Lesson 6: Developing Basic Digital Skills

As teachers adjust their teaching effectively match the new digital world of information and communication technology (ICT), they must be clear on what basic knowledge, skills and values (or lliteracies) need to be developed by digital learners.

1. Solution Fluency

This refers to the capacity and creativity in problem solving.

2. Information Fluency

This involves 3 subsets of skills namely,

a.  An ability to access information, access may involve not only of the internet, but other sources like the CD-ROM software.

b. An ability to retrieve information, received information may include not only texts, but images, sound and video.

c. An ability to reflect on, assess and rewrite for instructive information packages.

3. Collaboration fluency

This refers to teamwork with virtual or real partners in the online environment.

4. Media Fluency

Media refer to channels of mass communication (radio, television, magazines, advertising, (graphic arts) or digital sources.

5. Creativity fluency

Artistic proficiency adds meaning by way of design, art, and storytelling to package a message.

6. Digital ethics

The digital citizen is guided by principles of leadership, global responsibility, environmental awareness, global citizenship, and personal accountability.

Higher thinking skills

Entering the new world of information and communication technology opens the way of complex and higher cognitive skills. 

Bloom’s Taxonomy of Thinking Skills

The Above taxonomy is patterned after new scientific knowledge on the human brain works. The right hemisphere of the brain works sequentially through a series of events like talking, reading, and writing.

By developing higher thinking skills, the school today can inculcate the digital fluencies, while overcoming limitations inherent in digital technology, resulting in superficial and mediocre learning skills of new learners.

The structured problem solving-process known as 4D’s exemplifies the instructional shift in digital learning:

• Define the problem 
• Design the solution
• Do the work
• Debrief the outcome

Understandably, the teacher will have to move away from center stage of the classroom, and allow students the limelight of the teaching-learning process.