Natives and Immigrants – How can the improvement of “digital literacy” be actioned

Research is now beginning to question a number of the assumptions in regard to technology within learning, teaching and assessment. Ferreira (2012) observes the desire students place on face to face interaction with peers and lecturers as a contradiction to the current use of educational technologies. (Calvani et al., 2012) study of 14-16 year olds noted that although they illustrate high levels of technical competence they illustrate a distinct lack of higher order application of technology increasingly labelled as “digital literacy”. Digital Natives and Immigrants, terms established by (Prensky, 2001) are comparative terms which could be generally applied to faculty and students in respect to learning and teaching technology. The terms can also be viewed as slightly divisive as natives are assumed to possess advanced digital fluency. Are faculty, who would mostly be defined as digital immigrants, any less digitally fluent? As the conference introduction suggests, technology is now at the heart of teaching and learning rather than supplemental. However, is technology establishing a new educational paradigm or simply replicating established methods? For example, (Lameras et al., 2012) remarks on the lack of research which coherently brings together technology with learning. (Davies, 2011) defines three levels of technology/digital literacy, the third of which is defined as Phronesis – an ability to best use technology according to a situation even if this includes not actually using technology. This interactive workshop will explore the interrelated dilemmas that the use of technology in teaching and learning presents and its implications for academic development. JISC (2014) highlight that discussion surrounding “digital literacy” needs to take place, the workshop discussion will be guided by existing frameworks of digital literacy and primary research conducted by the presenter (JISC, 2014); (Hobbs, 2010)