Rasmus Fink Lorentzen, PHD, Associate Professor

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1 Digital literacy at the Department of Teacher Education and in the Danish Lower Secondary School
Rasmus Fink Lorentzen, PHD, Associate Professor Department of Teacher Education VIA UC

2 agenda Background Digital literacy
Three challenges and potentials with technology and education How to integrate digital literacy in the major Danish at the teacher education? How to ingetrate digital literacy in student centeret inquery based teaching in the lower secondary shcool?

3 Digital literacy/technology in schools
‘Many classrooms are still charaterised by the attitude that it is pedagogically correct for children to learn to write using a pencil rather than a keyboard and word processing or digital media. The basis for established pedagogical theory and practice is still anchored in written and oral culture.’ (Søby, s.6. Leder i 10-års jubilæumsnummeret af Nordic Journal of Digital Literacy, 2016)

4 Digital literacy - a definition
‘Rather than concieving digital literacy as some unitary phenomenon it is better to think in terms of diverse digital literacies.’ Colin Lankshear & Michele Knobel, 2015 Digital literacy means being able to: Consume and produce multimodal digital texts Read critically /think critically about information and communication in a world of multimodal ressources/signs (Kress 2010) Cooperate in network Understand technology as an artefact that changes our surroundings and society

5 3 challenges with digital literacy in danish schools today
Technology in relation to subject matter Technological literacy 21st Century Skills

6 Technology in relation to subject matter
Difficulties in integrating technology in the subject matter in schools (Lorentzen 2017). This challenge is a pedagocical/didactical challenge as well as a ‘tech.-challenge’. How to design the teaching of tomorrows classroom? Progressive vs. traditioal learning designs TPACK, Koehler & Mishra, 2009

7 Technological literacy
We’ve got: Danish Ministry of Education (UVM 2018) = coding and designing We need: Teaching in technology (how to…) Learning with technology (currriculum mediated via tech.) New technology driven learning environments: Children in schools experimenting with production, critical thinking, parcitipation and communication

8 Competencies of danish students in 8th grade - four levels of competencies (ICILS 2013)
Level 1 (less skilled): Can use computer as a tool Level 2 (medium skilled): Can differentiate between adds and information on the Internet. Can create simple digital productions Level 3 (above average skilled): Can evaluate quality and reliabililty of information on the Internet. Can create digital productions Level 4 (highly skilled): Can evaluate quality and reliability of information which is intended at promotion of a product on a site. Can create advanced multimodal products.

9 Fordeling af elevernes CIK-score
(ICILS 2013)

10 Competencies of danish students in 8th grade - four levels of competencies (ICILS 2013)
Level 1 (less skilled): Can use computer as a tool Level 2 (medium skilled): Can differentiate between adds and information on the Internet. Can create simple digital productions Level 3 (above average skilled): Can evaluate quality and reliabililty of information on the Internet. Can create digital productions Level 4 (highly skilled): Kan evaluere pålideligheden af information som har til formål at promovere et produkt på en kommerciel hjemmeside. Kan designe avancerede multimodale produkter

11 21st century skills Kereluik et al. 2013 OECD’s DeSeCo (2002)
P21 (Partnership for 21st Century Learning (2015) ACT21 (Assesment and Teaching of 21st Century Skills 2010)

12 Digital literacy at the department of teacher education
Some examples...

13 Teaching and learning materials

14 Flipped learning

15 Learning as design (Kress & Selander 2012)

16 A learning design model

17 Digital literacy in the Danish Lower Secondary School
Kaliber – a progressive learning and teaching material for 7th, 8th and 9th grade in Danish that incorporates: Multimodality Technology-supported coorporation and production Genres and themes that invites students to think and take a position

18 Power analysis of ”jydsk atomkraft”
Why are we laughing?

19 Power analysis of ”abortlinien”
Gå sammen i mindre grupper Hvordan udnyttes samspillet mellem tekstens modaliteter? Hvem er tekstens reele afsender? I hvilken grad er der overensstemmelse mellem afsender, tekstens budskab og den måde budskabet formidles på? Hvilket billlede tegner teksten af virkeligheden, og hvordan belyses dette billede af andre kilder?

20 Coding Eksempel på Scratch (MIT)

21 References Bundsgaard, J. (2017): Digital dannelse. Pædagogisk rækkevidde 1, nr. 1, Aarhus: Aarhus Universitetsforlag Lorentzen, R.F. (2017): Lærerens dilemma – mellem ideal og praksis: en virksomhedsteoretisk analyse af progressiv undervisning med it i dansk, ph.d.- afhandling, DPU. Can be retriewed from rasmus-fink-lorentzen.dk Lorentzen. R.F (2014): Atomkraft i Jylland? Om kritisk læsning af nettekster, Viden om literacy nr. 16 Engberg-Sønderskov, M. (2017): En vlogteksts fingerede autenticitet - Behovet for en kommunikationskritisk analysetilgang til vlogtekster, Specialeprojekt, DPU