Teacher tips: Digital literacy video
[00:00:00] Hello world and welcome to the podcast for educators passionate about computing and digital making. I'm James Robinson, a senior learning manager here at the Raspberry Pi Foundation, and this is the first of our three podcast episodes accompanying the recent issue of the Hello World Magazine. Issue 26 explores digital literacy asking what do we actually mean by that term?
[00:00:21] And how can we best teach the skills that young people need to use digital technologies effectively, safely, and responsibly in the classroom? We are trying something different. This episode, a new format, based on some of the feedback you've kindly shared with us, one thing you asked for were more practical, actionable tips from teachers around the world.
[00:00:40] So here is our first Teacher's Tips episode doing exactly that. We've chatted to three teachers, one who works with preschoolers in Minnesota. One in a rural community in Georgia and one in an all girls high school or secondary school in London, and we ask them to share what they have found helpful to develop their students' [00:01:00] digital literacy skills.
[00:01:01] We hope that hearing their tips will inspire and help you engage your students with computing. Please let us know your thoughts by dropping us an email on podcast@hellowell.cc. Enough from me now over to the teachers to introduce themselves.
[00:01:16] Katie - Intro
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[00:01:16] Katie Dahlman : hi, my name is Katie Dahlman. I am a preschool teacher in, ~um,~ Bloomington, Minnesota. ~I teach preschool, and, blah. Sorry.~
[00:01:22] ~Hi, my name is Katie Dahlman. I teach in the early childhood program in Bloomington, Minnesota, and~ this is my 16th year of teaching in early childhood. Over the past five years, I've had the opportunity to be a digital learning specialist in our early childhood program and really focus on computer science unplugged activities with our four year
[00:01:39] Curt Hitchens: hello everyone. My name is Kurt Hitchens and I am the computer science teacher at Saddle Ridge Elementary and Middle School in Rock Spring, Georgia.
[00:01:47] Halima: I'm Halima Bayat. I work in a Southwest London Catholic girls school. I've been working and teaching for, uh, 20 years I worked as a senior leader I'm currently working as head of department for [00:02:00] digital T levels and head of computing.
[00:02:02] Before we ask them for their tips on how to increase students' digital literacy, we challenge them to give us a line or two on what the term digital literacy means to them.
[00:02:10] ~ ~
[00:02:10] Katie Dahlman : ~preschoolers are surrounded by technology, whether that be at home. Um, even in, in school we have, um, We don't have iPads, um, in our preschool. And so ~think digital literacy. Oh, that's a, that's a good question. I think it goes back to ~that. ~Just having those foundational skills in order to prepare them for being a digital citizen
[00:02:25] Curt Hitchens: What I would say is digital literacy is all about developing the knowledge and skills that are necessary to use technology to solve everyday problems and just complete essential tasks in the workplace.
[00:02:37] Halima - What is Digital Literacy?
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[00:02:37] Halima: So digital literacy to me, it's all about, understanding how the digital world works how technology is used and how it impacts people. ~Um, to me, it's also defined as looking at how to use technology in the correct manner. what you can do with it, how you can make the most out of it. And to me, that is what digital literacy is. . So looking out, for example,~ for example, it involves e safety, involves looking at ethical, moral, social issues. ~thinking about your surroundings, how technology is used and how it impacts people. Um, to me, it's also defined as looking at how to use technology in the correct manner. what you can do with it, how you can make the most out of it. And to me, that is what digital literacy is.~ But most importantly, at the moment, for me, it's all about identifying correct sources. And what might or might not be facts. ~I know that that term of facts has been questioned recently, but it is all about knowing. What you're seeing, and is it right? Is it not?~~
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[00:02:59] Link 2[00:02:59] Halima - Top Tips[00:02:59] Halima 1 - touch typing
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[00:02:59] So what do [00:03:00] today's teachers suggest that you could do to increase the digital literacy of your students? Let's start with Halima in South London with her three tips.
[00:03:07] Halima: My first tip would be get them touch typing, get them to start becoming faster with their fingers on those keyboards because lots of things have become online. Exams in the future could be going online.
[00:03:20] So to me, it's really important to have those skills to touch type so you can be quite fast at generating information and being able to source it because then you'll be faster in your exams, get higher marks, and also you're very fast at getting your job done as well for future careers.
