1. Manitoba Education, Citizenship and Youth
Project Leader:
Cheryl Prokopanko
Manitoba Education, Citizenship and Youth

2. 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

3. 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

4. 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

5. 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
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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 National Council for Excellence in Critical Thinking Instruction

6. 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)
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

7. 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

8. What are various models for connecting curriculum/learning with ICT?
supplementary
complementary
integrated
infused

9. 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

10. 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

11. 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

12. 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

13. 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
Understanding (comprehension)
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering (knowledge)
Recalling information
Recognising, listing, describing, retrieving, naming, finding

14. 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.

15. 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

16. How do students & teachers assess LwICT?
Anne Davies

17. 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

18. For more information…
Cheryl Prokopanko, Project Leader.
Manitoba Education, Citizenship and Youth Literacy with ICT website: