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Literacy With ICT Learning Groups
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Literacy With ICT Learning Groups

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PD for Literacy with ICT

PD for Literacy with ICT

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  • Transcript

    • 1. Literacy with ICT Today will be the start of a conversation that we will continue over the next year.
    • 2. Literacy with ICT in Southwest Horizon S.D.
      • Implementation Team Nicole Bodin (Melita)
      • Ken Joyal (Deloraine)
      • Kimberly Gordon (Wawanesa)
      • Sherry Hannah (Souris)
      • Janis Williams (Waskada, Deloraine)
      • Greg Thompson (Pierson, Administration)
        • Keith Murray (retired from committee)
      ICT Learning Groups – Grade groups before year end, new learning groups in the fall Individual Training / Support Parent Handbook for Literacy with ICT Monthly articles will be created from areas covered in the handbook to be included in school newsletters. K-8 ICT Literacy Report
    • 3. What do we hope to achieve with this round of ICT Grade Group Meetings? Collect resources to be used as an online resource for SHSD teachers – projects, files, websites Become more familiar with the Literacy with ICT continuum Leading to a collaborative project between schools, globally, between staff (master teachers, new teachers) Sharing successes, plans and projects in ICT An awareness of ICT PD requirements for SHSD staff Reminded about the Literacy with ICT report – mandated for 2008-2009 Promote, support the infusion of ICT into your daily course delivery and design. Create ICT projects or activities that we can use in our classrooms
    • 4. http://www.edu.gov.mb.ca/k12/tech/lict/resources/posters/supporting_skills.pdf http://www.edu.gov.mb.ca/k12/tech/lict/resources/posters/expanding.pdf Literacy with ICT Continuum
    • 5. http://www.edu.gov.mb.ca/k12/tech/lict/resources/posters/continuum.pdf
    • 6. The Big Ideas of the Literacy with ICT Continuum Plan and Questions Gather and Make Sense Cognitive Domain contains descriptors that describe student behaviour within inquiry learning
      • P-3.2 designs own electronic plans
      • (examples: electronic storyboards, outlines, timelines, graphic
      • organizers...)
          • sa2.2 manages electronic files and folders , sa2.3 moves data between applications sc2.3 constructs graphic organizers, tables, spreadsheets, databases, multimedia presentations and/or web pages
      • G-3.1 incorporates new information with prior knowledge and adjusts
      • inquiry strategies
      • G-1.4 collects primary data using electronic devices
      • (examples: digital cameras, email, video cameras, digital audio
      • recorders, digital microscopes, archived original artifacts, online
      • surveys, Global Positioning System [GPS], probeware...)
          • sb1.3 captures digital data (examples: with microphones, digital audio-recording devices, digital cameras, video cameras, GPS, probeware...)
    • 7. Produce to Show Understanding Pr-3.1 designs and creates non-sequential ICT representations (examples: hyperlinked web pages, layered graphic organizers, branching multimedia presentations
      • Pr-1.3 edits electronic work according to established criteria, conventions,
      • and/or standards
      • (examples: text, images, sound, concept maps, multimedia
      • presentations, email, tables, spreadsheets, graphs, video, animation,
      • web pages, wikis, blogs...)
          • sa1.4 prints files (examples: selecting print options such as page range, number of copies, paper tray, fit to page...), sa1.6 inserts hyperlinks to electronic sources, sa1.11 sends and receives text messages and electronic files using rules of etiquette (examples: not typing in all capital letters, filling in subject line...), sa2.1 transfers ICT knowledge to new applications, sc1.3 inserts and edits text, data, images, sound, video, and/or formulas, sc1.4 formats text, images, graphs, and tables using toolbar icons, menu options, and/or keyboard shortcuts, sc1.5 edits text using spell check, dictionary, thesaurus, grammar check, and/or track changes, sc1.6 inserts hyperlinks to electronic sources, sc1.7 formats page layout (examples: margins, tabs, columns, hanging indents, word wrap, header, footer, cells, watermark...), sc2.3 constructs graphic organizers, tables, spreadsheets, databases, multimedia presentations and/or web pages
    • 8. Reflect Communicate
      • C-2.1 discusses information, ideas, and/or electronic work using tools for
      • electronic communication
      • (examples: email, electronic whiteboards, web pages, threaded
      • discussions, videoconferences, chats, instant messages, camera
      • phones, wikis, blogs, podcasts, online whiteboards...)
          • sa1.11 sends and receives text messages and electronic files using rules of etiquette (examples: not typing in all capital letters, filling in subject line...)
