MB Lict Continuum

Manitoba Education, Citizenship and Youth Cataloguing in Publication Data
371.334 Literacy with ICT across the curriculum : a resource for developing computer literacy. Includes bibliographical references. ISBN-13: 978-0-7711-3643-6 ISBN-10: 0-7711-3643-9 1. Computer-assisted instruction. 2. Computer-assisted instructionStudy and teaching. 3. Computer literacy. 4. Information technologyStudy and teaching. 5. Information technology. 6. Literacy. I. Manitoba Manitoba Education, Citizenship and Youth.
Revised and updated, copyright 2006, the Crown in Right of the Government of Manitoba as represented by the Minister of Education, Citizenship and Youth. Manitoba Education, Citizenship and Youth, School Programs Division, 1970 Ness Avenue, Winnipeg, Manitoba R3J 0Y9. Every effort has been made to acknowledge original sources and to comply with copyright law. If cases are identified where this has not been done, please notify Manitoba Education, Citizenship and Youth. Errors or omissions will be corrected in any future edition and on the web version of this document <www.edu.gov.mb.ca/k12/tech/lict/index.html>.
Literacy with ICT Across the Curriculum
ACKNOWLEDGEMENTS
Manitoba Education, Citizenship and Youth acknowledges the contributions of Manitoba educators who served in the development of Literacy with ICT Across the Curriculum. Howard Burston Rosanna Cuthbert Lucille DaudetMitchell Chantal Fillion John Finch Pam Garnham Leslie Gentes Curtis Gray Cindy Kasprick Sheila Kent Duong Ly Cathy McLaren Sylvie Tomoniko Jim Welsh Laurie Wood Keri Yackel Manitoba First Nations Educational Resource Centre (Until June 2004) Sigurbjorg Stefansson Early School cole Prcieux-Sang Royal School Gillis School La Verendrye School Sargent Park School Sioux Valley School James Nisbet Community School Roland School McIsaac School Brandon School Division Office Hazel M. Kellington School Faculty of Education Maple Leaf School Salisbury Morse Place School Evergreen School Division Division scolaire franco-manitobaine Pembina Trails School Division Sunrise School Division Portage la Prairie School Division Winnipeg School Division (Until June 2004) Individual Band-Operated Seven Oaks School Division Prairie Rose School Division Flin Flon School Division Brandon School Division Beautiful Plains School Division University of Manitoba (Until June 2004) Western School Division River East-Transcona School Division
A list of members of the action research teams for 20052006 from each Manitoba school division is available in Appendix B. Detailed contact information can be found at <www.edu.gov.mb.ca/k12/tech/tfs/lict_teams.pdf>.
Manitoba Education, Citizenship and Youth Staff Lee-Ila Bothe Geri Brouwer Sylvain Delaquis Janet Dent Darryl Gervais Ani Granson Debbie Hiebert Michelle Larose-Kuzenko Coordinator Administrative Assistant Conseiller pdagogique Consultant (Until May 2004) Consultant (After May 2004) Consultant (After June 2005) Web Designer Conseillre pdagogique (Until June 2005) Consultant (After June 2005) Publications Editor Consultant Publications Editor Consultant (Until June 2005) Consultant (Until May 2004) Desktop Publisher Project Leader Assistant Coordinator Consultant (After June 2005) Coordinator Desktop Publisher Document Production Services Distance Learning and Information Technologies Unit Bureau de l'ducation franaise (BEF) Development Unit Distance Learning and Information Technologies Unit Distance Learning and Information Technologies Unit Distance Learning and Information Technologies Unit Bureau de l'ducation franaise (BEF) LittraTIC Document Production Services Panwest Consulting Document Production Services Distance Learning and Information Technologies Unit Distance Learning and Information Technologies Unit Document Production Services Distance Learning and Information Technologies Unit Distance Learning and Information Technologies Unit Distance Learning and Information Technologies Unit Document Production Services
Susan Letkemann Joan McCreath Grant Moore Sophia Munro Debra Parker Tim Pohl Cheryl Prokopanko Rosalind Robb Sam Steindel Lindsay Walker
Appreciation is also extended to the following Manitoba Education, Citizenship and Youth staff for their input: Joan Bartley Shelley Warkentin Shelley Hasinoff Consultant, ELA Consultant, ELA Coordinator Implementation Unit Development Unit Independent Education
CONTENTS
Acknowledgements Contents Purpose 5 6
Section 1: Introducing Literacy with ICT Across the Curriculum Section 2: Supporting Principles 11
Section 3: Reading the Developmental Continuum for Literacy with ICT Section 4: Assessing, Evaluating, and Reporting on Student Progress Section 5: Developing the Continuum 27 29 24
19
Section 6: Implementing Literacy with ICT Across the Curriculum
Appendix A: The Role of School Leaders in Supporting Literacy with ICT Across the Curriculum 32 Appendix B: Action Research Teams: 20052006 Bibliography 38 36
Note: Content from this resource will be updated on the Manitoba Education, Citizenship and Youth website for Literacy with ICT Across the Curriculum: <www.edu.gov.mb.ca/k12/tech/lict/index.html>.
