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Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
Coming to a common understanding including reporting
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Coming to a common understanding including reporting

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  1. “For the first time in history, we’re preparing kids for a future we can not clearly describe.”<br />Independent School Educator’s Network<br />
  2. Agenda<br />Activating Event: engaging students in their learning<br />Laying the groundwork: What is Literacy with ICT?<br /><ul><li>ICT examples
  3. ICT Literacy
  4. Literacy with ICT</li></ul>Literacy with ICT Across the Curriculum: A Developmental Continuum<br />Continuum vs Curriculum: Characteristics of a Continuum<br />Meet the Continuum<br /><ul><li> Design layout
  5. Reading the Continuum
  6. Snapshots and Student Friendly Version(s)</li></ul>Placemat Activity: Reporting on Student Growth in LwICT<br />Reflections on the afternoon through VoiceThread<br /> <br />
  7. "You don't buy a drill bit because you want a drill bit; you buy it because you want a hole. You don't buy technology because you want technology; you buy it because you want a more effective school."  <br />-- Doug Johnson - Director of Media and Technology in the Mankato Schools <br />
  8. What is ICT?<br />
  9. What does ICT literate mean?<br />
  10. Literacy with ICT?<br />
  11. What is Literacy with ICT?<br />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.<br />Literacy with ICT includes 3 components:<br />affective<br />domain<br />supporting<br />skills<br />cognitive<br />domain<br />
  12. Adapted from: Cheryl Prokopanko<br />cheryl.prokopanko@gov.mb.ca<br />Manitoba Education, Citizenship and Youth<br />http://www.edu.gov.mb.ca/k12/tech/lict/index.html<br />
  13. What is Literacy with ICT Across the Curriculum?<br />Literacy with ICT is NOT a curriculum<br />Literacy with ICT is the INQUIRY process WITHIN each curriculum<br />scientific<br />inquiry /<br />design <br />process<br />problem-<br />solving<br />inquiry<br />research<br />
  14. What is the difference between a continuum and a curriculum?<br />
  15. What Does It Look Like?<br />
  16. Emerging Learner<br />~ pre K to 3<br />Developing Learner<br />~ gr 2 to 5<br />Transitioning Learner<br />~ gr 4 to 7<br />Expanding Learner<br />~ gr 6 to adult<br />Which learners do the Snapshots target?<br />
  17. How do students & teachers assess LwICT?<br />Anne Davies<br />http://www.annedavies.ca/<br />
  18. On which competencies of student LwICT will teachers report?<br />Demonstrates critical thinking with ICT<br />Demonstrates creative thinking with ICT<br />Demonstrates ethics and responsibility with ICT<br />
  19. Critical Thinking<br />Plan & Question<br />Gather & Make Sense<br />Creative Thinking<br />Produce to Show Understanding<br />Communicate<br />Reflect<br />Ethics & Responsibility<br />Ethics & Responsibility<br />Social Implications<br />Collaboration<br />Motivation & Confidence<br />
  20. Growth<br /><ul><li>measured from a starting point
  21. emphasize improvement as opposed to falling short of some outcome or descriptor</li></li></ul><li>Progress<br /><ul><li>measured from an end point
  22. in relation to an agreed upon standard
  23. eg: on a snapshot compared to where they are in relation to the desired descriptor</li></li></ul><li>Achievement<br /><ul><li>measure of a point in time
  24. reports often focus on achievement
  25. LwICT leans more toward Growth and Progress than Achievement (in all curricula)</li></li></ul><li>What might it look like?<br />
  26. Reporting on LwICT<br />We believe:<br />That effective integration of Information and Communication Technology (ICT) occurs when it is built in to day-to-day classroom practice to meet curriculum objectives and engage students in inquiry-based learning, collaboration, self-directed learning, complex thinking, and communication outside the classroom through the use of technology. <br />Due to its nature as an integrated area of study, reporting on a student’s growth in literacy with ICT should not be reported on as a separate subject. <br />
  27. All K-8 classroom teachers are responsible for the development, assessment, and reporting of student literacy with ICT across the curriculum. <br />Other members of the professional learning community such as resource teachers, teacher-librarians, teacher mentors, and others may be involved as required.<br />
  28. Reporting Protocol:<br /><ul><li>Schools are expected to report on the progress of each student’s literacy with ICT a minimum of one time during the school year.
  29. Formal written reports are to focus on the following three competencies as outlined in Manitoba Education’s Literacy with ICT Across the Curriculum document:
  30. critical thinking with ICT to plan and gather information
  31. creative thinking with ICT to produce and communicate information
  32. responsible and ethical behaviours when using ICT</li></li></ul><li><ul><li>It may be that all three competencies would not be reported on in the same reporting period. Projects, assignments, and the timing in the school year may lend themselves to focusing on a specific competency. However, all three competenciesneed to be reported upon by the end of the school year.</li></ul> <br /><ul><li>Formal written reports are to be included in report cards, and will take the form of anecdotal comments in subject area comments where the integration of ICT has occurred. </li></ul> <br /><ul><li>Performance indicators will not be used to describe a student’s growth/progress in the three competencies. By its very nature, the LwICTContinuum does not specify outcomes for students. </li></ul> <br />
  33.  <br /><ul><li>Beyond the formal reporting structure, a student’s growth in literacy with ICT may still be communicated using a wide variety of methods. </li></ul>Examples could include:<br /><ul><li>Sharing of student portfolio/work samples.
  34. The use of the student friendly version of the continuum as a self-assessment tool.
  35. Tri-conference discussions.</li></li></ul><li>What are the Critical Questions?<br />What are the most meaningful ways in which ICT can be infused into learning environments to extend critical and creative thinking? <br />How can teachers use the continuum to plan and shape classroom learning experiences that enhance literacy with ICT?<br />How can teachers use the continuum to portray an accurate image of each student’s literacy with ICT?<br />How can students self-assess and show evidence of their literacy with ICT?<br />In what ways do parents want or need to be informed of their child’s literacy with ICT?<br />
  36. Resources<br />

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