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RGS 1:1

1. Goals & Outcomes

RGS 1:1 Goals
Be active, critical and responsible citizens of the digital age
Provide purposeful access to digital tools to enhance learning
Provide for self-directed learning, discovering and nurturing talents in the process
Participate in and build inclusive digital communities within and beyond the school














2. Digital Literacies
2.1 Why Digital Literacy?
Literacy Then Literacy Now
Traditionally, literacy has referred to the ability to read, write and be numerate.

The impetus of mastering literacy was to prepare an individual for work in an assembly line context in the 20th century where tasks were well defined and dependent not on skill but on repetition.

Being literate also meant being able to function in a closed system in which knowledge was created, curated, filtered and disseminated by publishing houses, newspapers and libraries.

With the pervasiveness of mobile computing devices, individuals now have access to information on a 24/7 basis.


The go-to place for research is the Internet, not the library. YouTube and not the television is the primary choice for entertainment.

Working on a task involves a collaborative effort using tools such as Google Docs, editing papers real-time whilst having a conversation in a side window to keep track of progress. 

Information and links are shared on social media.

Everyone can publish. The nature of the Internet is such that knowledge is dynamic and organic.

Multiple viewpoints are presented, in multiple modalities.

There are no end points, no last page – related information is always just a link away.

As knowledge itself has been redefined, our students need to be digitally literate.




























2.2 What is Digital Literacy?

A digitally literate individual is one who is able to:
1. Identify and select relevant information sources
2. Follow the flow of information across different modalities
3. Synthesize and curate an information set that can be used as input in an iterative process
4. Evaluate information critically and demonstrate awareness that values and intent are embedded in information sources
5. Collaborate interdependently with others in an iterative process
6. Communicate new knowledge or contribute to existing discourse by leveraging on affordances from singular or multiple platforms

2.3 How we plan to achieve digital literacy: the Digital Literacies Framework

In a 1:1 classroom environment, instruction would be student-centered, collaborative and technology enabled. In this environment, technology would enable students to accomplish tasks that would require:
1. Input – Identifying, compiling and using information obtained from a variety of sources and modalities
2. Process – Assessing the quality of input and working together transforming input into;
3. Output – Creating a physical product or intellectual artifact that communicates a message using (a) relevant format(s).

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