I didn’t even know that Digital Fluency was a thing until a few weeks ago. How did I miss that? At any rate, it’s got me thinking about my digital literacy and fluency as well as my students’.
How I Make Sense of Digital Literacy and Fluency:
- Digital literacy is:
- using a digital tool to complete a task
- following instructions/steps required to complete the task
- Digital fluency is:
- knowing why a tool is used
- knowing how a tool works
- match need to tool – when is it appropriate
- elevating a task or creating something new with the tools
From the SAMR Lens:
- I’d suggest that digital literacy resides at the Substitution and Augmentation phases. In this case, faculty might use edtech for an analog+ experience e.g., encouraging students to take notes and saving them to the cloud.
- Digital fluency would then live at the Modification and Redefinition phases. In this case Faculty might “appsmash” a variety of tools to create a completely new type of learning experience. The challenge with these phases is having a breathed of understanding. (BTW, last summer I created smashed Nearpod, Flipgrid, O365, for an synchronous session. It took some choreography, but I appreciated knowing the analytics behind the students’ interaction with the tools.)
My Digital Fluency:
I’ve been working towards my digital fluency for the past 5 years while I worked in e-learning, IT, and as part-time faculty. I likely chased a few too many “sparkly” apps, but on the other hand, it helped me get to the place I am today. Now, I’m in a position to streamline my digital edu ecosystem to only those that meet my requirements (like access, accessibility, and UDL).
I typically ask my students to use specific tools and applications to execute a variety of industry associated tasks, but seldom do I take a step back to assess the tool with them. Why was a tool selected? How does it compare to other similar tools? Who built it and from what ideology were they working? If I’m going to help students become digitally fluent, then I need to find ways to include them in the conversation rather than just providing them with a curation of digital tools. This also applies to content too. How do I include them in the discussion about content selection? Why are we using a particular textbook, video, or article?
How are we going to make time for all of this thinking and conscious decisions?
This is post 8/9, in participation with ecampusontario’s #9x9x25 challenge Other recent posts include: Classroom Greetings: I Yearn for a Fancy Handshake and Accessible Documents: Make it a Combo