Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Digital Citizenship: Information, Communication and Media Literacy
1. From Digital Natives to Digital Citizens:
Teaching Digital Citizenship as part of the
School Curriculum
INA SMITH
ANNAMARIE GOOSEN
2. Agenda
Transformation Charter & Ecosystem Approach
Digital Citizenship
Reading & Learning
Information Technology in Research and Communication
Information Technology in Schools
Proposed curriculum integrating Information Literacy,
Computer Literacy, Media Literacy
3. LIS Transformation Charter
Framework of principles and mechanisms for
LIS to contribute to:
◦ Elimination of illiteracy and inequality
◦ Promote information literacy
◦ Building a modern, efficient, equitable library and
information (eco)system
◦ Building an informed and reading nation
4. Access to information
Democratise information
Distribute status, wealth & power
Makes for better people, less dependent
More efficient & effective (productive) workers
More responsive & responsible citizens
Less conflict & disturbances
More developed country, economic growth, job
creation
5. Ecosystem approach
“The ecological approach encourages us to
think of South African LIS in such a way that
where the flows of resources diminish, for
example to school libraries, we will recognise
that because of our interdependence, the
weakness of one component has the
potential to weaken other components.”
10. “Kids not only need to be proficient in how to use digital
technology, becoming savvy coders and prolific ebook
readers, he explains—they also need to deeply, holistically,
and realistically understand how the digital world works
behind the scenes.
They are consuming and seeing so many things online that
they don’t know how to put it into context or how to
evaluate it."
11. “At the same time, "even schools that have called
themselves very technologically advanced haven’t even
begun to explore how they actually teach [about that
technology]," he said. They may hand out iPads or laptops to
students, but such education often stops at the hardware.
"Curriculum is the microcosm of what’s going on in society; I
think that curriculum needs to catch up with the reality."
18. Norms of appropriate, responsible behaviour with regard to
technology use
Digital access for all
Digital consumers doing online business
Digital communication
Digital literacy for searching & processing information
Digital etiquette
Digital Citizenship (1)
19. Digital law (plagiarism, illegal downloads, hacking, creating
and spreading worms, viruses, Trojan Horses, sending spam,
stealing identity)
Digital rights & responsibilities (right to privacy, free speech)
Digital health & wellness (safety, self-care, cyber-bullying)
Digital security (virus protection, back-up’s)
http://www.digitalcitizenship.net/Nine_Elements.html
Digital Citizenship (2)
20. To become an empowered digital citizen, with competency
in various application software tools and the Internet.
To become an effective downloader of content, but also an
uploader of media and a contributor to the world of
knowledge.
To apply self-learning and to continuously grow in terms of
using computer technology as a tool.
Expected Outcomes
21.
22.
23. Adult learners
Prefer sense of self-control, autonomy, self-direction
Learning must be relevant, purposeful, to achieve goals
Time limited
Wealth of knowledge
Results-oriented – expectations met
Potential limitations
Successful if internally motivated
24. Child learners
Other-directed – depend on teachers, parents
Perception of time different
Learn what they are told
Limited experience base
Learn quickly, open to new information & to change views
Expectations less well defined
Externally motivated
45. Information Technology in
Schools
Should be addressed on different levels:
IT Infrastructure
Computer Centre Layout & Management
School Web Page & Social Media
Learning Management System (online)
Policies
Curriculum Content
Assessment
46. IT Infrastructure
Hardware
◦ Desktops/Laptops/Tablets, Printers, Scanners, Digital cameras, Data projectors, Whiteboard or
Digital Visual Presenter
◦ Server & network
◦ External storage devices
◦ Upgrades
◦ Learners & Facilitators
◦ Security
Software
◦ Microsoft Office (Word, Excel, PowerPoint, Paint etc.), Internet & Internet Browser (Chrome)
◦ Licenses
◦ Upgrades
◦ Back-up’s
◦ Digital preservation
51. Computer Centre Layout &
Management
Classes per cycle, per week
30-45 min. periods
Availability for extra research
◦ During school breaks
◦ After school
Internet, MSOffice, other educational
applications
Sell paper, CDs, DVDs, Flash disks, other
Printing costs
52. School web page & Social
Media
“If it’s not on the web, it
doesn’t exist.”
Web page – regularly updated & 24/7 accessible
Social media e.g. Facebook, Blog newsletter: news out quickly
Social media encourages feedback
Marketing & Communication – display window to the world
53.
54.
55. Web page: WordPress (incl. Blog
newsletter)
Facebook: news clips, photos, feedback
Dropbox: sharing of files, storing files
Intranet: storage & preservation of digital
content
Flickr: photos
Google Docs/Forms: where feedback
required
Etc.
63. Curriculum Content
*New* Namibian Information & Communication Curriculum
2016
Grades 4-7 only (private schools Grades 1-7)
Includes Media and Information Literacy, Computer Literacy
etc.
Paint, Word, Excel, PowerPoint, Internet, etc.
64. IC aims to ….
Develop critical thinking and a problem solving attitude
Develop skills to search for and use information through classroom
tasks and assignments
Enhance a lifelong learning attitude through reading
Provide awareness of HIV and AIDS, democratic principles, population
growth, ecological sustainability, ICT, and improvement of quality of life
for all Namibians
Provide the learner with a basic working knowledge of ICT tools, mainly
computer hardware and software
Make the learner aware of the ways in which ICT is used in practical and
school-related situations
65.
66.
67.
