|
Action Point
(Objectives)
|
What I will
do to action this?
|
Possible
challenges
|
How I know I
have achieved the objectives
|
Target/Review
date
|
|
Complete the Microsoft Certified Educator Course
|
Complete all elements of the course
|
Time constraints
|
Passing each module test and the final exam
|
30 June 2017
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Tuesday, 21 March 2017
My Personal Action Plan:
Reflective Practice Record
This blog will be home to my ongoing digital reflective practice record.
As such it will take the following form:
This blog will be home to my ongoing digital reflective practice record.
As such it will take the following form:
|
Description
|
What happened?
|
|
Feelings
|
How did I feel before/during/after the experience?
How did I react to these feelings?
|
|
Evaluation
|
What worked well?
What didn’t work?
|
|
Analysis
|
Why did the experience go well or badly?
Were there any unexpected events? (e.g.
power outages)
|
|
Conclusion
|
So how can it be done better?
Do I need to do anything to change the
situation?
Have I learned from this experience?
|
|
Action plan
|
What do I need to do?
Is there a specific order I need to do
things?
Do some things take priority over others?
(e.g. equipment related issues or health and safety issues)
|
Friday, 10 July 2015
The role of digital literacy in the lives of adults and young people.
Not so long ago (about 20 years), my total exposure to digital technology came from
A typical pre-work morning for me used to be alarm clock sounding, breakfast and off to work.
Today what have I got? Well let's work through a typical day in my life shall we?
6:30 am - My smartphone sounds the wake up alarm having spent all night charging whilst monitoring my email accounts, updating software - so I don;t have to and generally letting me sleep - it's even polite enough to switch to silent mode overnight so it doesn't wake me until the assigned time.
7:00 am - I switch on BBC News on my Sky+ Digital TV system - (which by the way has also been recording a couple of things overnight whilst also remembering that my granddaughter wants me to record every future episode of her favourite TV programme). Whilst I watch/listen to the news, I use my tablet to access emails - work and personal, see what dramas people have been posting about on Facebook and checking out the latest trending topics on Twitter. Occasionally, I'll 'Like' a photo or comment and even make a comment against them.
7:30 am - I make my sandwiches, pack my lunch and ensure I have my chargers for my tablet and phone in my bag. I am out of the door by 7:45 and drive to work (my in-car or phone-based satnav being there just in case I forget my way).
8:05 am - I arrive in work and, of course, the first thing I do is switch on my PC and log in to the college network (I am a lecturer) and just check that no-one has emailed me in the last hour or so. I spend the next 50 minutes answering any new emails and making sure my lesson resources are available in two locations in case the network fails when I'm teaching.I also continue to create a range of lesson resources for lessons this week on the computer.
8:55 am - I send a text message to my wife to say good morning (she's always up around now) and set off for my classes.
9:00 am - Lesson 1 (3 hours) where I mix a computer based PowerPoint presentation and projector and whiteboard work with paper based exercises - produced using Microsoft Word and/or Excel and printed using one of the college printers (or as we now call them Multi-Function Devices or MFD's - printers, scanners and email systems). , or, as is most often the case, my handouts and worksheets are emailed and printed by my colleagues in the Reprographics unit. I used to loathe and avoid copiers years ago because I found them too technically challenging to use - these days, however, I use them without thinking.
During the the lesson, I also record learner attendance using the college electronic learner management system (EBS) and sometimes also record learner progress using the electronic individual learning plan (ILP) system (EBS). During the lesson I also use a Socrative quiz to check learning and get instant feedback on learners' understanding of the new topic. A report is sent to me automatically by Socrative to show me how each learner did - this means I can give instant targeted help where needed.
12:00 pm - I return to the office for lunch and check my emails - answering those requiring urgent replies. I also check the Awarding Body's online assessment system to see if computer based assessment results from last month's Level 4 computer based assessments have been posted.Whilst checking I also open an Excel file to record the assessment results form one of our Level 2 courses this morning (they get instant results with this system as the assessment system marks these assessments remotely). I use the information I've just recorded to help me identify weak areas of teaching as I can see task by task performance data - something I would never have been able to do with paper based assessments. I use the 12-1 time to eat my lunch - checking news websites for stories I can use in my classes this afternoon or tomorrow. I also use this time to contact a colleague on a different site via the instant messaging system linked to my email account.
