Senior Years ICT

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Senior Years ICT

• Manitoba Curriculum Framework of Outcomes
• Darryl Gervais

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Information and Communication Technology

• Students learning to
• solve problems
• accomplish tasks
• express creativity

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Why is there a new framework?

• Existing curriculum was old
• Large number of ICT SICs
• SY teachers were asking for outcomes
• Literacy with ICT Across the Curriculum

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Previous Curriculum - Computer

• 1983 - Computer Science 205
• 1984 - Computer Science 305
• 1991 - Computer Applications and Technology 105

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Previous Curriculum - Business

• 1993
• Introductory Keyboarding 15G
• Advanced Keyboarding 25G
• Software Applications 30S
• Word Processing 30G
• Advanced Word Processing 45S

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School Initiated Courses

• Additional work for school staff
• Differences between schools
• Trends across school divisions
• Reflect local needs

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Literacy with ICT
http//www.edu.gov.mb.ca/k12/tech/lict/index.html
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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
  across the curriculum
• all schools will report to parents about the
  development of their childs literacy with ICT

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Literacy with ICT

• Choosing and using ICT responsibly and ethically,
  to support critical and creative thinking about
  information and about communication as citizens
  of the global community

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Literacy with ICT Competencies

• demonstrating critical thinking
• demonstrating creative thinking
• demonstrating ethics and responsibility

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Literacy with ICT Big Ideas

• Plan and Question
• Gather and Make Sense
• Produce to Show Understanding
• Communicate
• Reflect
• Ethics and Responsibility
• Social Implications
• Collaboration
• Motivation and Confidence

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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

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K 8 Timeline

• Continuum Development
• 2004/5 - 16 teachers
• Action Research
• 2005/6 - 200 teachers and school leaders
• Implementation
• All 37 school divisions, reporting to parents
• 2006/7 - 15 teachers targeted
• 2007/8 70 teachers targeted
• 2008/9 100 teachers targeted

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Literacy with ICT vs. ICT Literacy
Literacy with ICT
ICT Literacy
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Literacy with ICT vs. Computer Use
Literacy with ICT
ICT Literacy
Essential Skills Computer Use
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HRSDCComputer Use Complexity Scale
Level 1 Level 2 Level 3 Level 4 Level 5
Basic interaction with computer-controlled equipment Limited to a few basic commands with no knowledge of software requiredLimited number of steps that can be memorized as a sequence No variation in computer use task from one instance to the other Use of several, familiar software features such as the simple formatting of text or a one-dimensional search of a database Software used for a limited number of functions data entry into pre-existing structures conversion of files from one format to another production of letters and memos in standard formats.Software is set up by someone else and used with default values Multiple operations, use of a wide range of software features or options User may be largely responsible for setting-up the software, customizing the interface, and configuring the software and hardware as required Work may be automated by the creation and/or use of macros, templates or scripts Varied, may involve experimentation and problem-solving Complex tasks, may require selecting most appropriate software for the work Multiple operations, extensive use of software functions and features Integrated use of several software packages Manage an existing network. Add/modify user accounts perform routine maintenance and system managementUser may need to access little-used features and options of the software Assessment of information technology needs, selection of appropriate computing and software solutions, and the evaluation of outcomes Tasks which require the expert knowledge of computer software and information technology systems needed to design, write and customize computer programs for specific purposes
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Computer Use Complexity Scale
HRSDCComputer Use Complexity Scale
Level 1 Level 2 Level 3 Level 4 Level 5
Basic interaction with computer-controlled equipment Limited to a few basic commands with no knowledge of software requiredLimited number of steps that can be memorized as a sequence No variation in computer use task from one instance to the other Use of several, familiar software features such as the simple formatting of text or a one-dimensional search of a database Software used for a limited number of functions data entry into pre-existing structures conversion of files from one format to another production of letters and memos in standard formats.Software is set up by someone else and used with default values Multiple operations, use of a wide range of software features or options User may be largely responsible for setting-up the software, customizing the interface, and configuring the software and hardware as required Work may be automated by the creation and/or use of macros, templates or scripts Varied, may involve experimentation and problem-solving Complex tasks, may require selecting most appropriate software for the work Multiple operations, extensive use of software functions and features Integrated use of several software packages Manage an existing network. Add/modify user accounts perform routine maintenance and system managementUser may need to access little-used features and options of the software Assessment of information technology needs, selection of appropriate computing and software solutions, and the evaluation of outcomes Tasks which require the expert knowledge of computer software and information technology systems needed to design, write and customize computer programs for specific purposes
Supporting Skills
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Infusion of ICT

• 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

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Supplementary
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Supplementary
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Complementary
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Complementary
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Integrated
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Integrated
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Infused
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Senior Years Infusion

• In the workplace, ICT is infused throughout the
  activities of the organization. Using ICT is not
  a task separate from all other work.
• In Senior Years, ICT needs to be infused across
  the curriculum.
• Senior Years ICT courses support the infusion of
  ICT across the Senior Years curriculum.

