1. DIGITAL LITERACY

2. Objectives Agenda Session 1 The Computing curriculum and digital literacy Session 2 Digital literacy across the curriculum In this session you should understand what aspects of digital literacy we should be covering as part of the Computing curriculum. You should also be aware of different viewpoints regarding the importance of digital literacy and the qualifications that students can work towards in this area.

3. Relation to teaching standards Teaching Standard 3 have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

4. Shift happens Shift happens video

5. Task (5 mins) Write on a post-it some of the digital skills that students should have when they leave school

6. Question How many of your students at age 14 or age 16 could to this?  Find what the temperature was in Aberdeen and London for the last week - daily maximum and minimum temperature  Put them into a spreadsheet making sure you merge and centre cells to improve the presentation and calculate the average, maximum and minimum temperatures  Copy the table into a word document and create the heading Temperatures and then a sub-heading (use Styles Heading 1 and Heading 2) of 18th to 24th January 2016  Create a new folder Temperature Report and save your work in there.

7. KS1 Digital Literacy use technology purposefully to create, organise, store, manipulate and retrieve digital content recognise common uses of information technology beyond school

8. KS2 Digital Literacy use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information E-safety use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

9. KS3 Digital Literacy undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability E-Safety understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns

10. KS4 Digital Literacy, ICT and Computer Science develop their capability, creativity and knowledge in computer science, digital media and information technology develop and apply their analytic, problem-solving, design, and computational thinking skills E-Safety understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns

11. Task 2 Transfer your digital literacy post-its on to a flip chart and group into: What Computing teachers should cover What could be covered elsewhere in the curriculum What doesn’t need to be explicitly taught Add new post-its or points as you think of them

12. Mark Prensky Back in 2001 – Marc Prensky coined the term ‘digital natives’ in his controversial paper about young people and technology. He argued that the pervasiveness of technology in much of the modern world means that children and young people actually think differently and require a different sort of education form the generations before. While his theories remain controversial, the debate sparked is a useful one. Two questions: how can education best harness the power of technology to prepare young people for life in the 21 st century, and how do teachers support this when they haven’t grown up with technology in their lives to the same extent? Marc Prensky said many teachers were ‘digital immigrants’. If this is the case – how do we develop digital literacy in those we teach?

13. Mobile vs Desktop Increasingly the skills needs to operate desktop and mobile devices are becoming blurred as the technologies converge.

14. Digital Scholars Children need to be able to use technology in their own work in school. How do we ensure that all children can do this effectively? Does digital literacy need to be taught in school? Do the digital natives pick it up anyway?

15. The Digital Divide A digital divide is an economic and social inequality according to categories of persons in a given population in their access to, use of, or knowledge of information and communication technologies (ICT). (Wikipedia) Do schools have a responsibility to ensure all students learn to be users of technology, irrespective of what technology they have available to them at home?

16. What do students need to be able to do Use a variety of tools selectively to achieve given outcomes Be aware of how data can be collected, represented and distributed electronically Be a discerning consumer of digital content Use technology effectively in learning Understand the rights and responsibilities of being a consumer and creator of digital content

17. The ECDL Foundation Position paper 2015 “90% of jobs will require at least basic digital literacy skills by 2020” “Computing should be taught together with digital literacy skills. Two misconceptions exist around digital literacy: the first is that young people are already skilled in using “traditional” computer programmes, such as working with text documents and spreadsheets, and the second is the misconception that computer science is more important for employability than digital literacy skills”

18. Teaching digital literacy (the ECDL foundation_)

19. ECDL – what’s in it?

20. ECDL

21. Break

22. Students can join for £10 per year

23. NAACE ICT Framework (2012)

24. NAACE 5 areas Digital Literacy Skills Technology in the world Technical understanding Safety security and the law

25. NAACE ICT Framework

26. Task 3 (10 mins) Look up a range of other programmes of study for example English Mathematics Physics Geography History Music Note where there is a need to include digital literacy skills in that subject What about the Teacher Standards? Do new teachers need to evidence their own digital literacy?

27. Computing curriculum Opponents to the change in curriculum point to the fact that it focuses on a narrow range of specialist skills and that there is a chance that digital literacy could be neglected. “Criticisms of the proposed UK Computing programme raise a common issue: as policy redefines what it means to be a competent teacher, do educators have the necessary skills, practices and knowledge to support learners as they develop their own digital literacy” (Hall et al, 2014 – the article is on KEATS)

28. Key discussion points 1. Do we actually need to teach digital literacy at all? 2. There are only so many hours on the timetable. Is the inclusion of the computer science elements of Computing pushing out vital IT skills that everybody needs? 3. Digital literacy can be taught across the curriculum. Have you observed lessons in other subjects where students are developing their digital literacy skills? Task 4: Discuss in groups (20 minutes) and report back

29. Outline an activity (any subject) that might teach students how to do some of the following: Use advanced word processing features such as styles Create their own blog Reduce the file size of a photo so that it can be uploaded online Edit a photo Create some graphs Record a podcast Extract files from a zipped file Search the internet Install some software Task 5: Plan the activity in groups (20 mins)

30. Recap Today we have looked at the following: The Computing curriculum and digital literacy Cross-curricular ICT ECDL Aspects of incorporating digital literacy NAACE ICT framework

31. Lunch