1:00 pm - 4:00 pm - This is very much a repeat of the morning but I can use some of the data I extracted during my lunch break to explain why some of the learners didn't pass their assessments this morning. I also re-check the assessment system to see if the Level 4 results have come through - lo and behold they're there so I enter a reminder on my Outlook diary to email results and assessment feedback to the learners after my lesson.
4:10 pm - I am back in my office having just emailed assessment results and feedback to those Level 4 learners (having recorded similar information to that recorded at lunchtime). I also post a comment to the course Facebook group and the Twitter account to congratulate everyone on outstanding performance - ensuring I enter the percentage pass rate so that any prospective learners can see how well we do. I spend the next hour or so finishing off a self-marking spreadsheet based assessment for Financial Statements - learners love the fact they get instant feedback and visual indicators (like colour changing cells) to see how they're doing. These are being developed to give faster learners a wider range of resources to work with and I try to put something new into each new assessment as I learn a new 'trick'.
5:00 pm - I head home - the satnav systems there just in case again.
5:30 pm - I stop off for a few odds and ends at the supermarket - paying by debit card, withdraw some cash from the machine outside the store and take a photo of an unusual plane circling overhead using my smartphone. I then drive home.
5:50 pm - I am sitting down with a nice cuppa, checking me emails on my tablet, answering less urgent and new ones.
7:00 pm - I work through a web-based training module to bring my knowledge of VAT rules up to date (I am an accounting lecturer).
8:00 pm - A little bit of free time before we sit down to watch a film on Netflix, so I check emails, Facebook and Twitter again - answering any messages. I delete the spam emails but always check for MoneySavingExpert emails and make a note of new online offers.
8:30 pm - We all sit down to watch the film, it usually takes a lot longer than it did tonight to search through the wide range of films, TV series and documentaries available. I spend a few minutes explaining to my son why many of the internet based download sites are streaming films illegally comparing them to a school pupil copying an exam from their neighbour.It always makes me laugh when we sit to 'watch' a film because my son and daughter have one headphone in, listening to music on their iPods or laptops whilst also checking Twitter, Facebook, Intsagram, Snapchat, WhatsApp and Youtube (to name but a few) for any new posts or, indeed, anything that interests them. They often send each other messages via one of these apps whilst sitting in the same room - they think adults don't know but the sudden laugh or tantrum can only have been triggered by something one of them has said.Sometimes my son prefers to chat to his friends online whilst playing LOL (League of Legends) together - his friend base extends beyond the confines of the playground to people from around the world.
11:00 pm - off to bet with a cup of hot chocolate (made using the Tassimo machine we bought using an online discount code and hot chocolate 'pods' I can only find online).
I sit in bed reading my latest book download on my tablet (I don't read conventional paper books any more - my whole library is contained inside my tablet), occasionally checking emails and Facebook for any last updates. This new book would cost me £10 in Waterstones but the digital download was less than £5 - £5 saved!
11:30 pm - lights off (after checking my alarm so I can repeat today, tomorrow).
Well, what's this got to do with Digital Literacy, young people and adults I hear you ask. Put simply, this life is repeated (to a greater or lesser extent) by a huge proportion of the UK population today. Indeed, I think you would all recognise elements of my day in yours - how much has you typical day changed in the last few years?
Let's look at some of the different functions I've carried out today:
Communication - I've used a range of technologies/systems to communication with colleagues, relatives and friends. I have made exactly no phones calls today preferring email and instant messaging as well as posts to social networks. I've sent and received emails - many of which went directly to people I've never met. My children have been chatting and tweeting, playing games, watching videos and listening to music without a second thought - merging technologies - phones, iPods and computers into one seamless system.
Commerce - I paid for my shopping using my debit card - no physical cash changed hands and I also used digital technology to withdraw some cash using the store's cash machine. I also purchases an electronic book using stored debit card details on my tablet. I been exposed to digital marketing which has informed me of offers tailored to my 'needs' and Netflix really enjoyed telling me new films I would like to watch. My son uses a gaming system that requires a paid subscription. I also decided to lend my daughter some money so, rather than going to the cash machine, withdrawing physical cash and sending it to her via Royal Mail, I spent a couple of minutes (maybe 2 or 3) transferring cash from my bank account to hers. Indeed, many banks are having to revitalise their branches to try to keep them open - Barclays Digital Eagles is a good example of this.
Education - obviously, a lot of my day has been spent using technology to enhance (hopefully) my teaching thus educating others). I also spent the day learning how to do new things with the computer and also updating my subject knowledge.
