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

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Literacy with Information and Communication
Technology (ICT) A developmental learning
continuum
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• 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

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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.

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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.

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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.

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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

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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

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Which models informed the development of the
continuum?

• Blooms (cognitive) and Krathwhols (affective)
  taxonomies
• Inquiry Model (scientific inquiry /
  problem-solving / managing information, etc.)
• Pearson and Gallaghers Model of Explicit
  Instruction and Gradual Release of Responsibility
  from teacher to student

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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

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Infusion Modelfor learning and ICT
ICT
learning
infused
supplementary
complementary
integrated
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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

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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 students literacy with
  ICT?
• In what ways do parents want or need to be
  informed of their childs literacy with ICT?
• In what ways can the Literacy with ICT initiative
  be implemented by Manitoba school divisions?

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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

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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

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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 childs literacy with ICT

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When is Literacy with ICT being developed and
implemented?

• development - 2004-05
• action research - 2005-06
• implementation - 2006-09