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Using technology has taken teachers ability to interact with one another onto a global platform. The challenge is matching up the right audience with the content shared. It follows that extra care is needed when posting to a site where the audience isn't known.
In a world of competing voices, reputations for one's ideas are hard won and easily damaged and are only as good as the last contribution to a body of work. Consequently, professional standing as a teacher is important and can be managed through maintaining the quality of contributions to...
Using technology, like any other human activity, has an impact on the wider environment. Consumption and pollution from how our devices are made, used, and disposed of, is offset by the changes in environmental costs of behaviour changes that come from where and how those devices are used.
Our online identities are the keys that unlock personal, social and commercial accounts and transactions.
They create portraits of ourselves that others can access and by which they will judge us - as friends, colleagues, and potential employees.
We explored the importance of a digital...
The main cause of heightened health risks associated with using technology come from making compromises in the physical arrangements made in accessing devices. They are exacerbated by prolonged periods of concentration that suppresses awareness of time spent in poor posture and without breaks.
Communicating well is a skill in every aspect of life. Learners particularly need to learn how to collaborate and present their learning and accomplishments. Technology can help with making it easier to communicate in terms of its reach and immediacy but can also be a means to misreading what...
When we go online we build up, piece by piece, online identities that can have positive and negative outcomes for our well-being, our sense of self-worth and for our future prospects, all based on how others react and respond to our activity. Each time we contribute to the web, we add to an...
A digital identity is a chosen and created state by which a user presents themselves to the web and all it has to offer. It is defined in the accounts held, the actions, interactions and transactions carried out.
Cyberbullying is generally understood as bullying that takes place over digital devices and uses the web to make the connections. The physical separation makes it easier for actions to be conceived as bullying even when it is unintentional as well as actions that are designed to cause hurt and...
Each time we contribute to the web, in public spaces and in private spaces we share, we leave a trail for others to find.
The modules Digital well-being for all (Part 1) and Digital well-being for all (Part 2) explored how this is done and how we might manage it for the best outcomes.
This module looks at the knowledge and skills you need in order to teach Processing numerical data at Level 1.
This module looks at the knowledge and skills you need in order to teach Working with digital media at Level 1.
This module looks at the knowledge and skills you need in order to teach Creating and editing digital media at Entry Level.
To develop your understanding, skills and confidence to teach competencies in Dealing with technical problems from the Using devices and handling information skills area of the National Standards for Essential Digital Skills (2019).
This module looks at the impact on teaching strategy of learners who bring their own devices. This has implications for users of assistive technology and for those learners who prefer to work on their own devices.
This module explores the range of accessibility assistance, from common mainstream software, apps and tools, through to the specialist or bespoke technology for complex individual needs, and its implications for teaching and learning practice.
This module looks at using technology to support the learning activities of SLDD learners who are working towards living independently.
Planning and developing a sequence of understandable instructions or ordered steps to solve a given problem or perform a specific task is a core skill for education and employment. This module looks at how teachers can support and develop this across a range of subject areas using different...
The way students learn and the skills they need to progress are the same used in class, but they offer new challenges to get the best from the options they present. How learners meet those challenges at the start of a programme and what help is provided for improvement requires thought in initial...
This module explores the use of spoken text through devices such as e-readers and eBooks to overcome barriers to learning for a range of learners, not only those with a sight impairment.
This module looks at the knowledge and skills you need in order to teach Creating and editing documents at Entry Level and Level 1.
This module looks at the means of managing content that has been created and collected by users. It is important to keep content in secure storage and to be able to retrieve it easily by searching.
This module looks at navigating online content to search for and find useful content. It looks at using searches, hyperlinks, menus and other navigation elements to locate required information. This will include how to retain and save useful links to content for future use or for reference. Users...
This module looks at the basic components of personal computing through the use of the various devices, the systems that run on them, setting them up as preferred and keeping them in good order.
This module looks at a broad classification of learning disabilities and the forms of technology that are best suited to overcome the associated challenges to learning.
There are a number of widely available tools to create Augmented Reality learning objects.
These enable you to put together creative and pedagogically effective learning resources that fully exploit the graphical capabilities of digital technology.
This module shows some principles of good practice for creating content that meets the needs of learners with a disability or learning disadvantage.
This module looks at what we mean by content and how teachers can help learners to develop an understanding of the tools and skills they can apply to creating it. It is paired with and followed by the module Independent learners: developing skills for content creation.
Recall doesn't just demonstrate evidence of learning; it is an integral part of the learning process. This module identifies the core elements of recall and revision and looks at the role that technology can play in directing them to improve learning outcomes.