[00:03:36] Halima 2 - gen AI
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[00:03:36] Halima: ~Okay,~ tip number two for me is, use of generative AI. ~There are good, there are bad, ~and I feel it's really important for that digital literacy ~to be able to teach and get young people~ to understand, um, what the good and the bad is. ~I don't think a lot of people also understand the fact of how much energy is produced when One click is made in terms of the use of AI and how that impacts the environment.~
[00:03:46] ~It's all about the environment and technology can help, but also hinder at the same time.~ So there are pros with AI, for example, if you're a special needs, student or somebody who needs a bit more support ~with something,~ you could use AI to ~generate templates. You could use AI to~ generate letters or help you with certain aspects, um, book writing, for example. But there is also the [00:04:00] other side as well. And I don't think a lot of people understand the fact of how much energy is produced ~when One click is made~ in terms of the use of AI and how that impacts the environment.~ I think it's really important to teach young people about the pros and the cons when using that and also teaching them how it could be used because we're going to be using it a lot. So, the fact that education now has to use it, um, the medical world will be using it.~
[00:04:07] ~We're going to be apparently the first people in the UK to be the AI top countries in the world.~ So I think it's really important to be teaching the pros and the cons at school level.
[00:04:13] Halima 3 - lateral reading
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[00:04:13] Halima: My third tip ~for, uh, digital literacy~ would be lateral reading. ~Um, ~I feel that it's really, really important. ~So, So, a topic really to search into. There are lots of YouTube videos out there to teach you about what it is. Um, it teaches you about looking and, um, those that are not fake news. And being able~ to teach young people how to, ~um,~ look for the correct sources and check their sources to make sure that what they are reading, what information they're taking in, ~um,~ is genuine and is not made up. So, um, lateral reading is my third tip. I wouldn't say that I have any of those in a particular order, but I would probably say lateral reading is the most important one, especially in the generation we are living in now and with what is going on in the world.
[00:04:43] So Hal's tips are to get your students touch typing, to encourage the use and conversations around generative AI and to teach them lateral reading, equipping them with the tools to evaluate the credibility of a source from southwest London to northwest Georgia. Now here are Kurt's [00:05:00] three tips for how to develop digital literacy in your classroom.
[00:05:03] Curt Hitchens: So the first tip I would give to teachers ~as far as improving digital literacy in the classroom~ is being very explicit about teaching concepts like. Problem solving and growth mindset.
[00:05:11] ~So, the main things that I try to focus on within my classes are, um, teaching skills like problem solving. ~A lot of, students that come into my class don't have, like, a specific set of steps they can use to go about approaching problems. So I try to be very, very explicit about teaching problem solving. We also, um, try to focus on things like developing a, a growth mindset because Regardless of what we're doing or exploring in terms of digital literacy, none of us are ever going to get it right the very first time. So, , we're trying to get students to change that mindset from, oh, my failures are, you know, a reflection of my lack of success. No, really that's just an opportunity for you to learn and grow and improve. growth mindset, teaching, problem solving process, and um, just, just teaching, uh, perseverance in general I think is a, is a lesson that many students that I deal with on a daily basis just, just, just have to learn and get better at.
[00:05:59] Curt 2 - creation & exploration > consumption
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[00:05:59] Curt Hitchens: The second [00:06:00] tip that I would offer to teachers is. Make sure that you're providing consistent opportunities for creation and exploration within your classes, not just for consumption.~ I know, um, and, and just based on my experience here within my building, um,~ that's where a lot of students experience with technology comes from, is on the consumption side of things. Um, but I really try to emphasize, Exploration, hands on application, learning from mistakes, things along those lines,
[00:06:24] and I think it's helpful to have like some guard rails or some boundaries in terms of, creation or exploration, but I think having that open endedness does allow students, , opportunities to. apply
[00:06:37] knowledge and skills that they've acquired, in maybe some ways that you hadn't necessarily even considered before.
[00:06:42] and I think students in the long run benefit more from that and are able to retain knowledge and skills and apply those in new settings more than they would if they were just kind of sitting back and passively consuming technology.
