The term ‘Digital Fluency’ refers to a user of Information technology to interpret information, comprehend its meaning, build knowledge and translate ideas in a digitally connected world.
On initial thoughts of this subject, I was immediately drawn to the word ‘fluent.’ Instantly, it related to a language like English whereby I am fluent in reading, writing and communicating verbally.
The prior knowledge of skills needed to become digitally fluent is minimal. Dependant on the individual and the tasks that are being performed, fluency is the ability to undertake a task accurately and easily. So regardless of whether they are a frequent user of technology, fluency covers a wide spectrum of digital understanding.
As teachers, the challenges that face us in the digitally enhanced classroom are how to ascertain whether a student is digitally fluent? Is it a score or level from 1 to 10? I believe if the student is able to comprehend, adjust, formulate and replicate specific tasks – they are on their way to being digitally fluent. The continual development of new software, technologies will challenge their cognitive learning behaviours. Students who are able to evolve in line with those developments will have a greater digital fluency.
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The link below is my first attempt at Scratch. On the topic of “Digital Fluency,” I can see how frustrating new learners of digital technology may find it difficult. I myself being relatively fluent with computers found this extremely challenging. After doing some research with google and having a great determination to learn, it was actually fun! For a first time attempt, I think it turned out well to incorporate audio and a story line. Feedback was received quite well from my Tutor and fellow colleagues.
Scratch Logo. (2010). [image] Retrieved from http://chrisbetcher.com/2010/10/teaching-kids-to-think-using-scratch/