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

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

Web 2.0 vs Web 1.0 Web 1.0 was about reading, Web 2.0 is about writing Web 1.0 was about companies, Web 2.0 is about communities Web 1.0 was about HTML, Web 2.0 is about XML Web 1.0 was about home pages, Web 2.0 is about blogs Web 1.0 was about portals, Web 2.0 is about RSS Web 1.0 was about taxonomy, Web 2.0 is about tags Web 1.0 was about wires, Web 2.0 is about wireless Web 1.0 was about owning, Web 2.0 is about sharing Web 1.0 was about Netscape, Web 2.0 is about Google Web 1.0 was about dialup, Web 2.0 is about broadband Web 1.0 was about hardware costs, Web 2.0 is about bandwidth costs

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 Convergent Thinking - Thinking that brings together information focused on solving a problem (especially solving problems that have a single correct solution)the process of using your mind to consider something carefully; "thinking always made him frown"; "she paused for thought“ Methods and techniques brainstorming breaking components into sections for modular analysis keeping a journal freewriting mind and subject mapping great thinking taking time to think art work Asking questions description causality effects identifying importance understanding the parts that comprise the topic types of change present taking stock of known and unknown qualities classification moral classification ************************************************************************************************8 there were two different forms of thinking or ability in play here:   One he called "convergent" thinking, in which the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer. This kind of thinking is particularly appropriate in science, maths and technology. Because of the need for consistency and reliability, this is really the only form of thinking which standardised intelligence tests, (and even national exams) can test The other he termed "divergent" thinking. Here the student's skill is in broadly creative elaboration of ideas prompted by a stimulus, and is more suited to artistic pursuits and study in the humanities. 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 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 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/

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

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