At a time when some fear that the digital age is taking the whole human person out of the teaching and learning nexus, I argue that we have a responsibility to raise our own and our students’ digital literacy as it is this that will help us follow what Paulo Freire famously called our ‘ontological vocation’ to become more fully human in the digital age
4. Support interdisciplinary bridge building in higher education to integrate core principles of digital and media literacy education into teacher preparation programs.
7. Develop online measures of media and digital literacy to assess learning progression and develop online video documentation of digital and media literacy instructional strategies to build expertise in teacher education.
Eshet-Alkalai contends that there are five types of literacies that are encompassed in the umbrella term that is digital literacy. (1) Photo-visual literacy is the ability to read and deduce information from visuals. (2) Reproduction literacy is the ability to use digital technology to create a new piece of work or combine existing pieces of work together to make it your own. (3) Branching literacy is the ability to successfully navigate in the non-linear medium of digital space. (4) Information literacy is the ability to search, locate, assess and critically evaluate information found on the web. (5) Lastly, socio-emotional literacy refers to the social and emotional aspects of being present online, whether it may be through socializing, and collaborating, or simply consuming content.
Schools are continuously updating their curriculum for digital literacy to keep up with accelerating technological developments.
The basic ideas of “What’s Best for Kids”, and that everyone should be valued, drive the decision-making process throughout the district activities. These simple but powerful beliefs are the foundation of our Strategic Plan and our efforts to align curriculum with the current concepts of educational reform.
Ensure high levels of learning for all students preparing them for successes beyond high school.
I. Leadership: Principal, Teachers and Other Stakeholders
A. Principal Leadership – The typical starting point for school turnaround is a skilled, strong and
committed principal who serves as the catalyst for change. The principal leads in developing a vision for the
school to dramatically improve student learning and engages the teachers, staff, parents, students and
community (i.e., “stakeholders”) to share in developing, and buy into, this vision.ii
The principal needs to
function effectively in three basic roles:iii
as “instructional leader,” to help improve teaching and learning;iv
facilitator of inclusiveness, to induce all categories of stakeholders to work together to carry out the vision;v
and manager, to oversee the school‟s non-academic functions.v
3. Commit to your own continuing growth and learning as an educational leader. As society, technology, and learning increases its rate of change, school leaders must become lead learners, working hard each and every day to keep up with new information, to remain open to changing one’s mind, and to develop new skills and techniques. This is especially true in a changing educational technology environment. From the book:
Leading a technology-transformed school calls for different skills from those needed in a traditional Industrial-age school. To set expectations and provide support, leaders must develop insights and skills related to first- and second order change so that robustly infused technology can create a teaching and learning environment that is dynamic, systematic, and natural.
Education leadership programs need to support lifelong learning for administrators to make sure they can keep pace with the skills required for this century. National- and state-level policies should require that school leaders pursue ongoing leadership development and demonstrate their skills through supervised practicums.
One note: Web 2.0 tools and vehicles are providing far greater and wider opportunities for educational leaders to keep learning. Joining twitter, entering the blogosphere both as a consumer and a contributor, participating in a MOOC like the Leadership 2.0 program: all these and many more are great ways for school-leaders to learn and grow, as this element requires.
Dr. Rick DuFour opens this issue with a piece
entitled, “Professional Learning Communities: the
Key to Improved Teaching and Learning,” in which
he explores the interdependent relationships that can
truly make a difference in student learning.