PURPOSE
The purpose of this resource is to help teachers, school leaders, and curriculum developers to understand the role of information and communication technology (ICT) in classroom learning, teaching, and assessment. This resource revises the May 2005 draft document A Continuum Model for Literacy with ICT, as well as the accompanying developmental continuum poster, which is intended to help Manitoba teachers and students recognize and develop their literacy with ICT. For the first time ever, children are taking control of the critical elements of a communications revolution. On the Net, children must search for rather than simply look at information. This forces them to develop thinking and investigative skills, and much more. They must become critics. Which websites are good? How can they tell what is real and what is fictitious. (Tapscott 26) This document is organized into the following six sections: Introducing Literacy with ICT Across the Curriculum: Section 1 establishes the background and contextual framework for this initiative. Supporting Principles: Section 2 discusses the seven principles embedded in Literacy with ICT Across the Curriculum. Reading the Developmental Continuum for Literacy with ICT: Section 3 outlines the conceptual framework of the continuum and provides a graphic representation of how to interpret it. Assessing, Evaluating, and Reporting on Student Progress: Section 4 outlines how to use the Developmental Continuum for Literacy with ICT in assessment FOR/AS/OF learning, in planning instruction, as a goal-setting device, and as a springboard for student-led conversations about evidence of their literacy with ICT. Developing the Continuum: Section 5 describes the development and action research processes that led to the continuum. Implementing Literacy with ICT Across the Curriculum: Section 6 identifies the policy, process, timelines, and the roles of participants involved in various phases of implementation.
In addition, this document contains a bibliography and two appendices: Appendix A: The Role of School Leaders in Supporting Literacy with ICT Across the Curriculum Appendix B: Action Research Teams, 20052006 Manitoba Education, Citizenship and Youth has created a website dealing specifically with Literacy with ICT. Go to <www.edu.gov.mb.ca/k12/tech/lict/index.html> to find detailed and updated information, such as snapshots of student literacy with ICT that span various grades sample learning experiences to engage students in literacy with ICT curricular connections student-friendly versions of the developmental continuum to enable student selfassessment samples of student work that show evidence of literacy with ICT at various grades research reports on the development, action research, and implementation of Literacy with ICT Across the Curriculum glossaries of pedagogical and technical terms an extensive bibliography
SECTION 1: INTRODUCING LITERACY WITH ICT ACROSS THE CURRICULUM Technology As a Foundation Skill
To prepare students to become citizens of the global community, Manitoba Education, Citizenship and Youth identified technology, literacy and communication, problem solving, and human relations as foundation skills to be developed across the curriculum from Kindergarten to Grade 12 (see Manitoba Education and Training, A Foundation for Excellence, 1995). Although students in the past have focused on developing literacy skills such as reading, writing, and numeracy, 21st-century students must develop multiple literacies that will allow them to respond to changing ideas, attitudes, and technologies as their communities and their world evolve. In 1998, Manitoba Education, Citizenship and Youth published Technology As a Foundation Skill Area: A Journey toward Information Technology Literacy. This document stated the following vision for Manitoba: The use of information technology will help enable all students to solve problems, improve their personal performance, and gain the critical and abstract thinking skills necessary to become lifelong learners and contributing members of their communities.