Employment - I spent most of the day using different technologies to help get ideas, concepts and methodologies over to my learners. I've also use a variety of systems to monitor learner progress and also carry out some course management tasks. More and more job vacancies are being published online only (indeed, 5 1/2 years ago, my job application for the College was all completed online).This means that job-seekers no longer have to attend a job centre or buy local newspapers to find work, they can just search online for vacancies that match their skill-base/needs. Furthermore, many applications now include online competency testing, filtering out unsuitable candidates before a human ever sees the applications.
Entertainment - I used Netflix to provide me with a new film to watch whilst Amazon's Kindle system has furnished me with literature. Sky+ has made sure my granddaughter will be entertained when she comes to stay. I often listen to music while I work and access mp3 track 'ripped' from my physical collection or from my cloud storage.It is essential that I maintain a good understanding of copyright laws as it's possible to breach these laws by sharing tracks with other users.
Information - I consulted web based news systems to keep up to date and find new resources for my lessons. I accessed remote servers to find out assessment results. My satnav was always there in the wings just in case I needed to know where I was or how I was going to get somewhere.
Organisation- I've had many different systems organising my life today - Facebook politely reminding me it's somebody's birthday (someone I've never met, in fact). My email accounts have silently helped to organise my emails into different categories (New, Read, Spam/Junk) - who needs a secretary.
Recreation - I used a social network to post that photo of the unusual plane circling and keeping an eye on areas of special interests (both work or pleasure).
You notice I don't mention my wife here - sadly, since 2013, she's been housebound a lot and, having lost her job, she has lost contact with many people. She's found a new circle of friends by opening a Facebook account (she was a real computer-phobe until recently). Now she manages to maintain a social network - renewing contact with people she hasn't seen since her school-days, keeping up to date with what children and grandchildren are doing. She has also been able to keep in touch with a good friend of 20 years who is battling illness and is, herself, housebound a lot as well. With me in work for up to 12 hours a day, my daughter in university and my son constantly connected to his online gaming worlds and.,without her limited digital skills, my wife may be very isolated so, for her, these skills are very liberating indeed.
What technology have I used today?
Mobile phone, tablet computer, PC, laptop, Sky+ receiver, Camera (on my phone),
Do these all work the same/
Simply put, 'No'. My phone is Android, my tablet and PC are Windows )Windows 7 and 8), the Sky+ receiver is a bespoke operating system. Let's not forget old faithful, the satnav. It's always there just in case but, to be honest, do I need it? Only in special circumstances - otherwise Google Maps will do.
So what?
Well, without some basic skills and some confidence, I would not have been able to get a lot of today's work done in one day. Indeed, 20 years ago, I had no digital literacy skills and I actually came close to leaving my degree course not because I wasn't bright enough but because I didn't possess the skills and knowledge to use the college computer systems to word process assignments. My life would have been very different today I can tell you.
What is the role of digital literacy in the lives of adults and young people?
Simply put - all of the above and more. Digital literacy skills are needed to carry out a normal working day, we need them to work, rest and play and to stay in contact with people. We need these skills to make us effective workers, responsive to change and, I would argue, a 21st century citizen. Digital literacy skills give us not just the ability to use technology but also the ability to decide what technology is most appropriate given the existing set of circumstances we face. We need these skills to help us to save money (as well as to spend it!). Some need the skills just to maintain contact with the wider world while many of us need them to live. How often do you find yourself in a situation without a phone/internet signal and feeling lost for something to do? If you answer yes to this question, you now understand how important technology and, by extension, digital skills are to your daily life and the role these skills play.
However, all these positives need to be balanced by a few negatives. The growth of the 'always on' or 'on demand' life style that we all experience can breed higher stress levels. It's well known that stress and absence from work go hand in hand
"Stress, including work related stress, can be a significant cause of illness and is known to be linked with high levels of sickness absence, staff turnover and other issues such as more errors."
http://www.hse.gov.uk/stress/furtheradvice/whatisstress.htm
Many people (me included) find it difficult to switch off from work so coping mechanisms need to be learned.
The following graphic really shows the problem we all face on a daily basis - is it really impossible to disconnect from all of these digital technologies?
What we can do is learn to take the wide variety of technologies available and use them effectively.
The global adoption of the technologies and systems identified above mean many users fall victim to cyber bullying. Therefore, education is needed to help ensure people know how to behave online.
Whilst research can be greatly aided by adopting a variety of skills (e.g. using Boolean searches to narrow search results), the very existence of such a huge range of information can result in users failing to see the whole picture - e.g. only seeing one side of an argument - because they just choose the first couple of search results as their only source of information. Acquiring skills to make one a more effective researcher can enhance employability opportunities and,as with some of these other negatives, education and training is key to ensure digital literacy is not just a term but rather a way of life.
