Literacy with Information and Communication Technology ICT: A developmental learning continuum - PowerPoint PPT Presentation

Loading...

PPT – Literacy with Information and Communication Technology ICT: A developmental learning continuum PowerPoint presentation | free to view - id: 13a8ac-ZmJjN



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Literacy with Information and Communication Technology ICT: A developmental learning continuum

Description:

Questions to ask starting with the end in mind ... video cameras, GPS devices, blogs, wikis, social networking, social bookmarking, ... – PowerPoint PPT presentation

Number of Views:88
Avg rating:3.0/5.0
Slides: 27
Provided by: Proko8
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Literacy with Information and Communication Technology ICT: A developmental learning continuum


1
Project Leader Cheryl Prokopanko cheryl.prokopank
o_at_gov.mb.ca Manitoba Education, Citizenship and
Youth
http//www.edu.gov.mb.ca/k12/tech/lict/index.html
2
Agenda
  • Questions to ask starting with the end in mind
  • Speaking the same language LwICTliteracy
    with ICT across the curriculum
  • Inquiry model for LwICT how LwICT fits with
    what you are already doing in your
    classroom/school
  • Developmental continuum for LwICT NOT a
    curriculum, NOT a one-size-fits-all approach
  • Assessing LwICT involving students
  • Timelines how LwICT fits with our school plan

3
What are questions to ask about LwICT?
  • What are the most meaningful ways in which ICT
    can be infused into learning environments to
    extend critical and creative thinking?
  • How can teachers use the continuum to plan and
    shape classroom learning experiences that enhance
    literacy with ICT?
  • How can teachers use the continuum to portray an
    accurate image of each students literacy with
    ICT?
  • How can students self-assess and show evidence of
    their literacy with ICT?
  • In what ways do parents want or need to be
    informed of their childs literacy with ICT?
  • In what ways can the Literacy with ICT initiative
    be implemented by school divisions?

4
What is ICT?
  • ICT is an acronym for I nformation and C
    ommunication T echnology
  • ICT is much more than simply computers and Web
    1.0-style communication tools
  • ICT includes cell phones, Blackberries, MP3
    players, digital cameras/video cameras, GPS
    devices, blogs, wikis, social networking, social
    bookmarking, …
  • ICT continues to evolve with Web 2.0 Tim
    OReilly, 2004

5
What is Literacy with ICT ?
  • Literacy with ICT means choosing and using ICT
    responsibly and ethically, to support critical
    and creative thinking about information and about
    communication as citizens of the global
    community.
  • Literacy with ICT includes 3 components

affective domain
supporting skills
cognitive domain
6
What is Critical Thinking? What is Creative
Thinking?
convergent thinking
divergent thinking
  • The Cognitive Domain of the developmental
    continuum for Literacy with ICT contains five big
    ideas that encompass critical creative
    thinking
  • plan and question
  • gather and make sense
  • produce to show understanding
  • communicate
  • reflect

Michael Scriven Richard Paul
http//www.criticalthinking.org/aboutCT/definingCT
.shtml National Council for Excellence in
Critical Thinking Instruction
7
What is Digital Citizenship?
The concept of digital citizenship relates to the
responsible, ethical, and safe use of ICT by
students as members of society and citizens of
the global community.
Everyone has an internal compass, but adults
need to teach children how to find and use it.
(Ribble, Developing Ethical Direction) http//coe.
ksu.edu/digitalcitizenship/
  • The Affective Domain of the developmental
    continuum for Literacy with ICT contains four big
    ideas that encompass digital citizenship
  • ethics and responsibility
  • social implications
  • collaboration
  • motivation and confidence

8
What is ICT Literacy and how is it different
from Literacy with ICT?
ICT literacy is one component of Literacy with
ICT. ICT literacy involves acquiring the
supporting skills needed for students to develop
their literacy with ICT. These supporting skills
are most effectively developed within curricular
context rather than on their own.
  • The Supporting (ICT Literacy) Skills of the
    developmental continuum for Literacy with ICT is
    divided into four categories
  • access and communication skills
  • input/output skills
  • tools and text skills
  • vocabulary

9
What are various models for connecting
curriculum/learning with ICT?
infused
supplementary
complementary
integrated
10
Principles that support LwICT
  • inquiry
  • constructivist learning and teaching
  • higher-level critical creative thinking
  • reaching deeper understanding
  • digital citizenship
  • gradual release of responsibility
  • multiple literacies for the 21st century

