{"id":18044,"date":"2023-04-06T13:38:48","date_gmt":"2023-04-06T12:38:48","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/?p=18044"},"modified":"2023-04-06T13:52:06","modified_gmt":"2023-04-06T12:52:06","slug":"living-with-digital-learner-digital-literacy-theme-elc","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/2023\/04\/06\/living-with-digital-learner-digital-literacy-theme-elc\/","title":{"rendered":"Living with Digital – learner digital literacy theme: ELC"},"content":{"rendered":"
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This page outlines the digital literacy skills and knowledge that learners should have to participate fully in the modern world. This ranges from awareness of digital devices, platforms and services and how they affect our lives to being able to troubleshoot common issues with technology.<\/p>\n

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Back to ELC learner digital literacy<\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\"Digital<\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n

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\"learner<\/div>\n<\/p><\/div>\n<\/p><\/div>\n
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The Digital Literacy Planning Support documents are examples of how educators might plan learner digital literacy learning. The documents identify the Technologies Experience and Outcome, a theme to apply this, suggestions of the skills and knowledge that that might be delivered, and links to some resources that might be relevant.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n

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\n Living with Digital (the world around them) <\/h3>\n
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Below are suggestions on how educators might set a context for learning digital literacy skills and knowledge:<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n

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\n\tScottish Government policy<\/div>\n
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“Scotland\u2019s future will be forged in a digital world. It\u2019s a world in which data and digital technologies are transforming every element of our nation and our lives \u2013 people, place, economy and government.”
(Scottish Government, 2021)<\/em><\/a><\/p>\n

It might be worth exploring some of the features of this policy with learners and considering the impact of an evermore digital world.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/section>\n

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\n\tWhat are computers?<\/div>\n
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\"bbc<\/a><\/p>\n

Without going too far into Computing Science (a specific Technologies organiser within CfE) it is important to understand the basics of how computers and other digital devices work.<\/p>\n

These BBC Bitesize pages are a great place to start:
What is a computer system? – BBC Bitesize (first level)<\/a>
What is the internet? – BBC Bitesize<\/a> (first level)
Input and output – BBC Teach<\/a> (second level)
Computer networks – BBC Teach<\/a> (second level)<\/p>\n

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\n\tTechnology shaping the world<\/div>\n
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After learning about what computers and digital technology is, and how they work, learners could investigate how technology is used in a range of industries. These resources from Tech She Can are free to use and easily adapted to suit different ages and stages:<\/p>\n

Lesson packs – TechSheCan<\/a><\/p>\n

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\n\tEnvironmental impact of technology use<\/div>\n
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All of the devices and technology we use has two obvious environmental impacts – the raw materials to make (which then need recycled again) and the energy to power them. There are lots of activities and lesson ideas on this page about Sustainability that could be linked into learning about device manufacture, energy consumption and eventual disposal.
Could your learners reimagine or improve this cycle?<\/p>\n

2nd level Learning for Sustainability – BBC Bitesize<\/a><\/p>\n

This page on the BBC Future site has some fascinating reading with lots of information and statistics for teachers. Do you know the CO2<\/sup> emissions of sending emails and direct messages or watching a video on YouTube? There’s facts and figures that could be used to create challenges for learners to consider and solve:<\/p>\n

\u00a0Why your internet habits are not as clean as you think – BBC Future<\/a><\/p>\n

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\n\tLiving with Digital (their own knowledge and skills)<\/div>\n
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Evaluating their own skills and knowledge<\/div>\n
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Learners\u2019 own digital literacy skills and knowledge\u00a0<\/span><\/span>\u00a0<\/span><\/p>\n<\/div>\n

Troubleshooting<\/div>\n
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Troubleshooting: diagnosing and solving technical problems with devices and platforms<\/span><\/span>\u00a0<\/span><\/p>\n<\/div>\n

Accessibioity and usability features<\/div>\n
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Usability features: using devices, <\/span>platforms<\/span> and services\u2019 features to make them easier to use (accessibility)<\/span><\/span>\u00a0<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"

This page outlines the digital literacy skills and knowledge that learners should have to participate fully in the modern world. This ranges from awareness of digital devices, platforms and services and how they affect our lives to being able to troubleshoot common issues with technology. \u00a0 Back to ELC learner digital literacy \u00a0 The Digital …<\/p>\n","protected":false},"author":61927,"featured_media":17079,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[1999],"tags":[],"class_list":["post-18044","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-learner-digital-literacy-themes"],"jetpack_featured_media_url":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/digilearn\/uploads\/sites\/6913\/2022\/03\/21145953\/20221221_130040199_iOS.jpg","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/posts\/18044","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/users\/61927"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/comments?post=18044"}],"version-history":[{"count":11,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/posts\/18044\/revisions"}],"predecessor-version":[{"id":18062,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/posts\/18044\/revisions\/18062"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/media\/17079"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/media?parent=18044"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/categories?post=18044"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/tags?post=18044"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}