The following Digital Citizenship infographic really helps identify some of the problems:
Digital Footprints
However, digital citizenship is not the only issue we need to think about here. Wherever we go on our digital travels, we leave behind traces of our journey - this is known as our digital footprint. With the massive rise in use of social media, users need to be aware of the far-reaching effects of their digital lives. Often employers request to see job applicants' online profiles to ensure that they are not engaged in any activities that may call into question the individual's ethical values or, indeed, put the potential employer in an embarrassing/compromising position. Users must be aware that just 'liking' someone else's post/picture, can be construed in a negative light by people they haven't even met or have links with.
- Getting a few quid from a ropey second generation IBM cash machine,
- Working out how to schedule one programme to record on a video recorder (multiple user interfaces/remotes making this particular task exceptionally time consuming,) and;
- Accessing the news/weather via BBC Ceefax (or even ITV Teletext).
A typical pre-work morning for me used to be alarm clock sounding, breakfast and off to work.
Today what have I got? Well let's work through a typical day in my life shall we?
6:30 am - My smartphone sounds the wake up alarm having spent all night charging whilst monitoring my email accounts, updating software - so I don;t have to and generally letting me sleep - it's even polite enough to switch to silent mode overnight so it doesn't wake me until the assigned time.
7:00 am - I switch on BBC News on my Sky+ Digital TV system - (which by the way has also been recording a couple of things overnight whilst also remembering that my granddaughter wants me to record every future episode of her favourite TV programme). Whilst I watch/listen to the news, I use my tablet to access emails - work and personal, see what dramas people have been posting about on Facebook and checking out the latest trending topics on Twitter. Occasionally, I'll 'Like' a photo or comment and even make a comment against them.
7:30 am - I make my sandwiches, pack my lunch and ensure I have my chargers for my tablet and phone in my bag. I am out of the door by 7:45 and drive to work (my in-car or phone-based satnav being there just in case I forget my way).
8:05 am - I arrive in work and, of course, the first thing I do is switch on my PC and log in to the college network (I am a lecturer) and just check that no-one has emailed me in the last hour or so. I spend the next 50 minutes answering any new emails and making sure my lesson resources are available in two locations in case the network fails when I'm teaching.I also continue to create a range of lesson resources for lessons this week on the computer.
8:55 am - I send a text message to my wife to say good morning (she's always up around now) and set off for my classes.
9:00 am - Lesson 1 (3 hours) where I mix a computer based PowerPoint presentation and projector and whiteboard work with paper based exercises - produced using Microsoft Word and/or Excel and printed using one of the college printers (or as we now call them Multi-Function Devices or MFD's - printers, scanners and email systems). , or, as is most often the case, my handouts and worksheets are emailed and printed by my colleagues in the Reprographics unit. I used to loathe and avoid copiers years ago because I found them too technically challenging to use - these days, however, I use them without thinking.
During the the lesson, I also record learner attendance using the college electronic learner management system (EBS) and sometimes also record learner progress using the electronic individual learning plan (ILP) system (EBS). During the lesson I also use a Socrative quiz to check learning and get instant feedback on learners' understanding of the new topic. A report is sent to me automatically by Socrative to show me how each learner did - this means I can give instant targeted help where needed.
12:00 pm - I return to the office for lunch and check my emails - answering those requiring urgent replies. I also check the Awarding Body's online assessment system to see if computer based assessment results from last month's Level 4 computer based assessments have been posted.Whilst checking I also open an Excel file to record the assessment results form one of our Level 2 courses this morning (they get instant results with this system as the assessment system marks these assessments remotely). I use the information I've just recorded to help me identify weak areas of teaching as I can see task by task performance data - something I would never have been able to do with paper based assessments. I use the 12-1 time to eat my lunch - checking news websites for stories I can use in my classes this afternoon or tomorrow. I also use this time to contact a colleague on a different site via the instant messaging system linked to my email account.
1:00 pm - 4:00 pm - This is very much a repeat of the morning but I can use some of the data I extracted during my lunch break to explain why some of the learners didn't pass their assessments this morning. I also re-check the assessment system to see if the Level 4 results have come through - lo and behold they're there so I enter a reminder on my Outlook diary to email results and assessment feedback to the learners after my lesson.
