Strategies that Work Teaching for Understanding and Engagement

1. Strategies that WorkTeaching for Understanding and Engagement Digital Literacies Debbie Draper and Julie Fullgrabe

2. Overview of day 9am Welcome, introduction What is digital literacy? Skills to successfully access online learning Morning tea More skills lunch tools, technologies and websites to use to support comprehension planning – using bloom’s taxonomy – digital bloom’s – what applications for what levels Times will be flexible today!

3. ‘Born on Kaurna land, I am passionate about my culture, my people, my Ancestors. I am a Kaurna/Narrunga woman. My people can be traced from Wallaroo, to the back of the Flinders Ranges and to the top of Eyre Peninsula (in South Australia), right across the desert region to Western Australia. With respect to the Kaurna peoples of the Adelaide region, I acknowledge that my art is created from lands belonging to this heritage and its people.’Raindrops on the Rockpool. 2009 URL:www.outbackartists.com.au We would like to acknowledge this land that the land we meet on today is the traditional lands of the Kaurna people and we respect their spiritual relationship with their country. We also acknowledge the Kaurna people as custodians of the greater Adelaide region and that their cultural and heritage beliefs are still important to the living Kaurna people today.

4. Part one Positioning ourselves with Technology Technology and education

5. In 1985 mobile phones became a possibility for those who were rich or famous Watching this clip, when did you opt in to a mobile phone? It stops at 2007, what has happened since the iphone changed the market? Can you live without your phone now?

6. Evolution of the mobile phone

7. 2020 according to Microsoft.What do you believe will be part of your future?

8. The clip shows technology in 8 years What was your life and classroom like 8 years ago? Did you have ……. Smart board broadband mobile phone computer USB drive

9. What is your position? What do you think the students you teach should be accessing online at School Home Phone Ipod touch Etc etc State your position to someone near you. Discuss

10. This says 1996. When did your board get icons on it- or are you still waiting?

11. Part 2. Digital literacy

12. Some definitions of digital literacy But first, what do you mean by that term?

14. Digital literacy refers to the skills, knowledge and understanding required to use new technology and media to create and share meaning. It involves the functional skills of reading and writing digital texts, for example being able to 'read' a website by navigating through hyperlinks and 'writing' by uploading digital photos to a social networking site. Digital literacy also refers, however, to the knowledge of how particular communication technologies affect the meanings they convey, and the ability to analyse and evaluate the knowledge available on the web.

15. Definitions of digital literacy In order to negotiate this environment effectively, young people need to be digitally literate. Digital literacy consists of the skills, knowledge and understanding that enable critical, creative, discerning and safe practices with digital technologies. It is about cultural and social awareness and understanding, as well as functional skills. It is also about knowing when digital technologies are appropriate and helpful to the task at hand, and when they are not.

16. Which of these skills do we tend to focus on more than others?

17. These skills are about engaging with created web sites as a user rather than creator

18. Australian Curriculum General Capabilities ICT Continuum Developed with the 5 criteria in this diagram

19. ICT checklist and continuum Look at what is expected on this checklist and Aust Curriculum ICT continuum. How much can we now take for granted? What aspects do you think should be explicitly taught?

21. Part 3 Skills and strategies for digital reading success

22. Think alouds for teachingdigital comprehension • The following information can be used when teaching digital reading skills. • All of the reading strategies we have looked at over the year have relevance, and there are some specific skills for successful reading.

23. Think-Alouds have been described as "eavesdropping on someone's thinking." With this strategy, teachers verbalize aloud while reading a selection orally. Their verbalizations include describing things they're doing as they read to monitor their comprehension. The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text

24. Research on think-alouds 2005 INTERNATIONAL READING ASSOCIATION (pp. 492–500) doi:10.1598/JAAL.48.6.4 Students are often taught to navigate the Web and use online sources without being taught to comprehend the process of information selection or evaluate the quality of the content presented and think metacognitively about their seeking strategies. This is similar to teaching students to decode print text without teaching them cognitive strategies for comprehension or metacognitive strategies to internally control learning and processing. Burke (2002) claimed that both children and adults mistake the ability to move around on the Internet as the ability to read and comprehend the information therein.

25. As noted by Schmar-Dobler (2003), educators should guide students toward success by allowing them to apply existing knowledge of texts to online environments. We, as teachers, are doing a fine job of teaching students to navigate the Web, but we are not instructing them on how to understand what they are doing, and we are certainly not teaching them to think metacognitively about their research strategies and information seeking behaviors. So the question emerges, “How can educators increase student comprehension in online reading and information seeking?”

