Literacy with Information and Communication Technology (ICT) Cheryl Prokopanko Coordinator : Learning Support & Technology Manitoba Education, Citizenship & Clifford School

What is literacy with ICT (LwICT)? Literacy with ICT is the ability to think critically, creatively, and ethically with Information and Communication Technology (ICT)

Who needs literacy with ICT? all learners all teachers parents citizens workers ME!

Plagiarism, cyberbullying, fraud, identity theft, copyright infringement Every teacher is responsible for developing their students’ literacy with ICT LwICT does NOT ‘belong’ to the computer teacher Consequences of low literacy with ICT

Literacy Skills for the 21 st Century - ask the right questions (KWL) - find & process information - evaluate information & sources - create new information - communicate information

What is ICT ? ICT is more than just computers and keyboarding

What is Literacy with Information and Communication Technologies (ICT)? Critical and Creative Thinking Ethics and Responsibility ICT Literacy

What are critical and creative thinking ? Critical and Creative Thinking Ethics and responsibility ICT literacy Critical and Creative Thinking Critical and Creative Thinking

Why are Ethics and Responsibility important? Our young citizens need to learn how to use ICT in a responsible and safe way, so they and our society won’t be at risk. Critical and Creative Thinking Ethics and responsibility ICT literacy Ethics and Responsibility

What Is ICT Literacy? ICT Literacy, one component of Literacy with ICT, is the ability to demonstrate ICT skills. Critical and Creative Thinking Ethics and responsibility ICT literacy ICT Literacy ICT Literacy

Literacy with ICT Across the Continuum: A Developmental Continuum

Continuum built on 9 Big Ideas A Developmental Continuum Plan and Question Gather and Make Sense Produce to Show Understanding Communicate Reflect Ethics and Responsibility Social Implications Collaboration Motivation and Confidence

Gather and Make Sense Produce to Show Understanding Communicate Reflect Plan and Question A Developmental Continuum Cognitive Domain: First five Big Ideas focus on Critical and Creative thinking Critical and Creative Thinking Critical and Creative Thinking

Ethics and Responsibility Social Implications Collaboration Motivation and Confidence A Developmental Continuum Affective Domain: Four Big Ideas focus on Ethics and Responsibilities Ethics and responsibility Ethics and responsibility

A Developmental Continuum Horizontal Axis - Three Stages Three stages of thinking that follow Bloom’s Taxonomy and Pearson and Gallagher’s “Gradual Release of Responsibility” Model of Explicit Instruction.

Web 1.0 was about companies such as Microsoft ‘Windows’ vs ‘Macintosh’ reading & downloading information accessing other people’s information websites that were difficult to create and maintain technical skills that were important ICT tools that were costly students acting like an audience

Alec. “Typical Teacher Network.” Alec’s Public Gallery. 3 January

Warlick, David. "More on School 2.0." 2 Cent's Worth 27 February 2007.

Web 2.0 is about companies such as Google transparent net-based platforms everyone reading AND writing information websites being easy to create – Blogs/Wikis technical skills being NOT as important bandwidth still being costly students HAVING an audience

Alec. “Networked Teacher.” Alec’s Public Gallery. 3 January

Warlick, David. "More on School 2.0." 2 Cent's Worth 27 February 2007.

Getting to Know Web 2.0 Blogs – WordPress, Blogmeister Wikis – Wikispaces, PBWorks Social Networking – MySpace, FaceBook Photo Sharing – Flickr Video Sharing – YouTube, TeacherTube Social Bookmarking – Del.icio.us, Diigo New Aggregator – RSS Collaborative Office Suite – Google Docs

Three Purposes of Assessment FOR Learning AS Learning OF Learning

Three Purposes of Assessment 1 FOR Learning Designed to give teachers information to modify and differentiate instruction Assessment is frequent, dynamic and responsive to student learning needs

Three Purposes of Assessment 2 AS Learning Process of developing and supporting metacognition (thinking about your own thinking) Focuses on the role of the student as the critical connector between assessment and learning Students self-reflect and monitor their own learning

Three Purposes of Assessment 3 OF Learning Summative in nature Used to confirm what students know and can do Concerned with examining and summarizing the critical sample of evidence that will best reflect achievement

Strategies for Assessing and Communicating Learning Self-and Peer Assessment If assessment for and assessment as learning are to improve the quality of student’s work, then students must also be involved in their own assessment. Blogs

Assessment of Literacy with ICT

For more information check out the LwICT website For more information check out the LwICT website