Digital Literacy Infused Lessons, Digital Citizenship and Evaluation of My Earlier Technology Infused Lesson

Most lessons that infuse digital literacies and educate about digital citizenship show that there are many generic skills that are passed on to the learners in the process of teaching and learning. As the learners are fully engaged and involved in their own learning, they get to collaborate and share information, they research and get deeper understanding of issues on their own, they build and recreate knowledge to a certain level that depicts higher order thinking, the learners enjoy what they are doing because of the hands-on experience and the challenges they are given chance to resolve on their own with only guidance from the teachers.  In the process of all this, the learners acquire a number of generic skills such as creativity and innovation, social and interpersonal skills, critical thinking and problem solving, communication, a range of digital literacy skills such as knowledge of the basic principles of technology devices, using computer networks, ability to engage in online communities and social networks (developing and acquiring concepts of democracy and global citizenship), ability to search, find, evaluate and capture information, not to mention an understanding of issues that accrue to society that may be raised by digital technologies . It is also easy to do an assessment of the learners during the course of the lesson to know how much each one of them has learnt and how each one of them has responded to collaboration, getting the problem solved, and creating new information. There is a lot to explore a wide variety of topics, including how people find, use, summarize, evaluate, create, and communicate information while using digital technologies. With digital literacy, knowledge and understanding of the applications and implications of the different technologies are included.       
When I review the lessons I prepared earlier in this course using the assessment tools I set in place, I find that this lesson to some extent meets;
·        Equipping learners with the ability to read and deduce information from books, notes, as well as visuals. This has encouraged and fostered critical thinking.
·        Sites were bookmarked for the learners to search for information but still have to be given the website traffic light to help protect them. 
·        The task given required collaboration; they were put in groups to discuss and make presentations.
·        I created and supported by identifying Resource sites as well as providing the digital tools to use in the accomplishment of task.
·        The learners had the necessary skills to accomplish the task. Technology was applied at the Substitution and Augmentation levels of the SAMR.
·        No online collaboration activity between the teacher and the students was carried out but now I know it can be done.
·        The learners are very interested and have the skills to begin with. The rest of the digital skills they will learn along the way since this is a Hands-on learning experience.
·        At the end of the lesson the assessment indicated evaluation of their interpretation and analysis of task, organization and presentation using PowerPoint or Microsoft Word Processor, content, and voice projection.
 I notice that although I infused literacy in my lesson, there are areas that could be improved upon such as online collaboration between teacher and learners, getting the learners to be more involved in searching for information and evaluating information obtained from educational websites, and encouraging the learners to reflect on what they have learnt.