Moira Savage - Digital Literacy for Primary Teachers (Critical Teaching)

The New National Curriculum

Digital Literacy for Primary Teachers

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The New National Curriculum

Digital Literacy for Primary Teachers

First published in 2015 by Critical Publishing Ltd

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission in writing from the publisher.

The authors have made every effort to ensure the accuracy of information contained in this publication, but assume no responsibility for any errors, inaccuracies, inconsistencies and omissions. Likewise every effort has been made to contact copyright holders. If any copyright material has been reproduced unwittingly and without permission the Publisher will gladly receive information enabling them to rectify any error or omission in subsequent editions.

Copyright 2015 Moira Savage and Anthony Barnett

British Library Cataloguing in Publication Data

A CIP record for this book is available from the British Library

ISBN: 978-1-909682-61-0

This book is also available in the following e-book formats:

MOBI: 978-1-909682-62-7

EPUB: 978-1-909682-63-4

Adobe e-book reader: 978-1-909682-64-1

The rights of Moira Savage and Anthony Barnett to be identified as the Authors of this work have been asserted by them in accordance with the Copyright, Design and Patents Act 1988.

Cover and text design by Greensplash Limited

Project Management by Out of House Publishing

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Printed and bound in Great Britain by Bell & Bain, Glasgow

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Meet the authors

Introduction

Overview of chapters

Digital literacy is becoming an increasingly prevalent term and this book gives a comprehensive and practical overview of what this means for todays teachers and learners. Each chapter explores key terminology, highlights links to the current Teachers Standards and the national curriculum (summary tables are included in the conclusion). Whatever your current level of technological capability, this book equips you with the necessary understanding of the key issues, suggests areas for professional reflection and highlights ideas for further reading. Whilst new technologies are, by their nature, exciting, the book remains grounded in established principles of good learning and teaching. Successful methods are not abandoned but re-envisaged through digital technologies and services. All decisions to use technology in teaching and learning must be pedagogically driven.

Chapter 1 Defining digital literacy

The book begins by establishing a definition for digital literacy relevant to you as a primary trainee teacher. Key questions are considered; for example whether we are talking about digital literacy or literacies. Your and the childrens role as consumer and author of digital content is explored. Four popular models of digital literacy are analysed and compared in relation to the computing curriculum for Key Stages 1 and 2.

Chapter 2 Implications for teaching: digital teaching

The chapter reviews established pedagogical principles and considers the role digital technologies play in assisting teachers, in the varied aspects of their role from communicating subject knowledge, assessment, feedback, administration and extending learning beyond the classroom and school day. A comprehensive consideration of technology affordances and pedagogy models is undertaken. Critical questions and case studies will help you develop confidence in your own e-learning pedagogy. Topical discussion themes are explored, for example the view of learners as digital natives and educators as digital immigrants.

Chapter 3 Implications for learning: digital learning

explores the facets of digital literacy from the primary learner perspective, revisiting and building on established theories of learning linked to memory and motivation. An overview of the latest research on technology and engagement is given, for example, multimodal learning and links to memory. Further, the importance of authentic learning experiences is emphasised where learners have a sense of autonomy and ownership.