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ICT
learning
infused
supplementary
complementary
integrated
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Challenges

• Professional Development for Teachers
• Personal ICT Literacy/Computer Use
• Personal Literacy with ICT
• Assisting students to become Literate with ICT
• Professional Development for School Leaders
• Personal ICT Literacy/Computer Use
• Personal Literacy with ICT
• Assisting teachers
• Informing and Educating Parents

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Solutions

• Workshops about ICT
• School Divisions
• Teacher Special Area Groups
• Microsoft Teacher Mentor Program
• Support for Teaching Literacy with ICT
• Implementation teams in every school division
• Peer Coaching
• Online information
• Information for Parents
• Online
• Print

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Funding of Schools 2007/2008

• Professional Development Support, 1.3M
• The greater of
• 10 per eligible pupil in K-8 and
• 15,000 per division
• To assist with the training of teachers to
  incorporate ICT and report student outcomes to
  parents

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New ICT Courses

• Reinforce and extend the ICT knowledge, skills
  and attitudes developed in K 8
• Support learning in all courses
• Explore interests

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School Initiated Courses
Technical Vocational Courses
Senior Years Curriculum infused with ICT
9 - 12
Senior Years ICT Courses
K - 8
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New ICT Courses

• Applying ICT 1 2
• Keyboarding
• Print Communications
• Digital Pictures
• Digital Film Making
• Desktop Publishing
• Web Design
• Interactive Websites

• Data Collection and Analysis
• Relational Databases
• 2D Animation
• 3D Modeling
• Broadcast Media
• Interactive Media
• Computer Science

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Applying ICT 1 2 (15F)

• Reinforce and extend the ICT knowledge,
  attitudes, and skills that they have developed in
  K-8, and prepare them for further studies in ICT

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Keyboarding (25S)

• Use touch-keying techniques to improve accuracy
  and speed with a keyboard

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Print Communications (25S)

• Plan and create documents for personal and
  business communications

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Digital Pictures (25S)

• Convey a message through an original digital
  image

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Digital Film Making (25S)

• Tell stories by combining sound, still images,
  moving images, text, graphics, and animation into
  a video product

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Desktop Publishing (35S)

• Plan and create published print documents

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Web Design (35S)

• Design, develop, and publish a simple website

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Interactive Websites (35S)

• Design, develop, and publish a website to display
  and gather data

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Data Collection and Analysis (35S)

• Collect, organize, manipulate and analyze data to
  solve problems

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Relational Databases (35S)

• Plan, create, and use a relational database

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2D Animation (35S)

• Create two-dimensional animations

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3D Modeling (35S)

• Model three-dimensional objects

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Broadcast Media (35S)

• Plan, develop, and broadcast multimedia

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Interactive Media (35S)

• Plan, develop, and publish interactive media
  products

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Computer Science (20S,30S,40S)

• Solve problems, learn and use programming
  languages and techniques

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Implementation timeline

• September 2005 - Computer Science
• September 2008 Senior Years ICT

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Implementation

• School and Division decide
• Which optional courses to offer
• Local prerequisites
• Recognition of prior learning
• Assessment

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Implementation Possibilities

• Stand-alone courses
• Combine ICT courses
• Combine ICT and non-ICT courses
• To support learning in non-ICT courses
• To follow a theme
• To support project based learning
• Challenge for credit

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Stand-alone course
Complementary courses
Combined courses
Infused outcomes
ICT
supplementary
complementary
integrated
infused
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School Initiated Courses (SICs)

• Schools may still submit ICT SICs
• SIC learning outcomes must go beyond the learning
  outcomes in the framework
• At least 50 of the learning outcomes in a SIC
  must be different than the learning outcomes in
  the curriculum framework

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Professional Learning Community

• Forum for discussion and sharing
• http//webct.merlin.mb.ca/webct
• Request access to the community
• Email dgervais_at_gov.mb.ca

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Darryl Gervais

• dgervais_at_gov.mb.ca
• Distance Learning and Information Technologies