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
Education, Citizenship and Youth
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
Education, Citizenship and Youth
Previous Curriculum - Computer
• 1983 - Computer Science 205
• 1984 - Computer Science 305
• 1991 - Computer Applications and Technology 105
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Previous Curriculum - Business
• 1993
• Introductory Keyboarding 15G
• Advanced Keyboarding 25G
• Software Applications 30S
• Word Processing 30G
• Advanced Word Processing 45S
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School Initiated Courses
• Additional work for school staff
• Differences between schools
• Trends across school divisions
• Reflect local needs
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Literacy with ICT
http://www.edu.gov.mb.ca/k12/tech/lict/index.html
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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
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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
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Literacy with ICT Competencies
• demonstrating critical thinking
• demonstrating creative thinking
• demonstrating ethics and responsibility
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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
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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
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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
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Literacy with ICT vs. ICT Literacy
Literacy with ICT
ICT Literacy
Education, Citizenship and Youth
Literacy with ICT vs. Computer Use
Literacy with ICT
ICT
Literacy
Essential Skills
Computer Use
Education, Citizenship and Youth
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
Education, Citizenship and Youth
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
Education, Citizenship and Youth
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
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Supplementary
Teaching and Learning
ICT
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Supplementary
Teaching and Learning
ICT
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Complementary
Teaching and Learning
ICT
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Complementary
Teaching and Learning
ICT
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Teaching and Learning
Integrated
ICT
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Teaching and Learning
Integrated
ICT
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Infused
Teaching and Learning
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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.
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supplementary complementary integrated infused
ICT
learning
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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
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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
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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
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New ICT Courses
• Reinforce and extend the ICT knowledge, skills and attitudes developed in K – 8
• Support learning in all courses
• Explore interests
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Senior Years
Curriculum infused with ICT Senior Years
ICT Courses
School Initiated Courses
Technical Vocational Courses
K - 8
9 - 12
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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
Education, Citizenship and Youth
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
Education, Citizenship and Youth
Keyboarding (25S)
• Use touch-keying techniques to improve accuracy and speed with a keyboard
Education, Citizenship and Youth
Print Communications (25S)
• Plan and create documents for personal and business communications
Education, Citizenship and Youth
Digital Pictures (25S)
• Convey a message through an original digital image
Education, Citizenship and Youth
Digital Film Making (25S)
• Tell stories by combining sound, still images, moving images, text, graphics, and animation into a video product
Education, Citizenship and Youth
Desktop Publishing (35S)
• Plan and create published print documents
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Web Design (35S)
• Design, develop, and publish a simple website
Education, Citizenship and Youth
Interactive Websites (35S)
• Design, develop, and publish a website to display and gather data
Education, Citizenship and Youth
Data Collection and Analysis (35S)
• Collect, organize, manipulate and analyze data to solve problems
Education, Citizenship and Youth
Relational Databases (35S)
• Plan, create, and use a relational database
Education, Citizenship and Youth
2D Animation (35S)
• Create two-dimensional animations
Education, Citizenship and Youth
3D Modeling (35S)
• Model three-dimensional objects
Education, Citizenship and Youth
Broadcast Media (35S)
• Plan, develop, and broadcast multimedia
Education, Citizenship and Youth
Interactive Media (35S)
• Plan, develop, and publish interactive media products
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Computer Science (20S,30S,40S)
• Solve problems, learn and use programming languages and techniques
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Implementation timeline
• September 2005 - Computer Science
• September 2008 – Senior Years ICT
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Implementation
• School and Division decide:– Which optional courses to offer– Local prerequisites– Recognition of prior learning– Assessment
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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
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supplementary complementary integrated infused
ICT
Stand-alonecourse
Complementarycourses
Combinedcourses
Infusedoutcomes
Education, Citizenship and Youth
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
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Professional Learning Community
• Forum for discussion and sharing
• http://webct.merlin.mb.ca/webct
• Request access to the community– Email [email protected]
Education, Citizenship and Youth
Education, Citizenship and Youth
Darryl Gervais
Distance Learning and Information Technologies