[00:06:54] ~ So, an example of, I guess, what I would call creation and exploration, right now, I have some elementary students that I am currently kind of introducing micro bit to. So, today, we spent about 50 minutes of our class time just getting familiar with the different parts of the micro bit, and which parts are inputs, which parts are outputs, and then we practiced using things like the LEDs on the front of the micro bit. Um, making sure that students understand that those are outputs. I showed them some different things that could be output through the LEDs. We also looked at some different inputs like, um, the microphone or the A and the B button. Um, so, um, that would be an example of an activity that I would say involves exploration and creation versus just consumption.
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[00:06:54] Curt 3 - seek guidance
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[00:06:54] Curt Hitchens: The third tip ~that I would offer to teachers~ is, Don't hesitate to go out and seek guidance from [00:07:00] other mentor teachers, instructional technology coaches, or, other people you consider experts within your district or your region or your state. Um, for those of us that live in more rural areas, That's, that's just kind of a necessity.
[00:07:14] I know a lot of people, that I work with pretty closely would agree that a lot of times people that live in this kind of setting feel like we're kind of on an island. Basically if we want to explore and learn new things, it's kind of up. To us to kind of pursue that and figure that out on our own. I think over the last several years, I have been able to do a much better job thanks to organizations like Georgia tech and the Georgia department of education of being able to connect with other educators throughout the state, to find those other experts and other mentors that I can call on when I do have questions or I'm trying to implement something new and, and I'm looking for ideas about how to best do that.
[00:07:52] Link 4[00:07:52] Curt - project to develop skills
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[00:07:52] So Kurt's suggestions are to develop problem solving skills and a growth mindset, provide opportunities for open-ended creation and [00:08:00] exploration, and to seek guidance from mentors and organizations. We asked him for an example of something he might do with his students to help those problem solving skills and growth mindset.
[00:08:09] Here's what he said.
[00:08:11] Curt Hitchens: I have some seventh grade students right now. That are working on developing skills and knowledge related to game design. And, this morning uh, I had asked them to focus on designing a game that was going to meet the needs of, an elderly person, a grandmother. one of the things that I really had to push them to start to think about is how do we show empathy for other people, the people that we're designing. a product for, uh, how do we get away from thinking about just what we want and what we need? And, one of the things I had to think about is, well, your grandparents, what are some of the struggles that you see them having when it comes to, technology and how could you incorporate certain features into the game that you're designing that maybe would address the needs of that particular group of people. So I would say opportunities like that [00:09:00] would be prime examples of trying to use growth mindset, trying to develop problem solving and teaching perseverance.
[00:09:06] Link 5[00:09:06] Katie - Top Tips
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[00:09:06] More from Kurtin, a bit and from Halima too. But now over to Katie in Minnesota for her three tips on how to develop digital literacy skills with preschoolers.
[00:09:14] Katie 1 - Why
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[00:09:14] Katie Dahlman : my first tip to increase digital literacy would be to understand the why. Why is it important to teach computer science ~in your district,~ in your school or classroom?
[00:09:25] In my classroom, we embody the why through a lens of these three ideas. Skills. Equity and joy.
[00:09:32] computer science teaches so many transferable skills, whether that be, cognitive skills, which, fosters creative problem solving, creative thinking, helps kids approach challenges through innovative solutions across various disciplines.
[00:09:46] So you can use it in art, music, gym, science. and then it also enhances the social emotional learning through those, um, developing those interpersonal skills through [00:10:00] collaboration and clear communication and problem solving.
[00:10:03] And then. Thinking about, equity, understanding that why, we recognize and want to take action and, , we know that there are underrepresentative individuals in the CS field and so really using computer science as a tool to serve for that so that all students can have the opportunity to develop those skills and possibly have future careers in technology.
[00:10:28] And then the last but not least is joy because that is something that computer science just ignites in all kids. Through lots of hands on engaging activities, , they can, solve real world problems, , and really, , have some personal expression.
[00:10:42] Katie 2 - integrate computational thinking skills vocabulary
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[00:10:42] Katie Dahlman : my second tip for, enhancing digital literacy in your classroom is to integrate computational thinking skills vocabulary into your existing curriculum.
[00:10:53] Preschoolers naturally, are engaged in tinkering, we're playing, we're exploring, we're problem solving and [00:11:00] so being really intentional to introduce and connect computational thinking vocabulary into your daily activities is so important.
[00:11:09] Katie Dahlman : We can talk about algorithms. in the form of hand washing or how to do watercolor painting.
[00:11:15] We can, incorporate decomposition into our music study and break down how to make a rainstorm with our body.
