Teaching Digital Literacy is something that happens quite a bit in my Financial Algebra class. We are developing the skills to use many finance calculators and tools online. We mesh together the facts we have learned in class and use tools online to see those facts put to the test. An example is when we are learning about how your FICO credit score is determined, we will go to a Web site where we can adjust the number of payments missed, and the time an account has been open, or the total debt on an account and see what happens to the score. We also have looked at what property taxes on a property fund. We take that information and look up tax rates online and determine what a monthly tax (school and property tax) would be for a property owner. As we do these tasks, it is important to be mindful that when we “search” many results will come up, many of them not entirely accurate and some completely false. Being able to KNOW what you are looking for comes with experience of using the tools and that is very rewarding helping the students sift fact from fiction.
I think the 4th revolution was something most teachers got a taste of during the pandemic. We saw how quickly things can change and shift. I find myself using platforms where the students and myself get instant feedback. I use ThinkTech and EdPuzzle in my class weekly, sometimes daily! Having that instant feedback is important as often when a student completes a task, they want to move on and feedback a few days later, they think “yea, alright, got it, what’s next?” I also think it has given us an opportunity to let students create a wide array of products to show off their learning. Students can make videos and annotate existing files and express themselves in seemingly limitless ways.
I think the 4th revolution was something most teachers got a taste of during the pandemic. We saw how quickly things can change and shift. I find myself using platforms where the students and myself get instant feedback. I use ThinkTech and EdPuzzle in my class weekly, sometimes daily! Having that instant feedback is important as often when a student completes a task, they want to move on and feedback a few days later, they think “yea, alright, got it, what’s next?” I also think it has given us an opportunity to let students create a wide array of products to show off their learning. Students can make videos and annotate existing files and express themselves in seemingly limitless ways.