ict literacy instruction and assessment nh library conference cathy higgins office of educational...
TRANSCRIPT
ICT Literacy
Instruction and Assessment
NH Library Conference
Cathy HigginsOffice of Educational TechnologyMay 18, 2007
What do the standards say? What does the research say? What do NH schools say?
What do the standards say?
ICT Literacy Standards
1
Develop knowledge of ethical, responsible use of tech tools …
Access, manage, integrate, evaluate, and create information within context of core subjects
Develop cognitive proficiency in literacy, numeracy, problem solving, decision making, spatial/visual literacy
Develop tech proficiency in hardware, software, networking, digital tools
Create digital portfolios addressing [NETS-S] and showing ethical responsible use in core areas
a) Integrated approach to using 21st century tools … grades K-12 ...
2 3 4 5
Standard on Portfolios
K – 8 Portfolio High School Portfolio
Cumulative from K – 8 Reflects ICT in core
contents Contents assessed by end
of 8th grade to determine competency
District decides on rubrics used and who should assess
Build from work in H.S. content courses
May be used to show competency for ½ credit
Implementing Portfolios
Options Folders Use portable storage Organize student
folders on school server Build web-based
storage Purchase web-based
storage space or software
Other
Science artifactsLanguage arts artifactsSocial Studies artifactsMath artifacts
Portfolio Sub-FolderChoose artifactsAdd reflectionsOrganize itemsPeriodically update
What does the research say?
21st Century Learning and Information Literacy
Breivik, P. S. (2005, Mar/Apr). 21st Century Learning and Information Literacy. In EBSCO (20-27). Change, 37(2). Retrieved April 2, 2006, from EBSCO database.
Breivik argued that in our 21st century world, it is critically important for both K-12 and higher education institutions to teach information literacy skills, stating that “it is time for both technology and information literacy skills to be accepted as a core competency to be acquired systematically through all levels of formal learning” (Breivik, 2005, p. 25).
More about Breivik …
In Breivik’s view, information literacy, seen as critical thinking abilities, is the umbrella literacy encompassing computer literacy, library literacy, media literacy, network literacy, and visual literacy. She reminded the reader that teaching students research and information literacy skills is a responsibility of all faculty in all classrooms, not just in the library environment.
BellSouth Study
BellSouth. (2003). The Growing Technology Gap Between Schools and Students. BellSouth Corporation, BellSouth Foundation. Retrieved 8 December 2006, from http://www.bellsouthfoundation.org/publications.aspx.
As part of a multi-state technology training program for teachers, the BellSouth Foundation surveyed middle and high school teachers and students regarding the extent to which technology was being integrated into their classrooms. What did they find?
BellSouth Study Results
Results published in a report titled “The Growing Technology Gap Between Schools and Students” revealed “vast differences between student and teacher perceptions of instructional technology practices.
While teachers feel they are making dramatic leaps in their ability to harness the power of technology to create stimulating, engaging and challenging learning experiences for students, the students themselves have seen few changes in classroom instruction. What’s more, students revealed that they were hungry for more opportunities to use technology in challenging and meaningful ways in the learning environment” (BellSouth, 2003, p. 1).
More about Literacies
Leu, D. J., Jr. (2000). Literacy and technology: Deictic consequences for literacy education in an information age. In M. L. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.) Handbook of reading research, volume III (pp. 743-770). Mahway, NJ: Erlbaum.
Leu (2000) makes a strong case that literacy instruction should not hold to traditional instructional practices, but should constantly change as new technologies arise. He points out that innovative teachers will always find ways to use the technologies available to them in their classrooms for literacy instruction in creative new ways.
More about Literacy
Hobbs, R. (2007). Reading the media: Media literacy in high school English. New York: Teachers College Press.
Hobbs (2007) echoes this viewpoint, emphasizing that “making informed choices, questioning texts, composing and sharing ideas using various symbol systems, tools, and technologies, and fully engaging in the practices of citizenship – these are key dimensions of literacy in an information age (Hobbs, p. 159)."
NH Portfolio Study
What do students think about creating digital portfolios?
