The Digital Divide

‘Technological literacy’ in the 21st century continuation of lifelong

learning as a TAFE teacher By Katrina Bryan Macquarie Fields

College

‘Technological literacy’ in the 21st century, for a TAFE teacher By Katrina Bryan Macquarie Fields College

http://kelbeli.files.wordpress.com/2014/04/digital-divide-wordle.png

Abstract • Much is written about the digital divide, internet. Technology has been

used for centuries as a means of learning, in the 21st century TAFE has seen its most dramatic impact. A greater shift from face to face teaching to blended delivery which includes the use of online delivery by different learning platforms. TAFE teachers needing to be literate in what ever means of technology they use. When we talk about the digital divide its not just about bridging the gap, re access it’s also about the literacy component. Access is one aspect of the digital divide, yes a critical one, however literacy is another. This presentation will explore the importance of ‘technological literacy’ for TAFE teachers. In so doing it seeks to identify statistical analysis to high light the rate at which technology is being used and why teachers have a need to be ‘technologically literate’ including lifelong learning to be able to continually meet the demands of changing educational environments.

Households with internet and broadband access (a), 2006–07 to 2012–13

Reference: Australian Bureau of Statistics Household use of information technology 2012-2013 Viewed 11 September 2014 < http://www.abs.gov/abs@nsf/Lookup/8146.0Chapter12012-13>

Persons with internet access at home (a), selected online activities by age group (b), 2012–13

Reference: Australian Bureau of Statistics Patterns of home internet use 2012-2013 Viewed 11 September 2014 < http://www.abs.gov/abs@nsf/Lookup/8146.0Chapter12012-13>

• From the previous data many people use technology for educational purposes

• Teachers play a critical role in enabling learning and ensuring learning outcomes are met for the individual learner

• To do this teachers need to be ‘technologically literate’

The future starts now better learning outcomes= knowledge

http://www.youtube.com/watch?v=NfN5SSiRoPs

As a 21st century teacher there is a need for a range of skills and knowledge, critical thinking and the inclusion of: • Information literacy• Media literacy • ICT (Information , communication and

Technology) literacyReference: Lankshear. C & Snyder. I (2000) Teachers and techno literacy: Mangaing literacy,technology and learning in schools. Allen & Unwin Australia

• The digital divide is not just about access to technologies but also the delivery of education

• Within the VET sector Teachers technological literacy must be current

• VET Practitioners need to upgrade their skills and engage in change as it happens

The issue

• “The traditional functions of speaking and listening, reading and writing remain central to being literate however living in contemporary society has created new literacy needs, particularly as a result of technology”.

• (An introduction to quality literacy teaching, p. 3) http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/tech_lit_learn.pdf

TAFE is faced with a number of challenges:• Growing competition from other VET providers and

Universities• Greater reliance on contestable and commercial sources

of funding• Ensuring we continue to attract and retain customers• Increased service expectations from students, industry

and communities• Greater demand for flexible, responsive and personalised

programs and services• Increased demand to deliver programs in the workplace,

online and remotely

Why the concern

• By not addressing teachers ‘technological literacy’ many will get left behind -obsolete

• TAFE will not remain competitive in current markets both locally and or internationally

• Inability to sustain career skills • Is the technology being used appropriately to

ensure a learning environment.

The digital divide

• In the 21st century teachers need to engage students on a deeper level

• Teaching models need to replicate this • Embedded within educational policies • Need for professional development / life long

learning

• Levy and Murname 2004 believe “the digital divide resides in the ability of teachers to carry out all kinds of expert thinking and complex communication that are at the heart of the new economy”.

• Being technological literate is more than being able to turn on a computer and navigate the internet

A vision of 21st century teachers

• http://www.youtube.com/watch?v=B4g5M06YyVw

Needs for the 21st century teacher

ComputerLiteracy

capability

Engagement

Transference of

knowledge/ information

http://www.bing.com/images/search?q=Digital+Divide+in+Education&FORM=RESTAB#view=detail&id=56CB28251679BDE999B6C15B08564A23D363933F&selectedIndex=25

I conducted a very informal technology survey within my teaching section

Teacher 1 Teacher 2 Teacher 3 Teacher 41

Yes Yes

Yes

yes

2 Yes

No

Yes

No

3 No

No

No

Yes

4 n/a

n/a

n/a

yes

5 6 months ago

2 weeks ago

Currently do online course

6 weeks ago

6 Depending on the programs being used

With Moodle Yes

Would not be confident in all applications

Relatively

Technology use survey Please answer the following questions 1. Have you ever used Moodle?2. Do you feel confident in using this as a learning platform 3. Have you ever used adobe connect?4. Do you feel confident in using this as a learning platform5.When did you last do any professional development? 6.Could you support students with on line learning

Outcomes

• The need for professional development • Recommended best practice • Teaching models • Review of teacher Currency

Figure 3. Laptops and Smartphones Lead Traffic GrowthThe proliferation of high-end handsets, tablets, and laptops on mobile networks is a major generator of traffic,because these devices offer the consumer content and applications not supported by previous generations ofmobile devices. As shown in Figure 4, a single smartphone can generate as much traffic as 35 basic-featurephones; a tablet as much traffic as much as 121 basic-feature phones; and a single laptop can generate asmuch traffic as 498 basic-feature phones.

http://www.puremobile.com/media/infortis/documents/cisco_mobile_forecast.pdf

As demonstrated by the graph, by 2016 the use of technology devices will continue to grow.

