Literacy with ICT

Today will be the start of a conversation that we will continue over the next year.

Literacy with ICT in Southwest Horizon S.D.

Implementation TeamNicole 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

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

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

http://www.edu.gov.mb.ca/k12/tech/lict/resources/posters/continuum.pdf

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, graphicorganizers...)

sa2.2manages electronic files and folders , sa2.3moves data between applications sc2.3constructs graphic organizers, tables, spreadsheets, databases, multimedia presentations and/or web pages

G-3.1 incorporates new information with prior knowledge and adjustsinquiry strategiesG-1.4 collects primary data using electronic devices(examples: digital cameras, email, video cameras, digital audiorecorders, digital microscopes, archived original artifacts, onlinesurveys, Global Positioning System [GPS], probeware...)

sb1.3 captures digital data (examples: with microphones, digital audio-recording devices, digital cameras, video cameras, GPS, probeware...)

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, multimediapresentations, 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, sa1.11sends 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...), sc2.3constructs graphic organizers, tables, spreadsheets, databases, multimedia presentations and/or web pages

Reflect

Communicate

C-2.1 discusses information, ideas, and/or electronic work using tools forelectronic communication(examples: email, electronic whiteboards, web pages, threadeddiscussions, videoconferences, chats, instant messages, cameraphones, 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

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 intellectualproperty (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/orcommunication devices (examples: electronic pets/games, iPods, MP3 players, cell phones, PDAs...; at school, on buses, in theatres, in restaurants, in meetings, while driving...)

Motivation and Confidence

Collaboration

Co-2.1 collaborates with peers to accomplish self-directed learning with ICTin 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 levelthinking skills (examples: open-mindedness, precision, accuracy...)

Gather and Make Sense

Research Skills

G-2.5 analyzes whether information from media sources has beenManipulated (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...)

E-1.3 recognizes the need to acknowledge authorship of intellectualproperty (examples: text, images, data, music, video...)

E-2.3 explains consequences of unethical behaviour(examples: cyberbullying, promotion of prejudice and hatred, copyrightviolations, plagiarism, wilful destruction/manipulation of data,hacking, propagation of viruses, spamming, software piracy, consumerfraud, 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

Copyright - CitationResearch Skills

The Big6 Research Technique provides a structure for dealing with research projects. It helps students break down the process into logical steps.

Description of this phase of research Task for the learner

Task Definition Brainstorm ideas and develop thoughts Define the problem, and write questions to be answered

Information Seeking Strategies Use graphic organizers, keywords, symbols, colors and pictures to make nonlinear connections

Determine sources of information; evaluate their worth, and how to access the information

Location and Access Organize main ideas and supporting details on a graphic organizer.

Find the information, by listing keywords and using books and the internet

Use of information Students internalize what they have learned and create an original product wtitten in their own words

Read the source and take notes on the relevant information

Synthesis Organize information from multiple sources. Using diagrams they have made, students add new information to what they already know. Make an outline.

Make a product to share the learning; a multimedia presentation, oral presentation or written paper It must include a bibliography.

Evaluation Identify what students don’t know, and show then mistakes in the connections they have made.

Evaluate your own work and determine how to improve on it.

Boolean Search Video

Learning ExperiencesGrade 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 Threehttp://www.big6.com/kids/K-2.htm

Super Three Processhttp://voicethread.com/#q.b78284.i400423http://www.big6.com/go/wp-content/2008/03/lmc_march08_40.pdf

Creating (synthesis)Generating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

Evaluating (evaluation)Justifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging

Analysing (analysis)Breaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding

Applying (application)Using information in another familiar situationImplementing, carrying out, using, executing

Understanding (comprehension)Explaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining

Remembering (knowledge)Recalling informationRecognising, listing, describing, retrieving, naming, finding

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lBloom’s Taxonomy(revised)

Digital Storytelling Photo Story 3

iMoviePowerPoint

Autobiography

PSA Travel Video

Product Information

Company History

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

ICT in your Classroom