4:10 pm - I am back in my office having just emailed assessment results and feedback to those Level 4 learners (having recorded similar information to that recorded at lunchtime). I also post a comment to the course Facebook group and the Twitter account to congratulate everyone on outstanding performance - ensuring I enter the percentage pass rate so that any prospective learners can see how well we do. I spend the next hour or so finishing off a self-marking spreadsheet based assessment for Financial Statements - learners love the fact they get instant feedback and visual indicators (like colour changing cells) to see how they're doing. These are being developed to give faster learners a wider range of resources to work with and I try to put something new into each new assessment as I learn a new 'trick'.
5:00 pm - I head home - the satnav systems there just in case again.
5:30 pm - I stop off for a few odds and ends at the supermarket - paying by debit card, withdraw some cash from the machine outside the store and take a photo of an unusual plane circling overhead using my smartphone. I then drive home.
5:50 pm - I am sitting down with a nice cuppa, checking me emails on my tablet, answering less urgent and new ones.
7:00 pm - I work through a web-based training module to bring my knowledge of VAT rules up to date (I am an accounting lecturer).
8:00 pm - A little bit of free time before we sit down to watch a film on Netflix, so I check emails, Facebook and Twitter again - answering any messages. I delete the spam emails but always check for MoneySavingExpert emails and make a note of new online offers.
8:30 pm - We all sit down to watch the film, it usually takes a lot longer than it did tonight to search through the wide range of films, TV series and documentaries available. I spend a few minutes explaining to my son why many of the internet based download sites are streaming films illegally comparing them to a school pupil copying an exam from their neighbour.It always makes me laugh when we sit to 'watch' a film because my son and daughter have one headphone in, listening to music on their iPods or laptops whilst also checking Twitter, Facebook, Intsagram, Snapchat, WhatsApp and Youtube (to name but a few) for any new posts or, indeed, anything that interests them. They often send each other messages via one of these apps whilst sitting in the same room - they think adults don't know but the sudden laugh or tantrum can only have been triggered by something one of them has said.Sometimes my son prefers to chat to his friends online whilst playing LOL (League of Legends) together - his friend base extends beyond the confines of the playground to people from around the world.
11:00 pm - off to bet with a cup of hot chocolate (made using the Tassimo machine we bought using an online discount code and hot chocolate 'pods' I can only find online).
I sit in bed reading my latest book download on my tablet (I don't read conventional paper books any more - my whole library is contained inside my tablet), occasionally checking emails and Facebook for any last updates. This new book would cost me £10 in Waterstones but the digital download was less than £5 - £5 saved!
11:30 pm - lights off (after checking my alarm so I can repeat today, tomorrow).
Well, what's this got to do with Digital Literacy, young people and adults I hear you ask. Put simply, this life is repeated (to a greater or lesser extent) by a huge proportion of the UK population today. Indeed, I think you would all recognise elements of my day in yours - how much has you typical day changed in the last few years?
Let's look at some of the different functions I've carried out today:
Communication - I've used a range of technologies/systems to communication with colleagues, relatives and friends. I have made exactly no phones calls today preferring email and instant messaging as well as posts to social networks. I've sent and received emails - many of which went directly to people I've never met. My children have been chatting and tweeting, playing games, watching videos and listening to music without a second thought - merging technologies - phones, iPods and computers into one seamless system.
Commerce - I paid for my shopping using my debit card - no physical cash changed hands and I also used digital technology to withdraw some cash using the store's cash machine. I also purchases an electronic book using stored debit card details on my tablet. I been exposed to digital marketing which has informed me of offers tailored to my 'needs' and Netflix really enjoyed telling me new films I would like to watch. My son uses a gaming system that requires a paid subscription. I also decided to lend my daughter some money so, rather than going to the cash machine, withdrawing physical cash and sending it to her via Royal Mail, I spent a couple of minutes (maybe 2 or 3) transferring cash from my bank account to hers. Indeed, many banks are having to revitalise their branches to try to keep them open - Barclays Digital Eagles is a good example of this.
Education - obviously, a lot of my day has been spent using technology to enhance (hopefully) my teaching thus educating others). I also spent the day learning how to do new things with the computer and also updating my subject knowledge.
Employment - I spent most of the day using different technologies to help get ideas, concepts and methodologies over to my learners. I've also use a variety of systems to monitor learner progress and also carry out some course management tasks. More and more job vacancies are being published online only (indeed, 5 1/2 years ago, my job application for the College was all completed online).This means that job-seekers no longer have to attend a job centre or buy local newspapers to find work, they can just search online for vacancies that match their skill-base/needs. Furthermore, many applications now include online competency testing, filtering out unsuitable candidates before a human ever sees the applications.
