“For the first time in history, we’re preparing kids for a future we can not clearly describe.”

Independent School Educator’s Network

Agenda

1. Activating Event: engaging students in their learning

2. Laying the groundwork: What is Literacy with ICT?• ICT examples• ICT Literacy• Literacy with ICT

3. Literacy with ICT Across the Curriculum: A Developmental Continuum

4. Continuum vs Curriculum: Characteristics of a Continuum

5. Meet the Continuum• Design layout• Reading the Continuum• Snapshots and Student Friendly Version(s)

6. Placemat Activity: Reporting on Student Growth in LwICT

7. Reflections on the afternoon through VoiceThread

 

"You don't buy a drill bit because you want a drill bit; you buy it because you want a hole. You don't buy technology because you want technology; you buy it because you want a more effective school."  -- Doug Johnson - Director of Media and Technology in the Mankato Schools

What is ICT?

What does ICT literate mean?

Literacy with ICT?

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:

cognitive

domain affective

domain supporting

skills

Adapted from: Cheryl Prokopankocheryl.prokopanko@gov.mb.ca

Manitoba Education, Citizenship and Youth

http://www.edu.gov.mb.ca/k12/tech/lict/index.html

What is Literacy with ICT Across the Curriculum?

Literacy with ICT is NOT a curriculum

Literacy with ICT is the INQUIRY process WITHIN each curriculum

Curriculum

English Language

ArtsMathematic

sScience

Social Studies

LwICTProcess

inquiry problem-solving

scientificinquiry /design process

research

What is the difference between a continuum and a curriculum?

Continuum

Curriculum

?

?

?

?

?

What Does It Look Like?

Which learners do the Snapshots target?

Emerging Learner

~ pre K to 3

Developing Learner

~ gr 2 to 5

Transitioning Learner

~ gr 4 to 7

Expanding Learner

~ gr 6 to adult

How do students & teachers assess LwICT?

Anne Davieshttp://www.annedavies.ca/

On which competencies of student LwICT will teachers report?

Demonstrates critical thinking with ICTDemonstrates creative thinking with ICTDemonstrates ethics and responsibility with ICT

Plan & Question

Gather & Make Sense

Produce to Show Understanding

Communicate

Reflect

Ethics & Responsibility

Social Implications

Collaboration

Motivation & Confidence

Growth• measured from a starting point• emphasize improvement as opposed to falling short of some outcome or descriptor

Progress• measured from an end point• in relation to an agreed upon standard• eg: on a snapshot compared to where they are in relation to the desired descriptor

Achievement• measure of a point in time• reports often focus on achievement• LwICT leans more toward Growth and

Progress than Achievement (in all curricula)

Reporting on LwICT

We believe:

That effective integration of Information and Communication Technology (ICT) occurs when it is built in to day-to-day classroom practice to meet curriculum objectives and engage students in inquiry-based learning, collaboration, self-directed learning, complex thinking, and communication outside the classroom through the use of technology.

Due to its nature as an integrated area of study, reporting on a student’s growth in literacy with ICT should not be reported on as a separate subject.

All K-8 classroom teachers are responsible for the development, assessment, and reporting of student literacy with ICT across the curriculum.

Other members of the professional learning community such as resource teachers, teacher-librarians, teacher mentors, and others may be involved as required.

Reporting Protocol:

• Schools are expected to report on the progress of each student’s literacy with ICT a minimum of one time during the school year.

• Formal written reports are to focus on the following three competencies as outlined in Manitoba Education’s Literacy with ICT Across the Curriculum document: • critical thinking with ICT to plan and gather

information• creative thinking with ICT to produce and

communicate information• responsible and ethical behaviours when using ICT

• It may be that all three competencies would not be reported on in the same reporting period. Projects, assignments, and the timing in the school year may lend themselves to focusing on a specific competency. However, all three competencies need to be reported upon by the end of the school year.

 • Formal written reports are to be included in report cards,

and will take the form of anecdotal comments in subject area comments where the integration of ICT has occurred.

 • Performance indicators will not be used to describe a

student’s growth/progress in the three competencies. By its very nature, the LwICT Continuum does not specify outcomes for students.

 

 • Beyond the formal reporting structure, a student’s growth in

literacy with ICT may still be communicated using a wide variety of methods. Examples could include:

• Sharing of student portfolio/work samples.• The use of the student friendly version of the

continuum as a self-assessment tool.• Tri-conference discussions.

What are the Critical Questions?

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?

Resources