Teaching New

Literacy in a
Digital
Environment
Group 9
Lebico, Camille Anndrea
Raagas, Bryan
Delingon, Rhoda Marie
Aribato, Kevin
Orbeta, Kimberly
BSED SCIENCE 4A
Objectives:
At the end of this Module, the learner should be able
to:
▸ give a concise description of information and
communication technology in a digital society;
▸ enumerate the new teaching-learning skills needed
by education in the 21 century, and
▸ describe how ICT can be integrated in the teaching-
learning process
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 The Meaning of
1
Digital Teaching-
and-Learning
BRYAN P. RAAGAS
Generation Gap in Education due to ICT
▸ Problem: Growing disparity between
students and teachers due to the impact of
Information and Communication
Technology (ICT) in schools.
▸ Educator Challenge: Teachers haven't
fully acknowledged the vast difference in
the digital environment experienced by
today's learners compared to their own
schooling.
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Generation Gap in Education due to ICT
▸ Teacher Background: Most instructors
were educated in an era of limited
technological exposure, relying on
textbooks and traditional media for
information.
▸ Learning Style: Teachers were taught in a
text-centric environment, emphasizing
literacy and memorization skills.

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Generation Gap in Education due to ICT
▸ Technological Transition: Teachers
adapted from handwritten reports to
typewriters and early desktop computers,
while today's learners navigate a highly
digital landscape from an early age.
▸ Learning Style: Teachers were taught in a
text-centric environment, emphasizing
literacy and memorization skills.

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Generation Gap in Education due to ICT
▸ Need for Recognition: Acknowledging this
gap is crucial for educators to effectively
engage and teach modern learners.

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Generation Gap in Education due to ICT
▸ Need for Recognition: Acknowledging this
gap is crucial for educators to effectively
engage and teach modern learners.

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Impact of ICT on the New Generation's
Learning Patterns
▸ 2006 Media Family Report highlights the
shifting landscape of children's activities:
-Weekly breakdown: 5 hours with dad, 2.6
hours with mom, 2.2 hours for homework.
-5 hours spent on leisure reading.
-More than 25 hours, equivalent to a full-
time job, devoted to TV, video games, and
digital devices.
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Impact of ICT on the New Generation's
Learning Patterns
▸ School observations indicate a change in
learning behaviors:
-Difficulty in reading akin to past
generations.
-Reduced ability to concentrate, preferring
passive listening.
-Decline in social skills among children.

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Impact of ICT on the New Generation's
Learning Patterns
▸ Calls for a balanced approach in the lives
of young individuals:
-Advocates for leveraging digital tools
positively at home by teachers and parents.
-Emphasizes the need to counterbalance
potential negative effects of ICT usage.

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Impact of ICT on the New Generation's
Learning Patterns
▸ Key Point: Recognizing the impact of ICT
on young learners' lives, there is a need to
find equilibrium by embracing digital tools
positively while mitigating potential
adverse effects through a balanced approach
at home and school.

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 Discovering the
1 Digital World and
Digital Literacies
Kimberly Orbeta
 Teachers have to realize that ICT has started to
create a 21st century digital world, and they are
oblique to teach the new generation of learners to
be successful in this kind of world, For teacher with
little experience on the internet, ask for guidance
from fellow teachers or others knowledgeable
person and try the user- friendly computer for any
of the following activities:

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 a b c
Open various search engines and Open social network sites, Open blog sites for writings of so
use them for looking at information especially the Facebook and the many interests – arts, politics,
you wish to know, and these are YouTube religion etc
Google, Yahoo, Dogpile, Search
found and others

d e f
Look for music and download free Look for current news and Try online commerce and see the
music historical events wide range of products available
for purchase especially books
g h
Play for video games Look for education site, after this
discover exercise, reflect on your
experience of the wide potential of
the internet for information,
education
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Digital Literacies

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From the traditional 3 Rs
(reading,’riting, ‘rithmetic) the advent
of information Technology has
fostered information literacy, while
the advent of mass communications
introduce media literacy. With the
advent of information and
communication technology, digital
technology is used as a term for
clusters of skill comprising ICT or
digital literacies.
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 Digital literacies refer to reading and
writing, using electronic extension –
“ reading through monitor and screen and
Internet surfing and writing through
texting, keyboarding, emailing, blogging,
editing, photo- video posting
( Anderson, 2010)

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More specifically forming part of digital literacies are :

▸ Use of ICT skills to create and share information

▸ Searching, sifting, learning and sorting information
▸ Navigating screens of information
▸ Locating and evaluating information
▸ Using ICT for research and problem- solving
▸ Making PowerPoint and other multimedia presentation
▸ Retrieving, organizing, managing and creating information
▸ Sending and receiving information
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LITERACY TO
FLUENCY
LEBICO, CAMILLE ANNDREA J.
LITERACY TO
FLUENCY
INFORMATION FLUENCY SOLUTION FLUENCY COLLABORATION
▸ Ability to access digital ▸ Whole-brain creative and FLUENCY
information with the use of problem solving thinking. ▸ Proficiency in working as a
searching and surfing team with virtual or real
skills. partners.
▸ Fluency includes the
CRITICAL evaluation of
data.

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LITERACY TO
FLUENCY
MEDIA PROFICIENCY CREATIVITY FLUENCY
▸ Ability to create and ▸ An artistic proficiency
publish original digital through design, art, and
products. storytelling.

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INTEGRATING ICT
THROUGH STUDENT-
CENTERED
LEARNING
Rhoda Marie Delingon
▸ From Edgar Dale Cone of
Experience, teacher’s are least
effective when students receive
information as passive listeners,
while they are more effective when
students are more active in the
learning process.

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Among the key features
of effective projects are:
Kevin Aribato
▸ 1. Use of essential skills and tools,
including technology;
▸ 2. Specific outcomes that solves
problems, explain issues, present
information gathered through
investigation, research and
reasoning.

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▸ 3. Multiple products needing
feedback and experiential
opportunities, performance based
assessments’
▸ 4. Collaboration in small groups,
student presentations, and class
evaluation of project outcomes.

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Thank you for
listening!