1. Literacy with Information and Communication Technology (ICT): A developmental learning continuum

2.  “In times of change, the learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists”  Eric Hoffer

3. What is Literacy with Information and Communication Technology (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.

4. What is a developmental learning continuum?  A developmental learning continuum is an assessment tool FOR learning based on teacher observation. It describes what teachers see and hear students doing as they demonstrate their literacy.continuum FOR

5. What is the continuum of Literacy with ICT?  The continuum of Literacy with ICT paints a picture of how students develop their critical and creative thinking skills, in curricular context, and through the ethical and responsible use of ICT.

6. Why develop a continuum rather than another curriculum?  since ICT is not a separate ‘subject’ in K-8, the continuum of Literacy with ICT is designed to be congruent and integrated with existing big ideas in core curricular areas  since the emphasis in K-8 is on curricular content, the role of ICT is to support student learning in English language arts, mathematics, science, and social studies  since the focus is on what students can do, any learner can find his/herself on a continuum, from pre-K students to seniors, from novices to experts, regardless of their grade level

7. How can students demonstrate their literacy with ICT?  Literate students choose and use ICT responsibly to support their critical and creative thinking about textual, numerical, visual, and aural information as citizens of the global community. They develop this literacy through a process of inquiry plan and question gather and make sense produce to show understanding communicate reflect on their learning

8. Which models informed the development of the continuum?  Bloom’s (cognitive) and Krathwhol’s (affective) taxonomies  Inquiry Model (scientific inquiry / problem-solving / managing information, etc.)  Pearson and Gallagher’s Model of Explicit Instruction and Gradual Release of Responsibility from teacher to student

9. Why were these models used to develop the continuum of Literacy with ICT?  teachers have prior knowledge and understanding of the models and taxonomies  research in the last 20 years has shown that the most effective way to develop literacy with ICT is to use models that focus on learning rather than on technology  the pedagogy of Literacy with ICT encourages movement from technology as supplementary to the curriculum to a model that infuses the curriculum with ICT

10. Infusion Model for learning and ICT supplementarycomplementaryintegrated infused ICT learning

11. How might the Literacy with ICT developmental continuum be used for reporting?  as a component of the student report card sent home to parents  to support learners’ conversations around their portfolios at student-led conferences  to engage parents in setting goals and in creating a learning plan at a student-led conference

12. What are the Critical Inquiry Questions driving the Action Research on Literacy with ICT?  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?  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 Manitoba school divisions?

13. Who is involved in the development of and the action research on Literacy with ICT?  a team composed of 16 educators with regional and grade level representation developed the continuum  every Manitoba school division has an action research/divisional implementation team currently participating in the action research  every divisional team has 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

14. What resources are available as divisions engage in the action research & the implementation of Literacy with ICT?  a continuum of Literacy with ICT containing descriptors that capture both cognitive and affective domains  four snapshots representing the continuum in “phases”  a support document for educators outlining promising pedagogical practice  sample learning experiences in ELA, math, social studies, and science demonstrating Literacy with ICT in curricular context  a web site containing an interactive version of the continuum, support document, and other resources  a province-wide community of divisional implementation teams who will support their colleagues and each other in developing Literacy with ICT  a Parent Information Pamphlet on Literacy with ICT

15. Who is involved in developing literacy with ICT?  all K-8 students will develop their literacy with ICT  all K-8 teachers will provide opportunities for their students to develop literacy with ICT in the context of core curriculum  all school divisions will report to parents about the development of their child’s literacy with ICT

16. When is Literacy with ICT being developed and implemented?  development - 2004-05  action research - 2005-06  implementation - 2006-09