Change is inevitable

“Change increasingly defines the nature of literacy and the nature of literacy learning” (Cammack 2004)

Life long learning

• We as teachers in the current markets are not digital natives, we are learning as well. As teachers/ facilitators of learning we need to be able to guide, support, assist and use technology to educate the digital natives – Challenge in it self

Capacity Building • “Each person should have the opportunity to acquire the necessary

skills and knowledge in order to understand, participate actively in, and benefit fully from, the Information Society and the knowledge economy”.

• “Continuous and adult education, re-training, life-long learning, distance-learning and other special services, such as telemedicine, can make an essential contribution to employability and help people benefit from the new opportunities offered by ICTs for traditional jobs, self-employment and new professions. Awareness and literacy in ICTs are an essential foundation in this regard”.

Reference: Declaration of Principles; Building the Information Society: a global challenge in the new Millenniumhttp://www.itu.int/wsis/docs/geneva/official/dop.html

IN CONCLUSION

We live in a world of continual change and for education the use and way technology is used will also continue to change. Teachers need to able to support learners with not only the use of technology but to ensure learning occurs if we are to continue to build a knowledge society. ‘Technological literacy’ is a need for teaching in the 21st century and life long learning will help ensure we can meet the needs of tomorrow.

References • Aslan, S & Raigeluth,C M 2011, A trip to the past and future of educational

computing:Understanding its evolution. Contemporary Educational Technology , Vol 2, no.1,pp1-17.• Australian Bureau of Statistics. 2014 Household use of information technology 2012-2013 Viewed

11 September 2014 < http://www.abs.gov/abs@nsf/Lookup/8146.0Chapter12012-13> • Australian Bureau of Statistics Patterns of home internet use 2012-2013 Viewed 11 September

2014 < http://www.abs.gov/abs@nsf/Lookup/8146.0Chapter12012-13> • A vision of 21st century teachers , video, viewed 10 September 2014 http://

www.youtube.com/watch?v=B4g5M06YyVw• Cisco Visual Networking Index: Global Mobile Data Traffic Forecast Update, 2011-2016

http://www.puremobile.com/media/infortis/documents/cisco_mobile_forecast.pdf• Declaration of Principles: Building the Information Society: a global challenge in the new

Millennium World summit on the information society 2003 Document WSIS-03/Geneva/Doc/4-E 12 Dec 2003 retrieved 14 September 2014 <http://www.itu.int/wsis/docs/geneva/official/dop.html >

• IFLA. (2005). Beacons of the Information Society: The Alexandria Proclamation on Information Literacy and Lifelong Learning. Retrieved September 02, 2014, from http://www.ifla.org/publications/beacons-of-the-information-society-the-alexandria-proclamation-on-information-literacy

• Lankshear C & Snyder , I 2000 , Teachers and techno literacy: Managing literacy, technology and learning in schools. Allen & Unwin Australia

• Neals 2010 Literacy Learning and technology State of New South Wales through the NSW Department of Education and Training, viewed, 13 September 2014 http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/tech_lit_learn.pdf

References continued • OECD 2012,”ICT Skills and Employment: New Competencies and Jobs for a Greener

and Smarter Economy:, OECD Digital Economy Papers No 198, OECD Publishing http://dx.doi.ogr/10.1787/5k994f3prlr5-en

• Park, S 2012. Dimensions of digital media literacy and the relationship with social exclusion. Media International Australia, Incorporating Culture & Policy, 142,pp 87–100.

• Silva, E 2009, Measuring Skills f or 21st-Century Learning The Phi Delta Kappan, 90(9),pp 630–634

• The future starts Now Sptember12,2012 video viewed 10 September 2014 <http://www.youtube.com/watch?v=NfN5SSiRoPs>

• Toffler,A 1990 PowerShift:Knowledge, Wealth and Violence at the End of the 21st Century, New York: Bantam Books.

• Van Deursen, A., & van Dijk, J. (2011).Internet skills and the digital divide : New Media & Society , 13 (6 ), 893–911. doi:10.1177/1461444810386774 (Access through library)

• Warschauer,. M & Matuchniak, T 2010 New technology and digital worlds: Analyzing evidence of evidence of equity in acess , use and outcomes . Review of Research in Education, 34(1), pp 179-225. doi: 10.3102/0091732x09349791