Entertainment - I used Netflix to provide me with a new film to watch whilst Amazon's Kindle system has furnished me with literature. Sky+ has made sure my granddaughter will be entertained when she comes to stay. I often listen to music while I work and access mp3 track 'ripped' from my physical collection or from my cloud storage.It is essential that I maintain a good understanding of copyright laws as it's possible to breach these laws by sharing tracks with other users.
Information - I consulted web based news systems to keep up to date and find new resources for my lessons. I accessed remote servers to find out assessment results. My satnav was always there in the wings just in case I needed to know where I was or how I was going to get somewhere.
Organisation- I've had many different systems organising my life today - Facebook politely reminding me it's somebody's birthday (someone I've never met, in fact). My email accounts have silently helped to organise my emails into different categories (New, Read, Spam/Junk) - who needs a secretary.
Recreation - I used a social network to post that photo of the unusual plane circling and keeping an eye on areas of special interests (both work or pleasure).
You notice I don't mention my wife here - sadly, since 2013, she's been housebound a lot and, having lost her job, she has lost contact with many people. She's found a new circle of friends by opening a Facebook account (she was a real computer-phobe until recently). Now she manages to maintain a social network - renewing contact with people she hasn't seen since her school-days, keeping up to date with what children and grandchildren are doing. She has also been able to keep in touch with a good friend of 20 years who is battling illness and is, herself, housebound a lot as well. With me in work for up to 12 hours a day, my daughter in university and my son constantly connected to his online gaming worlds and.,without her limited digital skills, my wife may be very isolated so, for her, these skills are very liberating indeed.
What technology have I used today?
Mobile phone, tablet computer, PC, laptop, Sky+ receiver, Camera (on my phone),
Do these all work the same/
Simply put, 'No'. My phone is Android, my tablet and PC are Windows )Windows 7 and 8), the Sky+ receiver is a bespoke operating system. Let's not forget old faithful, the satnav. It's always there just in case but, to be honest, do I need it? Only in special circumstances - otherwise Google Maps will do.
So what?
Well, without some basic skills and some confidence, I would not have been able to get a lot of today's work done in one day. Indeed, 20 years ago, I had no digital literacy skills and I actually came close to leaving my degree course not because I wasn't bright enough but because I didn't possess the skills and knowledge to use the college computer systems to word process assignments. My life would have been very different today I can tell you.
What is the role of digital literacy in the lives of adults and young people?
Simply put - all of the above and more. Digital literacy skills are needed to carry out a normal working day, we need them to work, rest and play and to stay in contact with people. We need these skills to make us effective workers, responsive to change and, I would argue, a 21st century citizen. Digital literacy skills give us not just the ability to use technology but also the ability to decide what technology is most appropriate given the existing set of circumstances we face. We need these skills to help us to save money (as well as to spend it!). Some need the skills just to maintain contact with the wider world while many of us need them to live. How often do you find yourself in a situation without a phone/internet signal and feeling lost for something to do? If you answer yes to this question, you now understand how important technology and, by extension, digital skills are to your daily life and the role these skills play.
However, all these positives need to be balanced by a few negatives. The growth of the 'always on' or 'on demand' life style that we all experience can breed higher stress levels. It's well known that stress and absence from work go hand in hand
"Stress, including work related stress, can be a significant cause of illness and is known to be linked with high levels of sickness absence, staff turnover and other issues such as more errors."
http://www.hse.gov.uk/stress/furtheradvice/whatisstress.htm
Many people (me included) find it difficult to switch off from work so coping mechanisms need to be learned.
The following graphic really shows the problem we all face on a daily basis - is it really impossible to disconnect from all of these digital technologies?
What we can do is learn to take the wide variety of technologies available and use them effectively.
The global adoption of the technologies and systems identified above mean many users fall victim to cyber bullying. Therefore, education is needed to help ensure people know how to behave online.
Whilst research can be greatly aided by adopting a variety of skills (e.g. using Boolean searches to narrow search results), the very existence of such a huge range of information can result in users failing to see the whole picture - e.g. only seeing one side of an argument - because they just choose the first couple of search results as their only source of information. Acquiring skills to make one a more effective researcher can enhance employability opportunities and,as with some of these other negatives, education and training is key to ensure digital literacy is not just a term but rather a way of life.
