Why didn’t I think of including 21st century digital literacy skills into my formative assessments? One of the most valuable things I have been talking about in my classes this semester is how we can focus our energy when surrounded by so much technology.
In a previous blog post, I discuss an epiphany I had related to educational technology. To sum it up in one sentence: Technology and the ability to access information that is distracting is never going away. Students will always be able to ignore what they should be focusing on at school, work, or their home so there is no point complaining about it. It’s time we start teaching students how to focus their attention WITH technology rather than putting a band-aid on the problem and temporarily taking it away.
Let’s be clear here, I am not perfect. I used to take away phones without a second thought. Now, I have started reminding them to focus their energy and explaining why it is important to do so. I’m not going to pretend like I still don’t take away phones sometimes. However, the amount of times I have to take phones away has decreased exponentially. I keep reminding them that focusing their attention on what is important is a skill that many employers are looking for in the workforce.
As a social studies teacher, I always try and make content engaging and relevant for my students. I never like to hear the question “why do I have to learn this?” However, I have neglected to explain the relevancy and purpose of learning specific skills– whether it be digital literacy, researching, citation, etc. I love making meaningful connections with literature and content, but I’m beginning to recognize that skills are being left behind.
I decided to include a row on my rubric that addresses 21st century digital literacy skills. For the first couple of weeks, I am going to give them reminders to focus their attention. I am hoping I will continue to see a decline of students using their technology inappropriately.
- Koskie Out!