senior years ict manitoba curriculum framework of outcomes darryl gervais

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Senior Years ICT

Manitoba Curriculum Framework of Outcomes

Darryl Gervais

Education, Citizenship and Youth

Information and Communication Technology

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

Why is there a new framework?

• Existing curriculum was old

• Large number of ICT SIC’s

• SY teachers were asking for outcomes

• Literacy with ICT Across the Curriculum

Previous Curriculum - Computer

• 1983 - Computer Science 205

• 1984 - Computer Science 305

• 1991 - Computer Applications and Technology 105

Previous Curriculum - Business

• 1993

• Introductory Keyboarding 15G

• Advanced Keyboarding 25G

• Software Applications 30S

• Word Processing 30G

• Advanced Word Processing 45S

School Initiated Courses

• Additional work for school staff

• Differences between schools

• Trends across school divisions

• Reflect local needs

Literacy with ICT

http://www.edu.gov.mb.ca/k12/tech/lict/index.html

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 child’s literacy with ICT

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

Literacy with ICT Competencies

• demonstrating critical thinking

• demonstrating creative thinking

• demonstrating ethics and responsibility

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

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

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

Literacy with ICT vs. ICT Literacy

Literacy with ICT

ICT Literacy

Literacy with ICT vs. Computer Use

Literacy with ICT

Literacy

Essential Skills

Computer Use

HRSDCComputer Use Complexity Scale

Level 1 Level 2 Level 3 Level 4 Level 5Basic interaction with computer-controlled equipment

Limited to a few basic commands with no knowledge of software required

Limited 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 management

User 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

Computer Use Complexity ScaleLevel 1 Level 2 Level 3 Level 4 Level 5Basic interaction with computer-controlled equipment

Limited to a few basic commands with no knowledge of software required

Limited 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 management

User 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

Literacy with ICT

Computer Science

SY ICT Courses

HRSDCComputer Use Complexity Scale

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

Supplementary

Teaching and Learning

Supplementary

Complementary

Integrated

Infused

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.

supplementary complementary integrated infused

learning

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

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

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

New ICT Courses

• Reinforce and extend the ICT knowledge, skills and attitudes developed in K – 8

• Support learning in all courses

• Explore interests

Senior Years

Curriculum infused with ICT Senior Years

ICT Courses

School Initiated Courses

Technical Vocational Courses

9 - 12

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

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

Keyboarding (25S)

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

Print Communications (25S)

• Plan and create documents for personal and business communications

Digital Pictures (25S)

• Convey a message through an original digital image

Digital Film Making (25S)

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

Desktop Publishing (35S)

• Plan and create published print documents

Web Design (35S)

• Design, develop, and publish a simple website

Interactive Websites (35S)

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

Data Collection and Analysis (35S)

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

Relational Databases (35S)

• Plan, create, and use a relational database

2D Animation (35S)

• Create two-dimensional animations

3D Modeling (35S)

• Model three-dimensional objects

Broadcast Media (35S)

• Plan, develop, and broadcast multimedia

Interactive Media (35S)

• Plan, develop, and publish interactive media products

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

• Solve problems, learn and use programming languages and techniques

Implementation timeline

• September 2005 - Computer Science

• September 2008 – Senior Years ICT

Implementation

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

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

supplementary complementary integrated infused

Stand-alonecourse

Complementarycourses

Combinedcourses

Infusedoutcomes

School Initiated Courses (SICs)

• Schools may still submit ICT SIC’s

• 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

Professional Learning Community

• Forum for discussion and sharing

• http://webct.merlin.mb.ca/webct

• Request access to the community– Email dgervais@gov.mb.ca

Darryl Gervais

dgervais@gov.mb.ca

Distance Learning and Information Technologies

senior years ict manitoba curriculum framework of outcomes darryl gervais

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