The following Digital Citizenship infographic really helps identify some of the problems:
Digital Footprints
However, digital citizenship is not the only issue we need to think about here. Wherever we go on our digital travels, we leave behind traces of our journey - this is known as our digital footprint. With the massive rise in use of social media, users need to be aware of the far-reaching effects of their digital lives. Often employers request to see job applicants' online profiles to ensure that they are not engaged in any activities that may call into question the individual's ethical values or, indeed, put the potential employer in an embarrassing/compromising position. Users must be aware that just 'liking' someone else's post/picture, can be construed in a negative light by people they haven't even met or have links with.
Summary
So, the role of digital
literacy in the lives of adults and young people is, essentially, only
quantifiable if one actually scrutinises each person’s daily routine. It’s very
difficult to make a general statement about what role digital literacy plays in
a person’s life without first identifying what they actually do.
Wednesday, 8 July 2015
The impact of not being digitally literate on adults and young people
In true Computer Geek style, "Hello World"!
This blog entry has been written as part of my work towards a Digital Literacy Practitioner Qualification and, whilst it is primarily aimed at satisfying one assessment, it has served to make me look at my own definition of digital literacy and why it is so critical to every single child, young person and adult today.
Our cohort's Padlet page looked like this:
Clearly this shows many similarities between sub-groups - let's look at some of them:
Working life
It is clear that employers are demanding more from their employees (and applicants) with digital literacy skills climbing higher on the list of essential criteria in Person Specifications. Virtually all businesses employ some form of digital technology and, therefore, those without the requisite skills and experience will face being almost unemployable or, at best, only employable in low level jobs. Those with limited digital literacy skills who have some limited access to internet services but be unaware of the ways one can use digital technologies to search out new employment opportunities by refining job searches based on existing employment experience. Those without requisite digital skills to secure employment will end up in low paid jobs with very little hope of career progression.
Similarly, those without digital literacy skills are less likely to be making effective use of technology available to them in work. Indeed, as we've seen in earlier assessments, it's not just about using an entire computer store full of technology, it's about using digital skills effectively:
This void in digital skills is highlighted in the 2013 Prince's Trust Digital Literacy Report where these key points are identified:
One in 10 unemployed young people (10%) cannot send their CV online, while more than one in six (17%) believe they would be in work today if they had better computer skills.
A quarter of unemployed young people "dread" filling in online job applications and one in 10 admit they avoid using computers.
Interestingly, far from being Digital Natives, the Report finds that one in ten unemployed youngsters (10%) are embarrassed by their lack of computer skills, while more than one in six (17%) admit they do not apply for jobs which require basic computer skills.
The survey conducted for this report also found that more than one in 10 young people (12%) do not think their computer skills are good enough to use in the job they want, while almost one in five unemployed young people (18%) claim to feel this way
(Source: https://www.princes-trust.org.uk/about_the_trust/what_we_do/research/digital_literacy_research_2013.aspx)
One in 10 unemployed young people (10%) cannot send their CV online, while more than one in six (17%) believe they would be in work today if they had better computer skills.
A quarter of unemployed young people "dread" filling in online job applications and one in 10 admit they avoid using computers.
Interestingly, far from being Digital Natives, the Report finds that one in ten unemployed youngsters (10%) are embarrassed by their lack of computer skills, while more than one in six (17%) admit they do not apply for jobs which require basic computer skills.
The survey conducted for this report also found that more than one in 10 young people (12%) do not think their computer skills are good enough to use in the job they want, while almost one in five unemployed young people (18%) claim to feel this way
(Source: https://www.princes-trust.org.uk/about_the_trust/what_we_do/research/digital_literacy_research_2013.aspx)
Economic impact
Being on low income (as low level jobs invariably offer low-level wages) means that those lucky enough to find employment will be unlikely to have access to a wide range of technologies - often having access to the more basic mobile technology which has no access to the internet. This would mean that they would be unable to access online commerce services (e.g. online shopping, banking and insurance services) this forcing them to continue to source goods and services from traditional high street outlets.
It is widely known that similar products and services can be sourced at greatly discounted prices online.
Indeed, of those living in households earning less than £11.5k per annum, 47% did not use the Internet compared to only 4% of those with an annual income of over £30k (ONS Data 2011)
Of those with internet access,77% are not working - one has to ask is this a chicken and egg situation?
