Manitoba Education, Citizenship and Youth Project Leader: Cheryl Prokopanko cheryl.prokopanko@gov.mb.ca 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: affective domain cognitive domain supporting skills

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

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? 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 English Language Arts Mathematics Science Social Studies LwICT Process scientific inquiry / design process problem- solving inquiry research author speaker videographer historian geographer constructivist Role(s) mathematician scientist

Inquiry Model for Literacy with ICT Across the Curriculum Reflect Plan & Question Communicate Produce to Show Understanding Gather & Make Sense Cognitive Domain

Range of feelings experienced during Inquiry question plan gather make sense produce communicate reflect feelings* uncertain optimistic confused frustrated doubtful clarity direction confidence satisfied disappointed *Kuhlthau, Carol C. Models of the Stages of the Information Process

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 ~ pre K to 3 Developing Learner ~ gr 2 to 5 Transitioning Learner ~ gr 4 to 7 Expanding Learner ~ 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 REVISED TAXONOMY Bloom’s 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

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 ‘student-friendly’ 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. cheryl.prokopanko@gov.mb.ca Manitoba Education, Citizenship and Youth Literacy with ICT website: http://www.edu.gov.mb.ca/k12/tech/lict/index.html