Digital fluency may be more natural for digital natives, but teachers will need to ensure their digital fluency is of a reasonably high level. In order to increase the digital fluency of students, a teacher’s own skills come under examination. This is not to say that the skills of students cannot be utilised in the classroom. On the contrary, collaboration and peer instruction will improve the skills of all involved.
But how does digital fluency develop? Through constructed learning or through trial and error? Initially, exposing students to a variety of technology will provide them with digital literacy skills. Howell (2012) recommends exposure to various programs and applications including word processing, animations, podcasts, blogging and web design. By building skills that can be used in a variety of programs and applications, the digital fluency of students increases.
In some instances, students with previous exposure to certain programs may have a higher fluency level than the teacher. In this instance it is probably in the interests of both teacher and students to use that fluency to provide instruction to others, including the teacher. By doing this, a collaborative environment is established with the aim of increasing the digital fluency of all concerned.
Weekly Task: Create a Scratch animation.
Howell, J. (2012). Teaching with ICT. Sydney, NSW: Oxford University Press.
Rosenthal Tolisano, S. (2013, February 14). digital-fluency-130214100710-phpapp01-thumbnail-4 [image]. Retrieved from http://www.slideshare.net/langwitches/digital-fluency