(Source: http://www.litrg.org.uk/Resources/LITRG/Documents/2012/05/digital_exclusion_-_litrg_report.pdf)
People with good ICT skills earn between 3-10 per cent more than people without such skills (Source: Digital Inclusion: Economic and Social Benefits for Individuals 2011 http://api.ning.com/files/j*HJrIewtncmqYidVJWjR5j3XzTGmQAAkzmx15VMUXVh2FmQZIcaJh1B9j4*i3HCXYA28k4IkKL9p0JyokfzIdPgmzYoJeJH/04.DigitalInclusionEconomicandSocialBenefitsforIndividualsandWiderSocietyEnglish.doc accessed 20:46 8th July 2015)
On a wider scale, businesses (which, after all, are run by people) have been found to be lacking in the digital skills department. the Lloyds Bank UK Business Digital Index 2015 found some staggering facts:
- On average, 30% of organisations across the UK lack Basic Digital Skills.
- 23% of SMEs lack Basic Digital Skills, around 1.2 million
- 58% of Charities lack Basic Digital Skills
- SMEs with a high level of digital maturity are more than a third more likely to report an increase in turnover in the past two years compared with those firms that are the least digitally able
- Charities with a high level of digital maturity are twice as likely to report and increase in funding in the past two years
- Three quarters of SMEs (75 per cent) are investing no money at all at in skills.
- Those charities at the lowest end of the digital skills spectrum reported an increase in doubts as to how websites (78 per cent) or social media (83 per cent) could help increase their funding
- Just 13% of organisations use their website for e-commerce
- One-quarter (25%) of all organisations surveyed believe digital is ‘irrelevant’ to them.
Google have highlighted this case study as an example of making full sue of digital skills to develop and grow a business:
"Julie
Deane
founded
The
Cambridge
Satchel
Company
from
her kitchen
table
in
2008
with
capital
of
just
£600.
She
set
up
a
basic website
at
little
cost and
with
no
prior
training.
Within six
months,
her turnover
was
£30,000,
by
year end
£200,000
and
by
2012,
turnover was
over
£1m.
Her
satchels
have
featured
on the
front
cover
of
Vogue and
on
the
catwalks
of
the
biggest
fashion
events
around the
world. Because
her
company
was
Internet
based,
she
could
grow
her shopfront with
low
friction
and
low
risk."
Education and training
Whilst this factor is not explicitly mentioned on the Padlet page, it is evident that those who are not digitally literate would be unlikely to take advantage of the extremely wide range of 'paid for' education, training and e-learning available online. In Wales (as in England), Government cuts have spelled the end to free education for adults. Even shorter courses in FE colleges are now costed beyond the reach of many lower paid workers. This means that those in low-skilled, low-paid jobs often face little prospect of getting out of the low pay/low skill trap.
Those with less developed digital skills are often less likely to be able to make full use of technology to fully research areas of interest fully. Too often we, as educators, see Google and Wikipedia as the sole points of reference for many learners
Inclusion
Our group came up with 'Inclusivity' which we took to mean inclusion within a wide range of groups. For example, the 2012 Digital Exclusions report by the Low Incomes Tax Reform Group and Chartered Institute of Taxation clearly identify some impacts of not having digital literacy skills, these include:
- As the government moves services to self-serve channels, significant numbers of people who are unable to move online, or who are not computer-literate, might miss out on government services.
- People who are digitally excluded are likely to be disproportionately heavy users of government services. Nearly half of those seeking help on tax and tax credit issues do not have access to a computer.
These are just a couple of impacts of not possessing the necessary digital skills to make full use of emerging technologies.
Communicate
Many of us are all too aware of the wide range of methods if communication: Facebook, Twitter, Instagram, WhatsApp, Snapchat, Skype, Text messaging, Phone calls are just a few. However, without the proper digital skills, many younger people have been using these technologies with detriment to themselves or others.
BBC Be Smart 2015 found that:
- Around 1 in 5 admit to placing pressure on others to join in with negative online behaviour (20%)
- Over two thirds had experienced or witnessed some form of online bullying. Girls were far more likely than boys to have personally experienced unkind behaviour with 37% of them being effected by this compared to 27% of boys.
We all see funny comments, pictures and videos (yes I mean those cat videos of course) during our journeys in the digital world. The BBC News website recently reported that a video uncovered by the Sun newspaper shows how irresponsible use of technology can not just cause embarrassment or upset but actually cost more than one person their career.
Young people and adults need a range of digital skills (far more than mentioned here) if they want to survive in this Brave New World that is "Digitopia". I'll leave you with this video that explains briefly some reasons why these skills are important. The video is targeted at Higher Education but is equally relevant to us all:
Here endeth the ramblings.....
Subscribe to:
Posts (Atom)