-
Digital Fluency
Digital fluency in the classroom looks like teachers designing and implanting lessons using technology. In math, I see that happening with more technology based projects. One thing that happens in project based learning is that students will make mistakes and need to learn from their mistakes. Some of the best learning happens when students persevere through their mistakes using digital tools (Bull, 2013). -
Using Digital Fluency
In order to take advantage of this, I need to find more ways to implement projects that use technology into my curriculum. Students need to be able to communicate today using graphic formats just as easily as with text (Crockett, Jukes, & Churches, 2011). -
Getting Creative
So, to best assist my students on their journey to mastering digital tools I will need to find ways to get creative with my curriculum and implement some new technology into my classroom. -
Collaboration Fluency
This ties into collaboration fluency as well. If I can find ways to get my students working in groups on their projects, I will be able to help them improve their ability to work together to solve problems (Crockett, Jukes, & Churches, 2011). -
Group Sizes
There are some indications that large group sizes can be beneficial in increasing work quality, participation, and student interaction compared to smaller group sizes (Mulhim, & Eldokhny, 2020). I have not done much group work with large group sizes, but I think that could open some new possibilities for projects I can do in my class. -
References
Bull, B. (2013). Toward digital collaboration fluency. http://etale.org/main/2013/02/06/toward-digital-collaboration-fluency/
Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st–century fluencies for the digital age. Corwin.
Mulhim, E. N. A., & Eldokhny, A. A. (2020). Impact of collaborative group size on students’ achievement in project-based learning. International Journal of Emerging Technologies in Learning, 15(10), 157–174. Doi 10.3991/ijet.v15i10.12913
