In my last post I mentioned 'digital literacy', an issue closely associated to the digital divide. However, it is undoubtedly a major issue relating to use of Web 2.0 technologies in education in its own right. Similar to the digital divide, digital literacy is broad in scope, encompassing functional skills, as well as a broad range of other skills for effective use of ICT, including 'critical literacy' and 'network literacy'. Significant use of Web 2.0 in the class room requires both teachers and students to be 'digitally literate'. In particular, teachers (and certainly a number of pre-service teachers in the grad dip ed) may feel that their functional and network digital skills relating to ICT are inadequate (SICTAS 2009). Equally important, and interestingly, many students have major holes in their digital literacy, particularly relating to their ability to appropriately uncover and assess information (MCEECDYA 2010).
On one hand, use of Web 2.0 in education provides an opportunity for teachers and students to improve their digital literacy while reaping many of the other educational benefits they afford. However, poor student digital literacy highlights a need for appropriate and competent guidance if such technologies are to be utilised in learning, and lack of teacher confidence in use of the technology has the potential to form a barrier in providing such guidance (SICTAS 2009). Therefore, generic digital literacy is something that must be addressed, particularly on part of teachers, before Web 2.0 can be effectively utilised in education.
References
1. SICTAS 2009. 'Web 2.0 site blocking in schools', Report.
2. MCEECDYA 2010. 'National Assessment Program -- ICT Literacy Years 6 & 10. Report. 2008, viewed 21 March 2010, http://www.mceecdya.edu.au/verve/_resources/NAP-ICTL_2008_report.pdf
3. Atwell 2007. 'Web 2.0 and the changing ways we are using computers for learning: What are the implications for pedagogy and curriculum?', Article.
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