[00:11:23] ~ A building study, when we're learning about buildings, we can use collaboration and work with a partner and be able to communicate our ideas and work together ~~
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[00:11:23] Katie 3 - unplugged activities
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[00:11:23] Katie Dahlman : my third tip is redefining technology and starting with unplugged activities. So I'm a preschool teacher and technology doesn't have to be solely around screens or digital devices.
[00:11:37] so we can really think about technology is using tools that have been designed for a specific use. And so with that in mind, tools in preschool like pencils, can also be used for technology for our littlest learners. And they learn problem solving, creativity, and perseverance just through those things. when we have that strong [00:12:00] foundation and use those technology tools at a young age, they can grow and transition to those more complex digital tools as they get older.
[00:12:09] Link 6[00:12:09] [00:12:09] Halima - advice for girls
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[00:12:09] So Katie's top three tips to increase digital literacy with, as she calls them, her littlest learners, is to understand your why, to integrate computational thinking skills and vocabulary into other learning and play, and to explore unplugged activities. We'd love to hear what you think of these suggestions.
[00:12:26] Which of these tips you've heard most appeal to you? What do you do that you think has really helped your students digital literacy? And how would you define digital literacy in the first place? Let us know on email. We podcast@helloworld.cc and hallow world.cc is where to go to read the new issue of the Heller World Magazine.
[00:12:44] And you can read the digital version there for free. And if you'd like a physical copy and you are based in the uk, you can subscribe to have a print copy delivered directly to your door for free as well. We want these teacher tips episodes to be shorter than our longer conversation based podcasts, so I don't want to add [00:13:00] much more.
[00:13:00] However, there were a couple of other great bits in the chats we have with teachers that we think you might want to hear. As you've heard, Halima teaches in a girl's school in South London, so we asked her if there was anything in particular she'd suggest regarding digital literacy skills for girls.
[00:13:15] Halima: ~Due to the fact that I work with the girls, um, in my school, I think it's really important to be teaching the younger generation about, um, that's why I said lateral reading, um, about checking facts and knowing what's around them. Girls specifically, um, are very pro from research that has been made and stats that can easily be led with information and want to generate and be using technology. Um, ~I know there's always been this idea~ hindered~ that boys tend to use technology more than girls, but actually we have seen stats showing that those gaps have been closing. ~Um,~ Um, so it's really important teach young generation girls um, about checking facts and knowing what's around them. ~ what's out there and what the what power it gives you.~ But them to be careful with what they publish and what they do, because ~it can result in you going back and regretting what you have, as it could,~ it may not support your ~further career,~ future career, or your education.
[00:13:38] ~So I think it's really, really important to be talking about technology, but also encouraging those young girls to use that technology, especially those that come from. diverse backgrounds and those that have special needs. There is a place for them and I feel that technology creates that. And it's about educating those young people to know you have a place, um, in this world through technology~
[00:13:38] ~as a job and in the real world as well, of course. Um, but sometimes it requires someone to create that and it's about that creativity that we need to be teaching in the room and not just On use of laptops and so on, and I feel that's the most important part for me when teaching young girls that look, you are known, there is something for everybody there, um, and you need to understand know what your limits are, what they're not gonna, what limits there are not there, and how you can break that barrier to be somebody that, that needs to exist.~
[00:13:38] Greg: ~And that's a lovely point. Is there anything there that you feel is particularly specific for girls versus young people in general?~
[00:13:38] Halima: ~Um, I do believe it is, I mean, a lot of the things I do see, um, let me rephrase that and say, is there anything there for my younger student, for females that, um, that is quite important? Um, yes, I do feel it is important because, um, for a long time there has been quite a lot of ba uh, barriers that have. been there for females and we have fought those rights and, and I've come in a very, um, important stage now of our society in our digital age, shall I say. Um, and it's really important for the girls to know what that is and how it is. I do find in my classrooms, you know, you, when I walk around or I catch the buses, there is a lot of talk about social media that seems to be a big impact of the girls. Girls seem to want to copy and mimic what those influencers. influence are doing. Hence, that's why they're influencers. ~And I feel for girls specifically, it is very important to be making note about these influencers because they are very influenced quite quickly. I~ ~~I find that the girls, and I say this only from my experience because we have a boys college we are associated with, but I don't find the boys tend to be influenced by what they see, what is said, and what is told compared to what the girls do when there are messages coming through.~
[00:13:46] ~So if there's a text message or something, it's taken quite literally, I feel, by females a lot of the time. Whereas the males may not. And that's why it's really important to get them to understand. I'm going back and drawing back to my tips as well about what fax is, what AI can do, how it's generated.~
[00:13:46] ~Because if they can see the person behind the screen, it can help those students, specifically girls. I don't think they really Think about what they're reading, what they're seeing. They take quite a lot of things personal, gossip for example, and it's important for, especially for the females to understand gossip is gossip, and non facts are non facts, so that it, it can help them to move forward, because ~because sometimes it can mentally affect them, ~uh, ~quite drastically, where they really start to believe that somebody looks like this, or somebody's doing this, ~or there's a message about them that's been posted, and, and it's taken a bit too far, where they feel, you know, mentally it's not supporting. ~So Mental well being is really important, and that's something to teach our younger generation, especially the girls. [00:14:00] And that's why I aim to do not not just stand there as a teacher. I'm a counselor. I feel as well. ~I do lots of other roles within my role as a teacher, and it's about educating them that they're not ignorant to what else is happening around around them or around the world.
