(Minimum 300-500 words):
Extending. Communication of assigned topic within 300-500 words

(Used at least 3 references or sources; use of APA):
Extending. More then 3 references used in APA format.

(Described use of digital literacy in classrooms):
Proficient. Considering definition of digital literacy meets the requirements of this assignment. Could use clarity of purpose of FIPPA compliant application or software. Perhaps consider using the technology offline?

(Addressed some potential consequences of digital use):
Developing. Please provide more clarity about Anishnaabe 7 Teachings any why it applies to this? Vague. Perhaps consider including safety, privacy, personal and social impacts.

(So what? Now what? Communication of ideas):
Proficient. Goes beyond material to address digital literacy in a globalized context and bring into classroom. Classroom project is based on student already having some degree of digital literacy (I assume). Could use some framing so clear to reader

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Original Blog Post

Digital Literacy (DL) was first introduced and defined in the 1990s as, “the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers” (Reyna et al., 2018; as cited in Glister, 1997). As apt a definition this was, the nature of technological advancement required a more ubiquitous explanation. Oudeweetering and Voogt (2018) appear to encompass this by explaining DL as a time and content flexible proficiency with technology while alluding to the importance of habitual, cognitive, attitudinal, and social components. Further research now attempts to dissociate DL into competencies or skills as needed by individuals to navigate globalization and participate effectively in the digital age (Njenga 2018). Concerning future educators then, the elucidation, acquisition, communication, and integration of these 21st century competencies and skills systematically in the classroom, becomes a major challenge (Oudeweetering & Voogt, 2018).

Based on the above information incorporating DL in the classroom brings with it a certain freedom of interpretation and flexibility while educators develop a more systemic curriculum.On that note, to engage students’ curiosity about digital literacies I would plan a group presentation project based on their agreed acquisition and use of a new or existing application or software. First, each group would choose an accepted or FIPPA compliant technology and keep a journal about its use. Afterall, as Nygren et al. (2019) put it so eloquently, “knowledge of perspectives of students enables teachers to link learning with preconceptions in constructive ways.” Secondly, the end presentation would share the technologies operation, properties, strengths, and weaknesses to the class. Assuming different levels of technological savvy, each program could be introduced to describe its basic functions and operation, then allow them to play with the technology in and outside of class. Furthermore, digital discussion and collaboration would be encouraged during project development and hopefully ease the uncertainties of students who are shy or prefer to work alone. Realistically, there are various ways to demonstrate participation and although some are perceived as passive, this is not entirely so (Gourlay, 2015).

Potential consequences for introducing a project like this could vary. First, some students may not be as technologically advanced as others. Perhaps some have limited access to technology or are restricted by some other demographic. Secondly, achieving specific learning objectives related to decolonization or indigenization may be difficult. Although not impossible if relating the project to underlying values, like the Seven Sacred Teachings of the Anishinabe, were included. Third and finally, the variations of technological complexity may lead to unanticipated time requirements.