26. Digital Comprehension What skills do readers need to successfully read on line texts?

27. Using think alouds to teach online reading skills Debbie Abilock NoodleTeach: Teaching Intelligentlyhttp://www.NoodleTools.com The website is getting old but has some Examples of HOW to teach reading online

28. A think aloud about websites http://www.noodletools.com/debbie/literacies/basic/readstrat/readingstrategies.viewlet/readingstrategies_viewlet_swf.html

29. Digital natives? Just because the students we teach are born into a world of technology does not mean they are able to navigate through information online Digital skills and knowledge are not evenly spread amongst all young people. Their distribution is affected by class, race, gender and nationality, creating a ‘participation gap’. (Jenkins et al, 2009) Young people’s confidence with technology can also be misleading. Students frequently struggle when applying ICT to research tasks, and teachers sometimes complain of ‘copy and paste syndrome Students can find it difficult to work out whether information on an unfamiliar website is trustworthy, with many of them relying on their chosen search engine’s rankings for their selection of material. (Ofcom 2009)

30. Students can find reading for information difficult Young people’s confidence with technology can also be misleading. Students frequently struggle when applying ICT to research tasks, and teachers sometimes complain of ‘copy and paste syndrome’. Students can find it difficult to work out whether information on an unfamiliar website is trustworthy, with many of them relying on their chosen search engine’s rankings for their selection of material. (Ofcom 2009)

31. Many have little understanding of how search terms work or of the powerful commercial forces that can result in a particular company being top of the search engine’s list. Educators therefore have a crucial role to play in ensuring that students are digitally literate across a number of dimensions of learning.

32. Behaviour of students when searching for information Preference for browsing rather than entering keyword(s) and conducting a search. (almighty Google now tends to dominate) Difficulty in formulating keywords for a search. Limited exploration; much use of well-known websites Little patience. Difficulty with large amounts of text. Tendency to focus on collecting factual knowledge rather than answering more conceptual, abstract questions. Vicki L. Cohen Fairleigh Dickinson University, Teaneck, New Jersey USA

33. Tendency to search for one correct answer. Tendency to change the search questions when the literal answer is not easily found. Little attention to reading and processing of information. Difficulty in assessing the relevance of information found on the Internet. Difficulty in assessing reliability of information found on the Internet.

34. Differences between reading online and print texts

35. Reading skills for online reading Awareness of purpose Skimming scanning and reading selectively Activating prior knowledge Discovering new meanings of words Rereading and notetaking for retention of key information Interpreting or paraphrasing text (making connections) Evaluating text structure and quality Reviewing information Look at these in more detail with a jigsaw activity. Make links to exisiting reading strategies

36. How well can YOU search the internet? • Debbie will talk more about the specific skills.

37. Who wants to play Search Star? Search star competition. All you need is a smart phone or ipad. Your question is…… Name an actor from the film ‘Annie’s coming out’

38. Winner-describe your successful technique. How long did it take? Another go? Another search star question: Who won the 1989 Melbourne Cup and who was the trainer?

39. Which reading strategy was most dominant in that task? What did you do to get the answer?

40. Lue et al (2004), new skills and strategies which are required for reading on line materials include: Searching for appropriate information. Comprehending search engine results. Correcting inferences. Coordinating and synthesizing the information. Presenting in multiple media formats

42. Investigating Search engines Google AustraliaSearch: http://www.google.com.au/Google Business Services: http://www.google.com.au/services/ When you visit www.google.com.au or one of more than 150 other Google domains, you can find information in many different languages (and translate between them), check stock quotes and sports scores, find news headlines and look up the address of your local post office or grocery store. You can also find images, videos, maps, patents and much more. Yahoo!7Search: http://au.yahoo.com/Free Submit: http://siteexplorer.search.yahoo.com/au/free/request Enter the URL for the website or webpage you would like to submit. For any URL (directly submitted or obtained from a feed) our crawler will extract links and find pages we have not discovered already. We will automatically detect updates on pages and remove dead links on an ongoing basis. ninemsn aka BingSearch: http://ninemsn.com.au/Free Submit: http://www.bing.com/webmaster/SubmitSitePage.aspx ninemsn is the Australian home to the essential Microsoft Search product Bing, as well as the Windows Live Suite which includes Windows Live Hotmail and Windows Live Messenger

43. Google- friend or foe?

44. Google-friend or foe?

45. True or false? How do you check?

46. Deciding on websites’ validity and usefulness • Authority • Anyone can publish anything to the web. • At a minimum, a website should include the author and/or sponsoring organization • and this information should in turn be researched.  • If authorship is not provided, the URL, domain, and Whois can provide clues to the site’s origin.  • As rule of thumb, however, students should not utilize sources that cannot be properly attributed to a credible individual or organization. • . http://lib.nmsu.edu/instruction/evalcrit.html

47. Accuracy • If you are researching something, it is likely you won’t know if the information is accurate. • validate/corroborate information using multiple sources, and be wary of any site that does not include proper citations.  • Wikipedia can be useful in teaching/reinforcing this valuable lesson (it clearly marks pages that lack reliable references)but students must be reminded that in general there is very little quality control on the web.

48. Objectivity • The Internet is unquestionably the world’s largest soapbox, and students often have difficulty differentiating fact from opinion.  • While sites like PETA and the NRA clearly offer a slanted point of view, others are more subtle in their subjectivity.  Resources like StudentNewsDaily can help students learn to identify bias; each Wednesday they feature an example of biased reporting and questions about the excerpt, along with definitions of the types of media bias.

49. Currency • Perhaps the greatest strength of digital media is that it can be updated quickly and easily.  • Many webpages, however, are static, dated, and consequently erroneous.  • Good sites are updated regularly and indicate when they were last modified.  The Wayback Machine can be useful for viewing a site’s changes over time if update information is not provided.

50. Coverage • Coverage concerns the intrinsic value, breadth and depth of the topic(s) being addressed on a page.  • Electronic coverage often differs from print coverage •   As with accuracy, students should utilize multiple sources to ensure that they are getting a sufficiently comprehensive yet detailed overview of their research topic