Project Leader: Cheryl Prokopanko cheryl.prokopanko@gov.mb

1. Project Leader: Cheryl Prokopanko cheryl.prokopanko@gov.mb.ca Manitoba Education, Citizenship and Youth http://www.edu.gov.mb.ca/k12/tech/lict/index.html

2. Agenda • Questions to ask – starting with the end in mind • Speaking the same ‘language’ – LwICT=literacy with ICT across the curriculum • Inquiry model for LwICT – how LwICT fits with what you are already doing in your classroom/school • Developmental continuum for LwICT – NOT a curriculum, NOT a one-size-fits-all approach • Assessing LwICT – involving students • Timelines – how LwICT fits with our school plan

3. What are questions to ask about LwICT? • 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? • How can students self-assess and show evidence of their 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 school divisions?

4. 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

5. 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 supporting skills cognitive domain

6. 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 Michael Scriven & Richard Paulhttp://www.criticalthinking.org/aboutCT/definingCT.shtmlNational Council for Excellence in Critical Thinking Instruction

7. 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) http://coe.ksu.edu/digitalcitizenship/ • 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

8. 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

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

10. 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

11. What is Literacy with ICT Across the Curriculum? • Literacy with ICT is NOT a curriculum HOWEVER • Literacy with ICT is the INQUIRY process WITHIN each curriculum scientific inquiry / design process problem- solving inquiry research author speaker videographer historian geographer constructivist Role(s) mathematician scientist

12. Reflect Inquiry Model for Literacy with ICT Across the Curriculum Plan & Question Communicate Produce to Show Understanding Gather & Make Sense Cognitive Domain

13. Range of feelings experienced during Inquiry *Kuhlthau, Carol C. Models of the Stages of the Information Process

14. What is the developmental learning continuum for LwICT? • The developmental learning continuum for LwICT is an assessment tool FORlearning 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

15. Which grade levels do LwICT snapshots span?

16. Emerging Learner ~ pre K to 3 Developing Learner ~ gr 2 to 5 Transitioning Learner ~ gr 4 to 7 Expanding Learner ~ gr 6 to adult Which learners do the Snapshots target?

17. 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

18. 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 http://www.apa.org/ed/new_blooms.html Understanding (comprehension) Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering (knowledge) Recalling information Recognising, listing, describing, retrieving, naming, finding

19. Values Believes Becomes Aware Krathwohl’s Taxonomy (revised) Krathwohl, D.R., Bloom, B.S., and Masia, B.B. (1964). Taxonomy of educational objectives: Handbook II: Affective domain. New York: David McKay Co.

20. 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

21. How do students & teachers assess LwICT? Anne Davies http://www.annedavies.ca/

22. What is the purpose of the ‘student friendly’ version of the continuum? • students take ownership of their own assessment through ‘student-friendly’ descriptors

23. 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

24. Who is involved in developing literacy with ICT? • all Manitoba K-8 students are developing their literacy with ICT • all Manitoba K-8 teachers are providing opportunities for their students to develop literacy with ICT across the curriculum • all Manitoba schools are reporting to parents about the development of their child’s literacy with ICT

25. What are the timelines for LwICT? • 2004-05 - a developmentteam composed of 16 educators with regional and grade level representation created the continuum • 2005-06 - over 200 Manitoba educators are involved in actionresearch on Literacy with ICT • every Manitoba school division has an action research team of 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 • 2006-09 - every Manitoba school division has their own implementationteam for LwICT (from 3 to 30 teachers & school leaders) to provide professional learning and mentoring over a three-year implementation

26. For more information… Cheryl Prokopanko, Project Leader. cheryl.prokopanko@gov.mb.ca Manitoba Education, Citizenship and Youth Literacy with ICT website: http://www.edu.gov.mb.ca/k12/tech/lict/index.html