Isis Marsh Portfolio Page

About Me

I’ve been teaching dental hygiene for the past two years as an adjunct instructor and practicing clinic hygiene in private practice for the past 25 years. I accepted my first adjunct position in 2019 more out of curiosity to see if teaching would be a good career transition for me. Fast forward two years later and my goal is to continue teaching full-time and contribute to the dental hygiene curriculum. The dental hygiene program is expected to expand its curriculum into an online bachelor’s completion program in the near future, and I would like to be a part of developing it. Depending on the program semester I currently teach dental hygiene clinical instruction I, II, III, IV, dental materials lab, and dental radiology lab. In my spare time I enjoy traveling, bike riding, nature trail walks, puzzles, and spending time with my family.

My Topic and Purpose

The topic of this course is Digital Literacy Skills for Teaching with Technology. The purpose of this course is to show participants how to successfully assess their own skills and incorporate digital technologies into their pedagogical practices.

Scope of Learning Outcomes and Content

This mini-course is intended to have participants:

1. Assess and expand on digital literacy skills

2. Discuss the role of digital literacy in education

3. Analyze various information and communication technologies used in education

3. Develop a Lesson Plan using digital technology

Needs Assessment

Instructional Problem

Digital literacy has become an essential skill for college graduates entering the workforce; yet, a digital literacy gap among higher education instructors hinders the necessary transfer of knowledge from teacher to student. While most postsecondary educators are subject-matter experts in their fields, many lack proficiency in utilizing information and communication technology within their teaching strategies. Faculty at many institutions, with the exception of more recently graduated educators, are generally less acquainted with information and communication technology, and therefore less confident in its use for teaching or fail to recognize the potential technology has for enhancing pedagogy and student learning.

A nationwide survey of four-year public and private colleges found that 40 to 60 percent of instructors utilize administrative technology and are interested in digital learning. Nonetheless, less than half of teachers reportedly utilize any form of digital technology when instructing (Adam-Turner & Burnett, 2018). For educators, digital literacy implies having the skills, attitudes, and knowledge to facilitate learning in a technologically advanced society. Educators should comprise some degree of capability in selecting and utilizing technology to improve and change classroom practices by reasoning critically about why, how, and when to use technology to augment learning and teaching (Hall et al., 2014). According to a study that looked at the techniques and perspectives of students and teachers on digital literacy, teachers preferred to use computers for planning rather than teaching, while 54 percent of students reported using their computers less than one hour for school activities. While research shows that educational institutions advocate for the use of digital technology to promote a more learner-centered approach to teaching, evidence suggests otherwise.

What is to be Learned

Educators will learn about the significance of digital literacy and how to integrate information and communication technology into their teaching methods.

The Learners

The learners are post-secondary educators teaching at inner city community colleges who will most likely be serving a high population of low income, first-generation, and minority learners.

Learner Analysis

Learners who enroll in this course are most likely post-secondary education teachers who are looking to become more proficient in teaching with information and communication by expanding their digital literacy skills . Learners are likely to be just vaguely acquainted with information and communication technology.

Context for Instruction

Course content will be delivered asynchronously and fully online allowing participants to access course content from any remote location with a computer, internet access and a stable connection.

Exploring the Instructional Problem and Solution

The course will lead participants in understanding the concept of digital literacy as it pertains to education, assessing gaps in digital literacy , and developing technological pedagogy for their teaching. Participants will investigate concepts, examine frameworks for utilizing pedagogies with information and communication technologies, and participate in activities that will enable them to create a digital lesson plan.

Goals for this Mini-Course

The main goal of this mini-course is for participants to increase their digital literacy skills in using digital technology for teaching and learning, and to become more confident and proficient in implementing information and communication technologies into classroom lessons.

Analysis of the Learner and Context

The Learners This course is designed for educators seeking to improve their digital literacy skills and who want to learn why, how, and when to implement information and communication technologies to strengthen pedagogy and enrich learning for low income, first-generation, and minority undergraduate students. Teachers from all disciplines are welcome to enroll in this course, since technological pedagogy is applicable to various disciplines and educational institutions. To browse and participate in the course, participants must have access to a computer, a steady internet connection, and basic computing skills.

Performance-Based Objectives

At the conclusion of this mini-course, Learners will be able to:

Original

1. Assess own level of digital literacy

2. Discuss the role of digital literacy in Higher Education

3. Examine and Compare various information and communication technologies used in education

4. Develop a lesson with a teaching strategy that utilizes digital technology

Revised:

1. Assess and expand on current digital literacy skills (Intellectual skill and Cognitive strategy)

2. Explain the role of digital literacy in education (Verbal and Intellectual skill)

3. Analyze various information and communication technologies used in education (Intellectual skill)

3. Create a student-centered lesson using digital technology (Attitude, Intellectual skill and Cognitive strategy)

Task Analysis

Unit 1: Digital Literacy Through readings, viewing videos, and participating in discussions and a self-assessment, participants will be able to:

Define digital literacy
Consider digital literacy in the 21st Century.
Assess digital literacy skills

Unit 2: Technological Pedagogy in Higher Education Through readings, viewing videos, and participating in discussions and reflection, participants will be able to:

Examine differences between traditional learning methodologies and technology enhanced learning
Examine 21st Century pedagogy
Examine how technology, pedagogy, and content bridge to form knowledge

Unit 3: Information and Communication Technology in Education Through readings, viewing videos, a reflection activity, and investigation, participants will be able to:

Define how technology impacts learning and teaching
Analyze various digital technologies developed for teaching and learning
Select an I&C technology to use with a 21st century pedagogy

Unit 4: Integrating Technology into Pedagogy From previous Unit readings, videos, learning activities, and example template participants will be able to:

Develop a lesson integrating an information and communication technology into their teaching strategy

Curriculum Map

Next: Unit 1: Digital Literacy

Course Home Page: Digital Literacy Skills for Teaching with Technology

Unit 1: Digital Literacy

Unit 2: Technological Pedagogy in Higher Education

Unit 3: Information and Communication Technology in Education

Unit 4: Integrating Technology into Pedagogical Practices

References and Resources

Burnett, D. D. (2018). Leadership perspectives of digital learning and digital literacy adoption at rural community colleges. Community College Enterprise.

Hall, R., Atkins, L., & Fraser, J. (2014). Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project. Research in Learning Technology, 22. https://doi.org/10.3402/rlt.v22.21440