Case 2 - Ubiquitous Info Access
In this digital age, students have quick and easy access to a plethora of constantly growing sources of information due to the Internet. There are benefits and challenges to having this pool of content readily available. In terms of the classroom, this changes the roles of both the students and teacher and introduces the benefits and challenges in the environment.
In terms of the students, ubiquitous information access allows for greater retrieval of different sources of the desired material. Students have the ability to locate, annotate, and organize information much quicker than if they were to so by hand. However, the ability to access such vast amounts of information allows the student to find misinformation, and if they are unable to determine the difference between what is true and what isn't, it could transfer into their work and understanding of the material.
In terms of the teacher, this access to information allows the teacher to give the student more control over their work, as they will not only have one source of information to pull from. This does, however, mean that the teacher should be able to teach their students how to determine what information is accurate and what is not. This would require the teacher to be digitally literate and understand how the Internet works, as well as how to weed out misinformation themselves.
This access to information relates to the 21st Century skills that are seen as critical to learning development and workplace abilities, such as creativity and critical thinking. In terms of creative thinking, it allows students to access a greater reserve of knowledge that they may not have been able to access otherwise. In terms of creative thinking, it forces the person to think about the information they are collecting and determine its validity.
If a teacher was concerned about how to enhance their teaching with 21st Century skills, one might suggest that they allow their students to access information freely. This would require that the teacher lay down guidelines as to what they are to search for. This allows the teacher to control what the students search for, but also gives the student creative liberty in searching for their information wherever they find best suited. It also requires that the teacher must be digitally literate, as the student would be best off learning how to determine information validity from someone who understands what that entails.
In terms of the students, ubiquitous information access allows for greater retrieval of different sources of the desired material. Students have the ability to locate, annotate, and organize information much quicker than if they were to so by hand. However, the ability to access such vast amounts of information allows the student to find misinformation, and if they are unable to determine the difference between what is true and what isn't, it could transfer into their work and understanding of the material.
In terms of the teacher, this access to information allows the teacher to give the student more control over their work, as they will not only have one source of information to pull from. This does, however, mean that the teacher should be able to teach their students how to determine what information is accurate and what is not. This would require the teacher to be digitally literate and understand how the Internet works, as well as how to weed out misinformation themselves.
This access to information relates to the 21st Century skills that are seen as critical to learning development and workplace abilities, such as creativity and critical thinking. In terms of creative thinking, it allows students to access a greater reserve of knowledge that they may not have been able to access otherwise. In terms of creative thinking, it forces the person to think about the information they are collecting and determine its validity.
If a teacher was concerned about how to enhance their teaching with 21st Century skills, one might suggest that they allow their students to access information freely. This would require that the teacher lay down guidelines as to what they are to search for. This allows the teacher to control what the students search for, but also gives the student creative liberty in searching for their information wherever they find best suited. It also requires that the teacher must be digitally literate, as the student would be best off learning how to determine information validity from someone who understands what that entails.
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