      R-3.1 self-monitors learning goals, reflects on the value of ICT to complete learning tasks, and sets personal goals for using ICT to learn
    • 9. Social Implications Ethics and Responsibility Affective Domain contains descriptors that describe student behaviour within areas of attitude and motivation E-2.1 applies school division’s acceptable-use policy for ICT E-1.3 recognizes the need to acknowledge authorship of intellectual property (examples: text, images, data, music, video...) E-1.4 identifies possible health issues associated with using ICT (examples: ergonomic factors, inactivity, carpal tunnel syndrome, repetitive stress injury, eye strain, addictive/obsessive behaviour...) S-1.3 chooses appropriate times and places to use wireless games and/or communication devices (examples: electronic pets/games, iPods, MP3 players, cell phones, PDAs...; at school, on buses, in theatres, in restaurants, in meetings, while driving...)
    • 10. Motivation and Confidence Collaboration Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings (examples: assumes assigned group roles, sets group goals, Solves group productivity issues...) M-2.2 perseveres in working through complex ICT problems using higher level thinking skills (examples: open-mindedness, precision, accuracy...)
    • 11. Gather and Make Sense Research Skills G-2.5 analyzes whether information from media sources has been Manipulated (examples: bogus websites, bogus email, spam, graphs showing selected data...) G-2.1 refines information searches using a variety of media sources
              • sa1.6 navigates between applications, sa1.9 browses the Internet, sa2.4 chooses and uses search engines using own keywords , sa2.5 refines searches using Boolean logic, sa2.6 investigates the currency and/or authorship of electronic sources such as websites, email, CD-ROMs, syndications, blogs, wikis, podcasts, and broadcast media (examples: checking date last modified, analyzing the meta-web information of a URL...)
    • 12. E-1.3 recognizes the need to acknowledge authorship of intellectual property (examples: text, images, data, music, video...) E-2.3 explains consequences of unethical behaviour (examples: cyberbullying, promotion of prejudice and hatred, copyright violations, plagiarism, wilful destruction/manipulation of data, hacking, propagation of viruses, spamming, software piracy, consumer fraud, identity theft...) E-2.2 applies safety guidelines when communicating electronically (examples: email, web pages, threaded discussions, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards...) Ethics and Responsibility
    • 13. Copyright - Citation Research Skills The Big6 Research Technique provides a structure for dealing with research projects. It helps students break down the process into logical steps. Boolean Search Video Evaluate your own work and determine how to improve on it. Identify what students don’t know, and show then mistakes in the connections they have made. Evaluation Make a product to share the learning; a multimedia presentation, oral presentation or written paper It must include a bibliography. Organize information from multiple sources. Using diagrams they have made, students add new information to what they already know. Make an outline. Synthesis Read the source and take notes on the relevant information Students internalize what they have learned and create an original product wtitten in their own words Use of information Find the information, by listing keywords and using books and the internet Organize main ideas and supporting details on a graphic organizer. Location and Access Determine sources of information; evaluate their worth, and how to access the information Use graphic organizers, keywords, symbols, colors and pictures to make nonlinear connections Information Seeking Strategies Define the problem, and write questions to be answered Brainstorm ideas and develop thoughts Task Definition Task for the learner Description of this phase of research
    • 14. Learning Experiences Grade 7-8 http://www.edu.gov.mb.ca/k12/tech/lict/let_me_try/le.html The Big 6 – http://nb.wsd.wednet.edu/lmc/lmc_big6.htm The Big Three http://www.big6.com/kids/K-2.htm Super Three Process http://voicethread.com/#q.b78284.i400423 http://www.big6.com/go/wp-content/2008/03/lmc_march08_40.pdf
    • 15. BLOOM’S REVISED TAXONOMY 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 Understanding (comprehension) Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering (knowledge) Recalling information Recognising, listing, describing, retrieving, naming, finding http://www.apa.org/ed/new_blooms.html Bloom’s Taxonomy (revised)
    • 16. Digital Storytelling Photo Story 3 iMovie PowerPoint Autobiography PSA Travel Video Product Information Company History
    • 17. The Year in Review Instructions The Year in Review Project The Year in Review PPT Student Picture Book Project Project 1 Project 2 Peer Review Teacher Evaluation
    • 18. ICT in your Classroom