- 1. Introduction to this Resource
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Key Questions
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Digital Literacy for Teachers
- 2. About Digital Literacy
- 3: Practice with Digital Literacy in Schools
- 4. Teacher Education and Digital Literacy
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5. Examples of Practice
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5.1 Case Studies in School Settings
- 5.1.1 Case Study 1. Developing Digital Literacies through Movie Making
- 5.1.2 Case Study 2. Using Hand-held Devices to Develop Digital Literacy Skills
- 5.1.3 Case Study 3. 21st Century Show and Tell: Making Instructional Videos
- 5.1.4 Case Study 4. QR codes and OERs across Educational Settings
- 5.1.5 Case Study 5. Developing Digital Literacies in the Early Years
- 5.1.6 Case Study 6. Using Digital Tools to Create Digital Monsters
- 5.1.7 Case Study 7. Digital Reporters at ‘Camp Cardboard’
- 5.1.8 Case Study 8. ‘Bigger Bloom’; Digital Literacy and Creativity
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5.2 Case Studies of Professional Development
- 5.2.1 Case Study 9. Exploring Issues in the Uptake of Digital Literacy Tools
- 5.2.2 Case Study 10. OERs to Promote Good Practice in Schools
- 5.2.3 Case Study 11. Student Reflections on Digital Literacies and Openness within Professional Practice
- 5.2.4 Case Study 12. Supporting digital technologies in initial teacher education for Primary Teachers
- 5.2.5 Case Study 13. ‘Teaching Sheffield’: Exploring Professional Development through Digital Video
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5.1 Case Studies in School Settings
- 6. The Story of DEFT
5.2.1.3 Reflections on Teaching
At the outset, Christine was not clear what was meant by the term digital literacy and her case study was based on the VLE at her school. As a result of the DeFT project, she has encountered a range of digital literacy projects and has been particularly interested in work using iMovie and its use in motivating children. She now feels more confident about how digital literacy can enhance teaching. She has also learnt how it incorporates terms like communication, sharing and collaboration. She feels lucky that a highly developed IT system in her school facilitates the embedding of new methods in the curriculum and provides technical support. Christine feels that IT is becoming an increasingly essential part of her teaching.
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