Summative Report
Exploring this topic has been a long and windy journey. From what I considered an easy topic, I soon discovered that this was not the case. My initial research began with me reading literature based on the 21st century skills society desires their students to possess (Bellanca & Brandt, 2010). My pre-existing understanding that digital media literacy was one of them enabled me to effectively research this topic. Nevertheless, the research process was frustrating, cyclical and not always rewarding. This is because the nature of digital media literacy constantly changes, and a definition of what it is is subject to the context in which it exists (Belshaw, 2011).
Building one’s understanding of digital media literacy is not difficult. However, one must understand that one’s own definition will differ from some one else’s (Belshaw, 2011). Internationally, this topic has been studied thoroughly, which means a number of useful resources are available for beginner educators to research. However, New Zealand has yet to begun the initiative researching digital [media] literacy so New Zealand educators do not have access to New Zealand resources (Kaye, 2013). As a result of my research, I strongly believe that students should be taught how to be digitally literate, whether it is the basic skills of how to use Microsoft Office to the ability to assess, evaluate and critique media information. I think that children and students here in New Zealand should be given the opportunity to learn digital literacy because our future students are immersed in a technologically saturated society (Van Brummelen, 2009). The advancement of technology consequently demands students to have a particular set of proficiencies in order for them to effectively and successfully participate in a 21st century society, such skills which a digital literacy framework teaches (Bellanca & Brandt, 2010; Thoman & Jolls, 2005). |
Conclusion
In agreement with Netsafe and other New Zealand educators (n.d.) I believe it essential that the Ministry of Education develop a digital literacy framework for beginner educators to implement. In an age where technology influences and shapes society our students need the skills to know how to use this medium wisely (Van Brummelen, 2009). Not only does the inappropriate use of technology have the ability to affect us physically and mentally, it can also be the cause for learning disorders and behavioural difficulties (Rowen 2013). Once more, the lack of expertise can result in the loss of valuable time (Klaus, 2013). Although a number of valid reasons can be given to justify why technology should not be used, research shows that these negative influences occur because technology was used excessively without any boundaries (Collins & Halverson, 2009).
According to Collins & Halverson, (2009) teachers who are digitally literate have the ability to enhance their teaching by providing multi-sensory approaches, they can differentiate the learning material to suit the learner’s need by customisation, increase engagement and motivation, and they can equip their students with life-long skills needed for future employment and active participation in society (Thomas & Jolls, 2005). These are only a few reasons why technology should be used. The key to the issue here is that technology can be used to enrich curricula, teaching practice, and learning, teachers only need the professional development to know how to use technology effectively and efficiently (Collins & Halverson, 2009).
My advice for beginner educators would be to search for a digital literacy framework that scaffolds your students through an easy, cross-curricula framework that enriches your planning and teaching. For example the Ministry of Education has developed an E-learning framework that addresses issues such as digital citizenship, and cybersafety (Ministry of Education, 2010). However, they have yet to develop a specific digital literacy framework. Therefore, I have collated the e-learning resources, and a number of resources I discovered through my research (click here)
According to Collins & Halverson, (2009) teachers who are digitally literate have the ability to enhance their teaching by providing multi-sensory approaches, they can differentiate the learning material to suit the learner’s need by customisation, increase engagement and motivation, and they can equip their students with life-long skills needed for future employment and active participation in society (Thomas & Jolls, 2005). These are only a few reasons why technology should be used. The key to the issue here is that technology can be used to enrich curricula, teaching practice, and learning, teachers only need the professional development to know how to use technology effectively and efficiently (Collins & Halverson, 2009).
My advice for beginner educators would be to search for a digital literacy framework that scaffolds your students through an easy, cross-curricula framework that enriches your planning and teaching. For example the Ministry of Education has developed an E-learning framework that addresses issues such as digital citizenship, and cybersafety (Ministry of Education, 2010). However, they have yet to develop a specific digital literacy framework. Therefore, I have collated the e-learning resources, and a number of resources I discovered through my research (click here)