At the end of this session, you will be able to:
- describe and explain the CDL skills involved in code breaking as they apply to teaching and learning with technology
- distinguish specific code breaking skills required by students and teachers to effectively access familiar and unfamiliar digital resources (D2L, Google docs, Google hangouts, Twitter, blogs, Bitstrips)
- analyze common operations, conventions, navigational mechanisms, stylistics and modalities found in digital resources
- critique and evaluate the affordances and biases of DCT resources to determine their efficacy in the classroom with an eye to digital citizenship, student safety and exceptional learners
- justify teaching and learning about code breaking (operations, conventions, navigation, style, modality) as part of curriculum delivery from a personal and professional stance ((referencing grade, subject, student profile)
TWITTER: If you wish to investigate Twitter, sign up for a professional account or check out the navigation and operations in Twitter that you may not have explored before. Start with this HOW TO video.
SLACK: If you'd like to take a closer look at SLACK as a professional collaboration space, take some time to code break in this digital tool. This 'slack' video may be a great way to get you started.
BLOGGER: This blogging tool is only one of many blogging platforms. Since it is available FREE through your university Gmail account, I suggest you start with this one. If you have already created or worked on blogs before, continue to use what you are already using. Here is the Google Blogger Guide page to get you started.
YOUR CHOICE to explore ONE of these digital spaces to learn more about the explicit and implicit affordances.
How can you teach students to decode digital spaces effectively?
How can you integrate digital literacies into teaching and learning about 'code breaking' when introducing or using web or electronic resources?