DIGITAL FLUENCY

To meet the demands of and invent the future workforce, institutions must deepen faculty and students’ intuitive capacity to navigate, collaborate, and create in digital spaces, as well as develop an understanding of their responsibilities as global digital citizens.

  • Foster experiences where learners create rather than consume knowledge is needed to prepare students for workforce demands, equipping them with skills in critical thinking, creative problem-solving, and collaboration. (All Community Partners)
  • Create guidelines or best practices recommendations for developing assignments to foster technology literacy that are not tied to a specific software, tool, or platform. Recommendations for how to develop assignments with the desired technological skills are flexible enough to change as platforms change, so students are not working with outdated tools. (University of Tennessee Libraries)
  • Increase digital fluency, literacy, and citizenship across campus for faculty, staff, and students. (California State University Channel Islands, Teaching & Learning Innovations)
  • Provide a holistic learning experience that helps students become functional, social, critical, and rhetorical users of technology in a modern, global society. (University of Central Florida)
  • Deeply consider to what extent, and by what mechanisms, edtech influences the development of learner/graduate capabilities. In the process, provide clarity about how this is happening within each Community Partner institution. (Curtin University Learning Futures)
  • Develop digital fluency in students that advances uses of technology to create new knowledge, new challenges, and new problems. Students are able to look at a situation fairly from all angles, visualize applications, and create novel answers by maximizing available resources through storytelling, making, visualization, prototyping, and analysis. (Penn State)
  • Create opportunities for students to address pressing societal challenges while enabling them to solve local technology problems impacting them and their peers. (Conestoga College)
  • Focus on the ethics of an individual technology, whether the technology or games themselves promote creativity or passive usage. (University of Ottawa)
  • Foster high-quality lifelong learning experiences through effective implementation of educational technology. (Western Governors University)
  • Equip students with essential 21st century employability skills such as independent learning, clear and confident communication, technology competence, and teamwork. (Taylor’s University)
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