Final Reflection

REFLECTION PICCreatingUrbanTech, 2016

I used multiple programs and tools to create my website summations. For example, with my audio summation, I used ‘Audacity’ and ‘Sound Cloud’. Both were easy to navigate, and I saw how teachers can utilise tools recording and publishing content for students to conveniently access online. These tools mean students can easily access content whether they missed a lesson or want to review key concepts. Using these programs and tools, I could see digital technology’s impact and influence on teaching and learning within the digital world, transcending typical teaching and learning methods.

Through constructing these summations, I found two overarching key notions and they were that it is crucial for teachers to develop students’ digital competence and utilisation; and that digital technology is impacting student-centred learning. With teachers developing students’ digital competence and utilisation, it has never been clearer that due to this new digital age, it is crucial that educators teach students required digital technological abilities, attributes and approaches (White, 2013). It is important for students to develop digital technology utilisation and competence also because it is becoming more relevant with getting jobs, purposefully engaging within society and being lifetime learners; within an increasingly more digital world where digital incompetence can lead to disenfranchisement or alienation (Resnick, 2002, as cited in Core Education, 2015). Teachers therefore need to develop students’ digital competence and utilisation.

With digital technology impacting student-centred learning, there has been a significant transformation, where before educators controlled content being learnt and resources utilised; but now a power shift has occurred, where students via personally-owned or operated devices, can select and utilise resources to stimulate and aid their learning (Renaissance, n.d.). Technology is at the forefront in terms of complementing the transition to student-centred learning (Modern Teacher, 2014).  Digital technology therefore impacts student-centred learning via enabling students to shape their learning.

The digital world has therefore significantly transformed teaching and learning, constantly changing and impacting them.

References

  1. Core Education. (2015). What is Digital Fluency? Retrieved from http://blog.core-ed.org/blog/2015/10/what-is-digital-fluency.html
  2. CreatingUrbanTech. (2016). Retrieved from http://www.creatingurbantech.com/en/urban-tech-analyses/analyses/2016/05/education-in-the-digital-world-how-schools-and-universities-can-thrive/
  3. Modern Teacher. (2016). Digital Convergence: The Path Toward the K-12 Modern Learning Environment. Retrieved from https://static1.squarespace.com/static/5877c57615d5db4ef4533690/t/587ac7fa86e6c0d1e3041c7f/1484441607473/digital-convergence-whitpaper.pdf
  4. Renaissance (n.d.). What is convergence? Retrieved from https://www.renaissance.com/edwords/convergence/
  5. White, G. (2013). Digital fluency: skills necessary for learning in the digital age. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1006&context=digital_learning

 

 

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