Transcript Literacy with Information and Communication Technology

Project Leader:
Cheryl Prokopanko
[email protected]
Manitoba Education,
Citizenship and Youth
http://www.edu.gov.mb.ca/k12/tech/lict/index.html
Agenda
• Questions to ask – starting with the end in mind
• Speaking the same ‘language’ – LwICT=literacy 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
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 student’s 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
child’s literacy with ICT?
• In what ways can the Literacy with ICT initiative be
implemented by school divisions?
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 O’Reilly, 2004
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:
What is Critical
Thinking?
convergent thinking
What is Creative
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
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
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
What are various models for connecting
curriculum/learning with ICT?
ICT
learning
supplementary
complementary
integrated
infused
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
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
Curriculum
LwICT
Process
English
Language
Arts
inquiry
Mathematics
Science
problemsolving
scientific
inquiry /
design
process
author
constructivist speaker
mathematician scientist
Role(s)
videographer
Social
Studies
research
historian
geographer
Inquiry Model
for
Literacy with ICT
Across the Curriculum
Reflect
Cognitive Domain
Range of feelings
experienced during Inquiry
inquiry feelings*
question
plan
gather make
produce
communicate
reflect
sense
uncertain
optimistic confused
frustrated
doubtful
clarity direction
confidence
*Kuhlthau, Carol C. Models of the Stages of the Information Process
satisfied
disappointed
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
Which grade levels do LwICT
snapshots span?
Which learners do the Snapshots
target?
Emerging
Learner
Developing
Learner
Transitioning
Learner
Expanding
Learner
~ pre K to 3
~ gr 2 to 5
~ gr 4 to 7
~ gr 6 to adult
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
Bloom’s Taxonomy
Creating (synthesis)
(revised)
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
http://www.apa.org/ed/new_blooms.html
Evaluating (evaluation)
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analysing (analysis)
Breaking information into parts to explore understandings and relationship
Comparing, organising, deconstructing, interrogating, finding
Applying (application)
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding (comprehension)
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering (knowledge)
Recalling information
Recognising, listing, describing, retrieving, naming, finding
Krathwohl’s Taxonomy
(revised)
Values
Believes
Becomes Aware
Krathwohl, D.R., Bloom, B.S., and Masia, B.B. (1964).
Taxonomy of educational objectives: Handbook II: Affective domain. New York: David McKay Co.
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
How do students &
teachers assess LwICT?
Anne Davies
http://www.annedavies.ca/
What is the
purpose of the
‘student friendly’
version of the
continuum?
• students take
ownership of their
own assessment
through ‘studentfriendly’ descriptors
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
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 child’s literacy
with ICT
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
For more information…
Cheryl Prokopanko, Project Leader.
[email protected]
Manitoba Education, Citizenship and
Youth Literacy with ICT website:
http://www.edu.gov.mb.ca/k12/tech/lict/index.html