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[00:14:05] So I think it's really, really important to be talking about technology, but also encouraging those young girls to use that technology, especially those that come from. diverse backgrounds and those that have special needs. There is a place for them and I feel that technology creates that. And it's about educating those young people to know you have a place,~ um,~ in this world through technology
[00:14:27] Link 7
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[00:14:27] Halima - underpriviledged students
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[00:14:27] Halima also worked with a lot of underprivileged students, so we asked her if she had any particular tips that she could share for engaging them with computing and digital making.
[00:14:35] Halima: ~So, um, I do enjoy one of the parts of myself that, uh, makes me, uh, quite unique is that I do like to work with those students who are underprivileged. I feel it's really, really important to do this, um, especially in our digital sector. And those who don't have access to, um, incredible equipment or technology need to know that there are ways to get there to get that technology in the right way.~
[00:14:35] ~But also. We don't need to completely depend on that in order to get started. ~I feel there's a misconception sometimes with people that I need to have a new phone. I need to have an updated laptop. I need to have this. I'm working with underprivileged students. It's really important for them to know that, they are not different or less compared to those who may have. ~Um, ~more technology. So,~ So, teaching those students are really important. And how do I do this? Um, there are lots of different ways. So,~ So, when they're in school, they do have access to technology. In~ ~~In fact, the school I work with, we do ensure that all our students have a laptop. And that's a start for us. Those students who are underprivileged, they don't have to be on any scheme.~
[00:14:56] ~They are just literally given a laptop. Um, and it's about us teaching how they can maximise and make the most of their, their learning. So there are lots of things, tools on there in itself. Um, we're a Microsoft school, so things like the reader can help them change things into a different language, um, really supports them. Um, so you don't need to have high tech equipment. And I find working with under, uh, underprivileged students They are very creative. They have a lot of things that they can bring to you. So, I live in the UK. I've been born in the UK. There are lots of things I've learned from the UK, but I don't know everything from everywhere around the world.~
[00:14:56] ~Some of these students do have families. They may not have been born in the UK, and what they bring to the table is amazing, um, about what they have done in their culture, in their life, um, and bringing that into What they're doing and what they're using, I think is really important. And getting them to then ask the question and think about, well, what is next then? So this is the type of clothing you have, or this is a type of. Things that you know from your community or food. So, how do you think technology could be used in that? What do you think we can do? Um, do you think maybe in the future it could improve or have, and I think it's, it's about questioning and it's those questions and getting them to, um, think in a very conceptual, logical manner, um, can help generate ideas. And it's the thinker that I feel does better and the creative student. rather than the one who doesn't and has everything on hand, but doesn't make the most out of it, if that makes sense. I feel that's, that's the most, that's the key. It's not about having the most expensive thing. It's about thinking about what you're doing and how you're using it. And that's what vulnerable students need to know. And that will be the key to take them up into the future.~
[00:14:56] Greg: ~And if they feel like because they don't have a laptop at home, um, you know, they get one at school, but what if they feel, therefore, that because of this lack of access, technology or computing is not going to be for them in their future? How do you, how do you encourage them to consider it?~
[00:14:56] Halima: ~So, I, for example, I do, um, a lot of work in my area of primary, secondary school. There's a lot of, like, digital, um, Amazon that I've worked with. Um, so, there's a lot of tools and resources out there that I can share with them, but at the same time, access to information, ~
[00:14:56] days when they're not in school, what can they do? There is something always out [00:15:00] there. ~.~
[00:15:00] it's really important for me to know what is around my students area.