11
What is Literacy with ICT Across the Curriculum?
  • Literacy with ICT is NOT a curriculum
    HOWEVER
  • Literacy with ICT is the INQUIRY process WITHIN
    each curriculum

scientific inquiry / design process
problem- solving
inquiry
research
author speaker videographer
historian geographer
mathematician
scientist
constructivist Role(s)
12
Inquiry Model for Literacy with ICT Across the
Curriculum
Plan Question
Communicate
Produce to Show Understanding
Gather Make Sense
Cognitive Domain
13
Range of feelings experienced during Inquiry
Kuhlthau, Carol C. Models of the Stages of the
Information Process
14
What is the developmental learning continuum for
LwICT?
  • The developmental learning continuum for LwICT
    is an assessment tool FOR learning based on
    teacher observation. It describes what teachers
    see and hear students doing as they demonstrate
    their literacy with ICT.
  • The continuum is a moving picture of the journey
    from NOVICE to MASTER for every student K-12 over
    4 snapshots
  • Emerging
  • Developing
  • Transitioning
  • Expanding

15
Which grade levels do LwICT snapshots span?
16
Which learners do the Snapshots target?
17
What are the stages of development in the LwICT
continuum?
  • Cognitive Domain (based on Bloom)
  • Knows Comprehends
  • Analyzes Analyzes
  • Synthesizes Evaluates
  • Affective Domain (based on Krathwhol)
  • Becomes Aware
  • Believes
  • Values
  • Gradual Release of Responsibility from teacher to
    student

18
BLOOMS REVISED TAXONOMY
Blooms Taxonomy (revised)
Creating (synthesis) Generating new ideas,
products, or ways of viewing things Designing,
constructing, planning, producing, inventing.
Evaluating (evaluation) Justifying a decision or
course of action Checking, hypothesising,
critiquing, experimenting, judging
Analysing (analysis) Breaking information into
parts to explore understandings and
relationships Comparing, organising,
deconstructing, interrogating, finding
Applying (application) Using information in
another familiar situation Implementing, carrying
out, using, executing
http//www.apa.org/ed/new_blooms.html
Understanding (comprehension) Explaining ideas or
concepts Interpreting, summarising, paraphrasing,
classifying, explaining
Remembering (knowledge) Recalling
information Recognising, listing, describing,
retrieving, naming, finding
19
Krathwohls Taxonomy (revised)
Krathwohl, D.R., Bloom, B.S., and Masia, B.B.
(1964). Taxonomy of educational objectives
Handbook II Affective domain. New York David
McKay Co.
20
How can students demonstrate their literacy with
ICT?
  • In the Affective Domain, literate students choose
    and use ICT ethically and responsibly to support
    their critical and creative thinking, about
    information and communication, as citizens of the
    global community.
  • Ethics and responsibility
  • Social implications
  • Collaboration
  • Motivation and confidence
  • In the Cognitive Domain, literate students
    develop this literacy through a process of
    inquiry across the curriculum
  • Plan and question
  • Gather and make sense
  • Produce to show understanding
  • Communicate
  • Reflect on their learning

21
How do students teachers assess LwICT?
Anne Davies http//www.annedavies.ca/
22
What is the purpose of the student friendly
version of the continuum?
  • students take ownership of their own assessment
    through student-friendly descriptors

23
On which competencies of student LwICT will
teachers report?
  • Demonstrates critical thinking with ICT
  • Demonstrates creative thinking with ICT
  • Demonstrates ethics and responsibility with ICT

24
Who is involved in developing literacy with ICT?
  • all Manitoba K-8 students are developing their
    literacy with ICT
  • all Manitoba K-8 teachers are providing
    opportunities for their students to develop
    literacy with ICT across the curriculum
  • all Manitoba schools are reporting to parents
    about the development of their childs literacy
    with ICT

25
What are the timelines for LwICT?
  • 2004-05 - a development team composed of 16
    educators with regional and grade level
    representation created the continuum
  • 2005-06 - over 200 Manitoba educators are
    involved in action research on Literacy with ICT
  • every Manitoba school division has an action
    research team of at least one early years
    teacher, one middle years teacher, and one school
    leader, and many teams have consultants and
    additional teachers and school leaders
  • 2006-09 - every Manitoba school division has
    their own implementation team for LwICT (from 3
    to 30 teachers school leaders) to provide
    professional learning and mentoring over a
    three-year implementation

26
For more information…
  • Cheryl Prokopanko, Project Leader.
    cheryl.prokopanko_at_gov.mb.ca
  • Manitoba Education, Citizenship and Youth
    Literacy with ICT website http//www.edu.gov.mb.c
    a/k12/tech/lict/index.html
About PowerShow.com