1. ICT Literacy Instruction and Assessment NH Library Conference Cathy Higgins Office of Educational Technology May 18, 2007

2.  What do the standards say?  What does the research say?  What do NH schools say?

3. What do the standards say?

4. ICT Literacy Standards 1 Develop knowledge of ethical, responsible use of tech tools … Access, manage, integrate, evaluate, and create information within context of core subjects Develop cognitive proficiency in literacy, numeracy, problem solving, decision making, spatial/visual literacy Develop tech proficiency in hardware, software, networking, digital tools Create digital portfolios addressing [NETS-S] and showing ethical responsible use in core areas a) Integrated approach to using 21 st century tools … grades K-12... 2345

5. Standard on Portfolios K – 8 PortfolioHigh School Portfolio  Cumulative from K – 8  Reflects ICT in core contents  Contents assessed by end of 8th grade to determine competency  District decides on rubrics used and who should assess  Build from work in H.S. content courses  May be used to show competency for ½ credit

6. Implementing Portfolios OptionsFolders  Use portable storage  Organize student folders on school server  Build web-based storage  Purchase web-based storage space or software  Other  Science artifacts  Language arts artifacts  Social Studies artifacts  Math artifacts Portfolio Sub-Folder  Choose artifacts  Add reflections  Organize items  Periodically update

8. What does the research say?

9. 21st Century Learning and Information Literacy Breivik, P. S. (2005, Mar/Apr). 21st Century Learning and Information Literacy. In EBSCO (20-27). Change, 37(2). Retrieved April 2, 2006, from EBSCO database. Breivik argued that in our 21st century world, it is critically important for both K-12 and higher education institutions to teach information literacy skills, stating that “it is time for both technology and information literacy skills to be accepted as a core competency to be acquired systematically through all levels of formal learning” (Breivik, 2005, p. 25).

10. More about Breivik … In Breivik’s view, information literacy, seen as critical thinking abilities, is the umbrella literacy encompassing computer literacy, library literacy, media literacy, network literacy, and visual literacy. She reminded the reader that teaching students research and information literacy skills is a responsibility of all faculty in all classrooms, not just in the library environment.

11. BellSouth Study BellSouth. (2003). The Growing Technology Gap Between Schools and Students. BellSouth Corporation, BellSouth Foundation. Retrieved 8 December 2006, from http://www.bellsouthfoundation.org/publications.aspx. http://www.bellsouthfoundation.org/publications.aspx As part of a multi-state technology training program for teachers, the BellSouth Foundation surveyed middle and high school teachers and students regarding the extent to which technology was being integrated into their classrooms. What did they find?

12. BellSouth Study Results  Results published in a report titled “The Growing Technology Gap Between Schools and Students” revealed “vast differences between student and teacher perceptions of instructional technology practices.  While teachers feel they are making dramatic leaps in their ability to harness the power of technology to create stimulating, engaging and challenging learning experiences for students, the students themselves have seen few changes in classroom instruction. What’s more, students revealed that they were hungry for more opportunities to use technology in challenging and meaningful ways in the learning environment” (BellSouth, 2003, p. 1).

13. More about Literacies Leu, D. J., Jr. (2000). Literacy and technology: Deictic consequences for literacy education in an information age. In M. L. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.) Handbook of reading research, volume III (pp. 743-770). Mahway, NJ: Erlbaum. Leu (2000) makes a strong case that literacy instruction should not hold to traditional instructional practices, but should constantly change as new technologies arise. He points out that innovative teachers will always find ways to use the technologies available to them in their classrooms for literacy instruction in creative new ways.

14. More about Literacy Hobbs, R. (2007). Reading the media: Media literacy in high school English. New York: Teachers College Press. Hobbs (2007) echoes this viewpoint, emphasizing that “making informed choices, questioning texts, composing and sharing ideas using various symbol systems, tools, and technologies, and fully engaging in the practices of citizenship – these are key dimensions of literacy in an information age (Hobbs, p. 159)."

15. NH Portfolio Study What do students think about creating digital portfolios? Selected data from a study of NH middle school (8 th grade) students creating digital portfolios (Dissertation draft, Cathy Higgins, 2007)

16. NH Portfolio Study  “It was a lot of fun…. going back and seeing all the hard work I did.”  “I wanted to kind of put my own little kind of style into it…. fun designing the pages and what you put in it…. had a choice on what you wanted to put in it… And it was a lot of fun.”

17. NH Portfolio Study  “… having the layout already for you was a lot of help, and the information, like, organizing your folder before you did anything was really, really helpful.”  “Just like seeing everything that I’ve done in the last, past 4 or 3 years was like kind of like, oh wow, you know, I can’t believe that I’ve done this much stuff.”

18. NH Portfolio Study  “I pretty much put everything into it because … [teacher] told us … like teachers from next year are going to be looking at our portfolio, so I want it to be good, and I think that it’s fun learning how to, like, do new different things with PowerPoint.”

19. NH Portfolio Study  “I think that it’s, it’s a good idea definitely to have us do this now because we can reflect on everything that we’ve done and throughout our whole career, I guess, at [school]. And I hope that we can, like, do it next year maybe, and about what we did that year and then keep going on and on and on until we graduate.”

20. What do NH schools say? - Results from 2006-07 NH School Technology Survey

21. Question #41: Staff Involved Please indicate which staff position and to what extent each staff is involved in the process of updating your instructional program to address these ICT Literacy standards:

22. Question #41: Staff A LotSomeA littleNot at all No response Principal / Ass’t Princ. 113134953439 Library Media Specialist 89121896056 Technology Coordinator 19495351873 Computer Teacher 161692736122 Content Area Teachers 591611013163 Special Ed Staff 121241128087 Other 33262142293

23. Question #45: Assessment  Do you currently assess students’ digital portfolios using an assessment rubric designed for their level? Yes = 46 (includes 3 high schools and 2 elementary schools) No = 125 No response or N/A = 244

24. Question #48  How many 8th grade students in 2005-06 met ICT competency requirements by the end of 8th grade?  7,406 students out of 15,368 (48%)  While 48% currently are known to have met the ICT competency, many schools indicated they do not yet have a way to assess this in order to report it.

25. Question #49: ICT Course Do students in your school take a technology (ICT) literacy course?

26. Question #53: Info/Media Lit  Are Information / Media Literacy skills included within your ICT instructional program?  Yes = 278  No = 122  No response = 15

27. Question #57: Internet Safety Do you provide Internet safety training to students (i.e., NetSmartz, iSafe America, SafeKids, SafeTeens?)  255 = No, we have no program.  21 = iSafe America  63 = NetSmartz  72 = Other: AVP; teacher created (19); Computer Class Discussion/Guest Speakers/DARE (2); Computer Specialists IE training; CyberSmart (2); Disney and safety curriculum; guidance / SAP program; iPrism (2); lessons in the computer lab as well as reviewing rules and teaching safe browsing whenever students are online (3); media Awareness Network—Canada; taught by Media Center Specialist (4); taught in Media Class; Missing Simulation/ Guidance Dept.; Oprah Winfrey Transcript & Internet searches; Part of 9th Grade Literacy; Part of ICT Curriculum (25); part of IT and me; PBS Kids; Safe Teens & Local police pgm; SafeKids; SRO presents to advisories and parents; welcometotheweb.org.uk  18 = No response

28. Contact Information Cathy Higgins Educational Technology Consultant Office of Educational Technology NH Department of Education 101 Pleasant St, Concord, NH 03301 603-271-2453 chiggins@ed.state.nh.us MORE INFO AT www.nheon.org/oet