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/
My education blog:
https://mrgirgis.blogspot.com/
I use information and Communication
Technology (ICT) that 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) ,
(EAIE) associations 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?
Is the information presented in objective
or biased language?
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.
I write an investigative journalism piece
on that same topic.
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.
4-Expanding Conceptions
of the Digital World
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.
6. Making Thoughtful Cultural
and Platform Decisions
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.
Signature,
Mr. / Girgis.
My site Link
My Blog Link
https://mrgirgis.blogspot.com/
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