Selected data from a study of NH middle school (8th grade) students creating digital portfolios
(Dissertation draft, Cathy Higgins, 2007)
NH Portfolio Study
“It was a lot of fun…. going back and seeing all the hard work I did.”
“I wanted to kind of put my own little kind of style into it…. fun designing the pages and what you put in it…. had a choice on what you wanted to put in it… And it was a lot of fun.”
NH Portfolio Study
“… having the layout already for you was a lot of help, and the information, like, organizing your folder before you did anything was really, really helpful.”
“Just like seeing everything that I’ve done in the last, past 4 or 3 years was like kind of like, oh wow, you know, I can’t believe that I’ve done this much stuff.”
NH Portfolio Study
“I pretty much put everything into it because … [teacher] told us … like teachers from next year are going to be looking at our portfolio, so I want it to be good, and I think that it’s fun learning how to, like, do new different things with PowerPoint.”
NH Portfolio Study
“I think that it’s, it’s a good idea definitely to have us do this now because we can reflect on everything that we’ve done and throughout our whole career, I guess, at [school]. And I hope that we can, like, do it next year maybe, and about what we did that year and then keep going on and on and on until we graduate.”
What do NH schools say?
- Results from 2006-07 NH School Technology Survey
Question #41: Staff Involved
0
50
100
150
200
250
300
350
A Lot Some A little Not at all No response
Extent of Involvement
Nu
mb
er
of S
ch
oo
ls
Principal / Assistant Pr.
Library Media Specialist
Technology Coordinator
Computer Teacher
Content Area Teachers
Special Ed Staff
Other
Please indicate which staff position and to what extent each staff is involved in the process of updating your instructional program to address these ICT Literacy standards:
Question #41: Staff
A Lot Some A little Not at all
No response
Principal / Ass’t Princ. 113 134 95 34 39
Library Media Specialist 89 121 89 60 56
Technology Coordinator 194 95 35 18 73
Computer Teacher 161 69 27 36 122
Content Area Teachers 59 161 101 31 63
Special Ed Staff 12 124 112 80 87
Other 33 26 21 42 293
Question #45: Assessment
Do you currently assess students’ digital portfolios using an assessment rubric designed for their level?
Yes = 46 (includes 3 high schools and 2 elementary schools)
No = 125
No response or N/A = 244
Question #48
How many 8th grade students in 2005-06 met ICT competency requirements by the end of 8th grade?
7,406 students out of 15,368 (48%)
While 48% currently are known to have met the ICT competency, many schools indicated they do not yet have a way to assess this in order to report it.
Question #49: ICT Course
0 10 20 30 40 50 60
K
2
4
6
8
10
12
Do students in your school take a technology (ICT) literacy course?
Question #53: Info/Media Lit
Are Information / Media Literacy skills included within your ICT instructional program?
Yes = 278 No = 122 No response = 15
Question #57: Internet Safety
Do you provide Internet safety training to students (i.e., NetSmartz, iSafe America, SafeKids, SafeTeens?)
255 = No, we have no program. 21 = iSafe America 63 = NetSmartz 72 = Other:
AVP; teacher created (19); Computer Class Discussion/Guest Speakers/DARE (2); Computer Specialists IE training; CyberSmart (2); Disney and safety curriculum; guidance / SAP program; iPrism (2); lessons in the computer lab as well as reviewing rules and teaching safe browsing whenever students are online (3); media Awareness Network—Canada; taught by Media Center Specialist (4); taught in Media Class; Missing Simulation/ Guidance Dept.; Oprah Winfrey Transcript & Internet searches; Part of 9th Grade Literacy; Part of ICT Curriculum (25); part of IT and me; PBS Kids; Safe Teens & Local police pgm; SafeKids; SRO presents to advisories and parents; welcometotheweb.org.uk
18 = No response
Contact Information
Cathy Higgins
Educational Technology Consultant
Office of Educational Technology
NH Department of Education
101 Pleasant St, Concord, NH 03301
603-271-2453
MORE INFO AT www.nheon.org/oet