[00:15:04] So, I do constantly do research what the libraries are offering, ~the local libraries,~ what free, um, events universities are offering. For example, summer clubs, events where access to robots, for example, ~will be given. Um, underprivileged students, what they don't realize and parents don't understand, it's important to have those parents as a keynote within this, is that, um, there are opportunities available and out there.~
[00:15:15] ~And if I can source and find them, I share them with my students and with the parents so that they can have the same access and be able to learn about it. So days when they're not in school, what can they do? There is something always out there. ~And there are lots of colleges who are, um, working with specially Key Stage 4 students during the summer term, doing a one or a two week program.
[00:15:22] And they have university students come in who are supporting those younger students in knowing about technology.
[00:15:28] Link 8
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[00:15:28] Curt - tips for rural teachers
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[00:15:28] just want to return to Kurt for an additional tip from him, specifically for teachers who work in rural schools like his in Rock Spring, Georgia.
[00:15:35] Curt Hitchens: So for teachers like me that are working in rural districts, I think sometimes, we get too wrapped up in maybe what we don't have in terms of technology, and I think we can teach a lot of the same concepts, without necessarily having to have a specific type of device or number of devices, there are all sorts of really creative, unplugged activities that you can use to help students develop those essential [00:16:00] concepts that hopefully they will be able to apply. with technology when they have access to that.
[00:16:05] And finally, when we were discussing the concept of digital literacy with preschool teacher Katie, she touched on something that we'll be talking about in an upcoming episode.
[00:16:14] Curt Hitchens: ~Um, I know during in our district during covid, one of the issues that we had to how to figure out over how to overcome was the lack of internet access and some of the more remote and isolated, um, areas of our our community. So, um, that that was definitely a challenge that that we had to to navigate during during that difficult time.~~ ~
[00:16:14] ~So, I would say don't, let resources be a limitation. there are ways of of teaching almost any sort of digital literacy or computer science concept, regardless of what devices you have, um, how many devices you have, um, there are many, many ways to, to teach those same concepts using unplugged activities that kind of emphasize the same ideas but don't necessarily require the same level of technology that, that some schools or some school districts may have.~
[00:16:14] Link 9[00:16:14] Katie - modelling for preschoolers
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[00:16:14] Katie Dahlman : ~' ~In early childhood, we have something called ECFE is early childhood family education, and so really talking with families about what digital literacy looks like in their home ~and making a plan for what that looks like, um,~ because we all know ~like~ kids are watching and listening, ~um,~ what their families ~and teachers~ are modeling.
[00:16:32] So if families are on their phones all the time,~ that's, um, ~ They're not getting that connection that they need and so, ~um, ~really talking with families how they can be models in their home, ~um, ~for digital literacy as~ ~~as well as teachers at school to be those models~ and how we intentionally use technology, not just for passive, ~um,~ engagement, but for really active, ~um, ~engagement and for learning.
[00:16:52] Outro
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[00:16:52] Modeling is something that we'll dig into further in our upcoming episode, exploring the Term Digital Natives. I lead a debate with some [00:17:00] brilliant guests discussing whether we should ditch that term and how best to prepare students for their lives as digital citizens. Before that one though, next week's episode discusses the current state of girls engagement in computing.
[00:17:11] In a brilliant conversation between the Res Pi Foundation's Chief Learning Officer, Rachel Arthur. Dr. Jessica Hamer from Kings College London and Becky Patel from Tech Shechem. They'll be discussing the current state of girls engagement in computing and exploring how we can empower more girls in computing through school, university, and into their careers.
[00:17:30] If you prefer to listen to these episodes, rather than watch them here on YouTube, you can subscribe to the hellowell podcast wherever you get your podcasts. That's it for our teacher Tips episode. Hope it's useful, and we hope the hellowell magazine and podcast help you engage and educate young people in computing.
[00:17:46] Bye.