Computer / Technical Literacy
ICT
I am Mr. / Girgis ( Egypt).
I think that teaching and learning in the 21st century should ensure
that teachers embrace and utilize the latest Information and
Communication Technologies (ICTs) to enhance students’ learning.
I am a technology geek.
I designed my 2 global education site:
http://www.bchmsg.yolasite.com/
http://www.bchmsg.yolasite.com/abouna-fanous-site.php
My education blog:
https://mrgirgis.blogspot.com/
includes using computers, laptops, digital cameras, video cameras,
digital microscopes, scanners, cell phones, electronic games,
-I am an E-Commerce / marketing website publisher.
I am a Blogger / a guest post publisher.
I use 3 electronic e-mails. I use ZOOM Site.
I use many means of social media like ( Facebook, Twitter, LinkedIn,
Instagram, Tagged).
I share in 10 international education researching organizations as a
researcher and a reviewer.
I am a
senior researching member at 10 international
researching associations. I
participate in the
international researching conferences of (TERA),
(EURASIA), ( ANAHEI) , (ASSERT), (CGE),(IPF) ,
and join as a domain expert, writer. reviewer and referee .
My ORCID iD :
https://orcid.org/0000-0002-7371-4181
My Google Publisher ID: pub-5934288451347706
I am an online teacher of English (EFL), (Virtual Teaching).
I use digital audio devices, global positioning systems, electronic
whiteboards, the Internet. ICTs in the classroom will continue to
evolve as new technologies emerge over time. I teach and learn
through online programs which include: (Listening, Reading,
Studying, Checking, Chatting, Answering, using critical thinking skills,
Evaluating and writing reports online.)
Example:
A- Online education technology program, IOWA University.
B- American Online EDX Program, Harvard University.
I use video-conferencing software or a specific communications
platform in order to participate in synchronous sessions or group
projects. Some courses may require students to have skills in web
design, podcasting, or video creation in order to create assignments.
I have got an American MOOC certificate in using technology in
teaching.
There are several ways teachers can embed digital
literacy skills into Internet searches:
I teach students to evaluate and question their sources. I teach
students to know the difference between a trustworthy and
untrustworthy sources:
Is their source an academic website or a marketing company?
When was the source last updated?
How many other sites link to this source as a reference?
I teach students how to draw a strong conclusion. Sure, students
might find the right answer to a problem, but what use is that search
if they’ve only memorized the logic to get them there? It’s up to
teachers to teach that logic and to contextualize the answer.
I push students to new levels of creativity. Once students have a
deeper understanding of the answers they’ve found, push for creative
application of that knowledge. This could be anything from challenging
students to pose related questions to having students use other digital
platforms to create something new.
Examples include:
I film a science experiment based on the answer they’ve found.
I record a history podcast that tells the story of how their answer
came to be.
Again, digital literacy does not mean knowing how to use every piece
of software students will encounter. Teachers should encourage
students to seek out and learn the software they need to know
in order to do what’s required.
Being a good digital citizen means understanding and applying
appropriate and responsible uses of internet and technology. Two
issues top the list when it comes to digital citizenship: academic
plagiarism and cyberbullying.
In a culture where students are constantly sharing content, they may
not know what plagiarism is, let alone when they’re doing it. Teachers
should set clear anti-plagiarism policies at the beginning of each year.
Cyberbullying is bullying that takes place through the use of
electronic technology, and is a pervasive issue in schools and online
communities. And while today’s students may be digital natives, they
still need to be taught that social norms apply to online behavior.
Resources should be in place to prevent cyberbullying and to help
students who are being bullied.
I teach students to take advantage of the tools, platforms,
apps and resources available to their connected peers.
While students may be adept at using digital tools, their
understanding of what these tools can do is often limited.
For example, students use Instagram to post photos but don’t think
to use the platform for art or history projects. They record themselves
with a voice memo app but do not realize those apps could also be
used for journalism projects or a historical narrative piece. Digitally
literate teachers know how to inspire students to use today’s
technology as a powerful toolse to expand their learning opportunities.
5. Enabling Differentiation
Differentiation in the classroom is essential to meeting the needs
of all learners, but it is time-consuming, especially for new teachers.
Technology, when used creatively and correctly, can be used to
mitigate those differences, such as in one-to-one classrooms.
Teachers can lead the class through a lecture, while visual learners
follow along with illustrations on their tablets and audio learners
record the lecture for later review. Technology like this enables
teachers to give their students choice in the kind of work they
create for projects, such as a video, podcast or written story.
Digital literacy is required in order to set the standards and
boundaries for this kind of differentiation.
Digitally literate teachers also understand that it is less about the
technology itself than it is about the tailored experience the technology
can provide to each student. This is what drives differentiation and
can make it powerful and highly targeted to students’ individual needs.
Teachers often receive mandates from administrations to use a
particular technology product or app even though it doesn’t make
sense for their students. Good teachers know how their students
engage and learn and can use that knowledge to push for technology
that will unlock new teaching potential. This makes digitally literate
teachers great advocates for the appropriate technologies.
These skills become increasingly important in diverse classrooms in
which students are bringing different cultural contexts into the mix.
Both the content and the technologies chosen may vary in
effectiveness given a student’s familiarity with the tools and
the various norms within their culture. A sensitive teacher
will make digital choices that reflect these varied cultural contexts.
Teachers can offer important pedagogical and practical insights for
edtech companies developing learning technology for students.
Today “teacher preneurs” are sparking teacher-based technological
innovation — and they’re drawn largely from the ranks of the digitally
literate. Teacher preneurs are teachers who see the need for digital
solutions in their classrooms, and some take on roles where they
coach other teachers on using technology External link:open_in_new
as a powerful differentiation tool. As teachers master digital literacy
with their lessons, they can collaborate with peers to share technology
and work toward improving learning outcomes for their students.
Thanks a lot.
I wait for your comments.
Yours,
Girgis
http://www.bchmsg.yolasite.com/
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