platform3. Have you ever used adobe connect?4. Do you feel confident in using this as a learning platform5.When did you last do any professional development?6.Could you support students with on line learning 19. Outcomes The need for professional development Recommended best practice Teaching models Review of teacher Currency 20. As demonstrated by the graph, by 2016 the use oftechnology devices will continue to grow.Figure 3. Laptops and Smartphones LeadTraffic GrowthThe proliferation of high-end handsets, tablets,and laptops on mobile networks is a majorgenerator of traffic,because these devices offer the consumercontent and applications not supported byprevious generations ofmobile devices. As shown in Figure 4, a singlesmartphone can generate as much traffic as 35basic-featurephones; a tablet as much traffic as much as121 basic-feature phones; and a single laptopcan generate asmuch traffic as 498 basic-feature phones. 21. Change is inevitableChange increasingly defines the nature ofliteracy and the nature of literacy learning(Cammack 2004) 22. Life long learning We as teachers in the current markets are notdigital natives, we are learning as well. Asteachers/ facilitators of learning we need tobe able to guide, support, assist and usetechnology to educate the digital natives Challenge in it self 23. Capacity Building Each person should have the opportunity to acquire the necessaryskills and knowledge in order to understand, participate actively in,and benefit fully from, the Information Society and the knowledgeeconomy. Continuous and adult education, re-training, life-long learning,distance-learning and other special services, such as telemedicine,can make an essential contribution to employability and helppeople benefit from the new opportunities offered by ICTs fortraditional jobs, self-employment and new professions. Awarenessand literacy in ICTs are an essential foundation in this regard.Reference: Declaration of Principles; Building the Information Society: a global challenge in the new Millennium 24. IN CONCLUSIONWe live in a world of continual change and foreducation the use and way technology is usedwill also continue to change. Teachers need toable to support learners with not only the use oftechnology but to ensure learning occurs if weare to continue to build a knowledge society.Technological literacy is a need for teaching inthe 21st century and life long learning will helpensure we can meet the needs of tomorrow. 25. References Aslan, S & Raigeluth,C M 2011, A trip to the past and future of educationalcomputing:Understanding its evolution. Contemporary Educational Technology , Vol 2,no.1,pp1-17. Australian Bureau of Statistics. 2014 Household use of information technology 2012-2013Viewed 11 September 2014 <> Australian Bureau of Statistics Patterns of home internet use 2012-2013 Viewed 11September 2014 <> A vision of 21st century teachers , video, viewed 10 September 2014 Cisco Visual Networking Index: Global Mobile Data Traffic Forecast Update, 2011-2016 Declaration of Principles: Building the Information Society: a global challenge in the newMillennium World summit on the information society 2003 Document WSIS-03/Geneva/Doc/4-E 12 Dec 2003 retrieved 14 September 2014 IFLA. (2005). Beacons of the Information Society: The Alexandria Proclamation onInformation Literacy and Lifelong Learning. Retrieved September 02, 2014, from Lankshear C & Snyder , I 2000 , Teachers and techno literacy: Managing literacy, technologyand learning in schools. Allen & Unwin Australia Neals 2010 Literacy Learning and technology State of New South Wales through the NSWDepartment of Education and Training, viewed, 13 September 2014 26. References continued OECD 2012,ICT Skills and Employment: New Competencies and Jobs for a Greenerand Smarter Economy:, OECD Digital Economy Papers No 198, OECD Publishinghttp://dx.doi.ogr/10.1787/5k994f3prlr5-en Park, S 2012. Dimensions of digital media literacy and the relationship with socialexclusion. Media International Australia, Incorporating Culture & Policy, 142,pp87100. Silva, E 2009, Measuring Skills f or 21st-Century Learning The Phi Delta Kappan,90(9),pp 630634 The future starts Now Sptember12,2012 video viewed 10 September 2014 Toffler,A 1990 PowerShift:Knowledge, Wealth and Violence at the End of the 21stCentury, New York: Bantam Books. Van Deursen, A., & van Dijk, J. (2011).Internet skills and the digital divide : NewMedia & Society , 13 (6 ), 893911. doi:10.1177/1461444810386774 (Accessthrough library) Warschauer,. M & Matuchniak, T 2010 New technology and digital worlds:Analyzing evidence of evidence of equity in acess , use and outcomes . Review ofResearch in Education, 34(1), pp 179-225. doi: 10.3102/0091732x09349791


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