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

“For the first time in history, we’re preparing kids for a future we can not clearly describe.”. Independent School Educator’s Network. Agenda. Welcome, introductions, targets for the afternoon Laying the groundwork: What is Literacy with ICT? ICT examples ICT Literacy Literacy with ICT

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

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  1. “For the first time in history, we’re preparing kids for a future we can not clearly describe.” Independent School Educator’s Network

  2. Agenda • Welcome, introductions, targets for the afternoon • Laying the groundwork: What is Literacy with ICT? • ICT examples • ICT Literacy • Literacy with ICT • Literacy with ICT Across the Curriculum: A Developmental Continuum • Continuum vs Curriculum: Characteristics of a Continuum • Meet the Continuum • Design layout • Reading the Continuum • Snapshots and Student Friendly Version(s) • Reporting on Student Growth in LwICT

  3. "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

  4. What is ICT?

  5. What does ICT literate mean?

  6. Literacy with ICT?

  7. 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

  8. Adapted from: Cheryl Prokopanko cheryl.prokopanko@gov.mb.ca Manitoba Education, Citizenship and Youth http://www.edu.gov.mb.ca/k12/tech/lict/index.html

  9. 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 scientific inquiry / design process problem- solving inquiry research

  10. What is the difference between a continuum and a curriculum?

  11. What Does It Look Like?

  12. Which grade levels do LwICT snapshots span?

  13. Emerging Learner ~ pre K to 3 Developing Learner ~ gr 2 to 5 Transitioning Learner ~ gr 4 to 7 Expanding Learner ~ gr 6 to adult Which learners do the Snapshots target?

  14. How do students & teachers assess LwICT? Anne Davies http://www.annedavies.ca/

  15. 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

  16. Critical Thinking Plan & Question Gather & Make Sense Creative Thinking Produce to Show Understanding Communicate Reflect Ethics & Responsibility Ethics & Responsibility Social Implications Collaboration Motivation & Confidence

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

  18. 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

  19. Achievement • measure of a point in time • reports often focus on achievement • LwICT leans more toward Growth and Progress than Achievement (in all curricula)

  20. Reporting on LwICT • Manitoba schools are required to implement Literacy with ICT (Information and Communication Technology) Across the Curriculum for students in Grades K-8 by the end of 2008-2009. 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.

  21. 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?

  22. Resources

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