The fourth artifact demonstrates my development in the knowledge of research. I published a review on Jonathan White's book on Digital literacy for FE teachers. FE or Further Education is designed to prepare students academically and for work. Students are trained to demonstrate competencies across subjects, including arts and design, sciences, business, computing, and digital technologies. The FE program also covers vocational training apprenticeships and exposes students to current trends and skills required in their chosen professions. Students graduate from the program with a General Certificate of Secondary Education (GCSE) and Advanced Levels (A-levels). Jonathan White's ten chapters book aims to help FE teachers. It provides resources for training, assessing, coaching, facilitating, and supporting students to build their competencies in digital environments.

 

In my review, I examined White's treatment of digital literacy and his focus on teaching in digital environments. I argued in favour of his discussions on (a) understanding digital needs and advancing digital practice; (b) being critical with digital tools, information, and media; (c) management of digital identity and responsible use of technologies; (d) copyright licensing and ethical use of digital information and media. Moreover, I commented on his expositions on teaching in digital environments. Though, I lauded his position on the pros and cons of didactic, constructivist and connectivists pedagogical approaches in online learning. I argued that he could strengthen his discussions with more research evidence.

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The book was a really good read as I picked up new ideas for my dissertation and teaching. From the author's discussion on teaching in digital environments, I broadened my understanding of how to help learners be more engaged in class, control their learning, develop their creativity, and make more efficient and productive use of their online time. Further, I identified pitfalls in online teaching and assessment through the author's discussions on understanding digital needs and advancing digital practice. I, therefore, modified my proposed dissertation's interview protocol to account for the effects of digital approaches on learners and learning outcomes and how teachers can avoid assumptions on students' technological aptitudes, which could lead to their exclusion from the digital age.

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This page reflected on artifact four, a published review I wrote on Jonathan White's book on Digital literacy for FE teachers. In summary, Jonathan's book puts me in a good position to begin the proposal for my dissertation. I am reviewing Greenstein's (2014) book on assessing 21st-century skills: A guide to evaluating mastery and authentic learning for publication. After reading and reviewing the book, I am optimistic that I will develop more insight into teaching and assessing 21st-century skills, which is the area of my research.

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