68. About the Curriculum (1)
Forward looking, forward thinking
Present trend: convergence of radio, television, Internet,
newspapers, books, digital archives, libraries into one
platform
Holistic approach to Media (incl. Information,
Communication and Computer) Literacy
Cross-curricular themes addressed: environmental learning,
HIV/AIDS, population education, education for human rights
and democracy, information and communication technology
and road safety
69. About the Curriculum (2)
Learner-Centered Education (LCE) Approach - active
participation, contribution, production by learners
Find, critically evaluate, communicate & share information
Active digital citizens – respond to problems/questions &
build a better, just, democratic society
Lifelong learners, always curious - learn new things all the
time
70.
71. Approach
All learners – different skills levels
Each learner unique – adapt
Simplify text where English is the 2nd language
Adapt level of difficulty
Change topic to be more relevant
Rearrange lessons/activities
Adapt existing activities
Add to existing lessons & activities
72. Schools without computer centres – cover theory &
encourage community library visits
Individual, Pair, Group, Class Work – encourage to
collaborate
Engage with other schools – also internationally
Invite experts to do virtual presentations through Skype
90. Support for Educators
User-friendly manuals
Minimum preparation & expertise required
Planning & preparation all in one
E-mail support (response within 24 hours)
Facebook page: new ideas, lessons – to complement existing lessons
Mailing list to share ideas
Downloads http://kidsinthecloud.wordpress.com
Workshops
95. Tips …
Remember that everything is connected
Observe, learn and get ideas from others
Analyse, ask questions, think critical
Explore, experiment, dare, take chances
Follow an agile approach – don’t resist change, but think about
how it can be to the benefit of society in general
Nobody will ever know everything
Learn something new every day!
Change cannot be avoided ….
96. Thank you! Questions?
Ina Smith & Annamarie Goosen
Kids in the Cloud (Pty)Ltd
http://kidsinthecloud.wordpress.com
kidsinthecloud@gmail.com
Notes de l'éditeur
Commissioned by the Department of Arts and Culture (DAC) and the National Council for Library and Information Services (NCLIS)
The starting point was the recognition that, in the information age, access to information is crucial and is a source of wealth and power. Access to information makes for better people, more efficient and effective workers, and more responsive and responsible citizens, and a library’s main role is as a provider of that access.
It should encourage a shift towards thinking about services, rather than functions tied rigidly to typology, e.g. library services for children regardless of setting, so that public libraries might consider ways of delivering services to schools without school libraries.
According to user groups they serve. as soon as the focus shifts from the conventional structural categorisations to the attributes and needs of their user groups (actual and potential), commonalities and inter-dependencies emerge.
The HDI was created to emphasize that people and their capabilities should be the ultimate criteria for assessing the development of a countr
The Human Development Index (HDI) is a composite statistic of life expectancy, education, and income per capitaindicators, which are used to rank countries into four tiers of human development. A country scores higher HDI when the life expectancy (at birth) is higher, the education period and schooling is longer, and the GDP per capita is higher.
For over 40 years now, UNESCO has been celebrating International Literacy Day by reminding the international community that literacy is a human right and the foundation of all learning.
Literacy is a cause for celebration since there are now close to four billion literate people in the world. However, literacy for all – children, youth and adults - is still an unaccomplished goal and an ever moving target.
According to data released by the UNESCO Institute for Statistics, literacy rates for adults and youth continue to rise. Young women aged 15-24 are making the strongest gains, but still lag behind young men. In 2011, 87% of female youth had basic literacy skills, compared to 92% of males. Overall, more than half of countries with data have youth literacy rates of 95% or higher.
Despite these gains, 774 million adults (15 years and older) still cannot read or write – two-thirds of them (493 million) are women. Among youth, 123 million are illiterate of which 76 million are female. Even though the size of the global illiterate population is shrinking, the female proportion has remained virtually steady at 63% to 64%.
A combination of ambitious goals, insufficient and parallel efforts, inadequate resources and strategies, and continued underestimation of the magnitude and complexity of the task accounts for this unmet goal. Lessons learnt over recent decades show that meeting the goal of universal literacy calls not only for more effective efforts but also for renewed political will and for doing things differently at all levels - locally, nationally and internationally.
In South Africa, government has launched the Kha Ri Gude Mass Literacy Campaign in February 2008, with the intention of enabling 4,7 million adults above the age of 15 years to become literate and numerate in one of the eleven official languages. Achieving this goal will enable South Africa to reach its UN: Education For All commitment made at Dakar in 2000 - that of halving the country’s illiteracy rates by 2015.
Initiated and managed by the Department of Education, Kha Ri Gude delivers across all nine provinces in a massive logistical outreach. The campaign enables adult learners to read, write and calculate in their mother tongue in line with the Unit Standards for ABET level 1, and also to learn spoken English.
Globally, there are 50-75 million ‘marginalized’ children who are not enrolled in school. Children whose primary language is not the language of instruction in school are more likely to drop out of school or fail in early grades. Research has shown that children’s first language is the optimal language for literacy and learning throughout primary school (UNESCO, 2008a). In spite of growing evidence and parent demand, many educational systems around the world insist on exclusive use of one or sometimes several privileged languages. This means excluding other languages and with them the children who speak them (Arnold, Bartlett, Gowani, & Merali, 2006).
Classroom is a new tool in Google Apps for Education that helps teachers create and organize assignments quickly, provide feedback efficiently, and easily communicate with their classes. Learn More