Session III Finding Resources and Digital Curation

The definition was that of digital information fluency developed by the 21^st Century Information Fluency project (Heine & O'Conner, n.d.): Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically. DIF involves Internet search skills that start with understanding how digital information is different from print information, knowing how to use specialized tools for finding digital information and strengthening the dispositions needed in the digital information environment.

Apparently, Network is essential for students’ lives in the recent years. Also, it is an important source for student getting knowledge. There is lots of information on the Internet, but not all the information is valuable for using, because any person can publish information on the website. Therefore, it is essential to master how to find information on the Internet for each student. When students get information via the Internet, they have to identify which information is useful and trustworthy, which information should be critically accepted, and which information should be completely abandoned.

As Alan November (1998) said,”As they use the Web, they need to evaluate their findings using several techniques, which I will place into three main categories: Purpose, Author, and Meta-Web Information.” More exactly, students should always try to make certain the purpose of website, and analyze whether it is designed to sell products, advocate ideas and entertain. Secondly, they should analyze the site’s author, and even can search their background, such as level of education, position and job. These can help to determine the credibility of the page content. Thirdly, they can get some clues of the site via analyzing the URL or address from Meta-Web information.

November pointed out that for too many students, “If it is on the Inter­net, it is true.” Therefore, it is an urgent need to teach students how to search information on the Internet.

Reference

Heine, C., & O'Conner, D. (n.d.). 21st century digital information fluency model.  Retrieved April 13, 2009, from http://21cif.com/resources/difcore/ 

November, A. (1998) Teaching Zack to Think, Available: http://www.mmiweb.org.uk/ltnt/site/resources/teaching-zack.pdf [Accessed 16.02.13]

Session II : Presentation Technologies

In fact, I never know there are such a variety of presentation tools before I learn this session, such as Google Docs, Prezi, Slide Rocket and Zoho. Besides, I only can use PowerPoint as presentation tool. The basic functions of these presentation tools are similar with PowerPoint, but the biggest difference of them is that they run platform all based on network and contents are stored on the Cloud. In addition, these new presentation tools not only bring the advantages of the traditional presentation tools into the full play, but also develop new functions based on the original. Even, dull presentation can also do as attractive as a story.

 

With the development of network, the influence of presentation technologies in education is gradually revealed. It is benefit to make use of and share information flexibly and promote non-linear thinking mode. The linear structure is not the most effective form of presentation for teaching. If the course content is organized according to the linear structure, undoubtedly this is move content intactly to the presentation. Non-linear mode can inspire students to think and develop innovative thinking. Besides, this free-form presentation tool supports groups or individual online collaboration and communication. Additionally, presentation technologies promote the development of distance education. These presentation tools can make users in the distance classroom achieve more thorough collaboration.

 

Nowadays, Cloud-based office software cannot substitute for Microsoft Office. However, with the continuous development of information technology, online software and online services gradually become the new trend of the future. A lot of software and management systems are beginning to provide online service model. I believe that people can get rid of the operation in the desktop side and move work, live and learn to the Internet in the future.

Session I : Digital Natives, Digital Immigrants

The concept of digital natives and digital immigrants are proposed by Marc Prensky in 2001. You should not be surprised, when you see that a five-year-old child knows how to watch the latest animated cartoon from the Internet and around the age of ten students are already adept at operating the phone. Our students are living in the era of the Internet and mobile phones from their birth. We call them digital natives. However, the era of teachers’ growth experienced the process which digital technology grows out of nothing. Therefore, they are new residents of digital technology. If you are accustomed to print out electronic documents for reading or if you call to confirm that you have received an e-mail, etc. In that case, you have the typical characteristics of digital immigrants.

 

Predictably, the distinction between digital natives and digital immigrants is debatable, not least because the digital universe currently inhabited by digital natives was in fact conceived and created by digital immigrants. It also makes assertions that may not be consistently valid, for example, the idea that younger adults and children are always comfortable with technology, and that correspondingly older people are more likely to find technology awkward.

 

Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language (Prensky, 2001). For digitization and high-tech, every teacher and the digital age are still in the run-in period, and they are going through a process of learning and adaptation. When the digital immigrants encounter digital natives, traditional education methods already facing challenged. Teachers as a digital immigrant how to use new technology teach students? The answer is that teachers need to improve information literacy, and change methodology and content.

 

Reference:

 

Prensky, M. (2001) Digital Natives, Digital Immigrants. MCB University Press. Vol. 9, No. 5.