Literacy with ICT Across the Curriculum builds on the framework of Technology As a Foundation Skill Area: A Journey toward Information Technology Literacy. It incorporates promising practices from the current work of K8 classroom teachers Manitoba school divisions and schools Manitoba Education, Citizenship and Youth educational researchers Literacy with ICT Across the Curriculum describes how students use ICT to enhance and extend their learning. It includes the following components: a definition of literacy with ICT Note: In this resource, the term Literacy a developmental continuum of descriptors illustrating how with ICT Across the Curriculum (also students extend their critical and creative thinking with ICT referred to simply as Literacy with ICT) is in a responsible and ethical manner italicized when referring specifically to snapshots that show how emerging, developing, the initiative. When referring generally to transitioning, and expanding learners demonstrate their the concept of literacy with ICT and its literacy with ICT application across the curriculum, no assessment and reporting guidelines for Literacy with ICT capitalization or italics are used. Across the Curriculum action research and capacity-building support for implementation teams customized three-year phase-in plans for implementation in each Manitoba school division online professional learning communities professional learning for teachers through divisional implementation teams a parent information booklet outlining what it means to be literate with ICT, how children develop their literacy with ICT in Manitoba schools, and how parents can support their children
What is information and communication technology (ICT)? Information and communication technologies include computers, laptops, digital cameras, video cameras, digital microscopes, scanners, cell phones, electronic games, digital audio devices, global positioning systems, electronic whiteboards, the Internet, et cetera. ICTs in the classroom will continue to evolve as new technologies emerge over time. What is literacy with ICT? Literacy with ICT means choosing and using ICT, responsibly and ethically, to support critical and creative thinking about information and about communication. Literacy with ICT contains ICT literacy (see Figure 1).
literacy with ICT

critical and creative thinking ethics and responsibility ICT literacy
Figure 1: Literacy with ICT
This representation shows the relationship between ICT literacy (i.e., demonstrating ICT skills) and literacy with ICT (i.e., choosing and using ICT, responsibly and ethically, to support critical and creative thinking about information and about communication across the curriculum). ICT literacy is a critical component of literacy with ICT, but it is not sufficient in itself. How do students develop their literacy with ICT? Literate students choose and use ICT, responsibly and ethically, to support their critical and creative thinking about textual, numerical, visual, and aural information as citizens of the global community. They develop this literacy through a process of inquiry across the curriculum as they plan and question gather and make sense produce to show understanding communicate reflect on their learning
To be most effective, the acquisition of these new skills will be achieved through a curriculum-integrated approach that uses information technology to support teaching, learning, and assessment. (Manitoba Education and Training, Technology As a Foundation Skill 7)
How do students develop ICT literacy? ICT literacy is one component of Literacy with ICT (see Figure 1). ICT literacy involves acquiring the supporting skills that are needed for students to develop their literacy with ICT. These supporting skills (see page 23) are most effectively developed within curricular context rather than on their own.
What is a developmental learning continuum? A developmental learning continuum is an assessment tool for learning based on teacher observations. It describes what teachers see and hear students doing, as they demonstrate their literacy. Many teachers already use continuums for assessing learning in reading, writing, and numeracy. What is the Developmental Continuum for Literacy with ICT Across the Curriculum? The Developmental Continuum for Literacy with ICT paints a picture of how students develop their critical and creative thinking, in curricular context, and through the responsible and ethical use of ICT. For detailed information on the continuum, see pages 1923. Why develop a continuum? Since ICT is not a separate curriculum in K8, the Developmental Continuum for Literacy with ICT is congruent with and infused with existing concepts across the curriculum (see Figure 2). Since the focus is on what students can do, learners of any age are able to find themselves on the continuum, from novices to experts, from pre-K students to Senior Years students and beyond. Since continuums are focused on the student, the Developmental Continuum for Literacy with ICT provides a vehicle for students to self-assess and set goals for their learning. Which models informed the creation of the Developmental Continuum for Literacy with ICT? Blooms cognitive taxonomy and Krathwhols affective taxonomy Inquiry Model (scientific inquiry/problem-solving/managing information, et cetera) Pearson and Gallaghers model of explicit instruction, which portrays the gradual release of responsibility from teacher to student
Why were these models used? Teachers have prior knowledge of, and experience with, the models and the taxonomies. Research in the last 20 years has shown that the most effective way to infuse ICT is to focus on pedagogy rather than on technology (see Figure 2). The pedagogy of Literacy with ICT Across the Curriculum encourages movement from ICT as supplementary to the curriculum to a model that infuses ICT across the curriculum.
Supplementary
Complementary
Integrated
Infused
Figure 2: Relationship between ICT and Curriculum
A supplementary relationship separates ICT and curriculum in space, time, and personnel separate computer labs, computer classes, and computer teachers. A complementary relationship begins to connect ICT with curriculum in various ways. An integrated relationship allows the classroom teacher to bring ICT into the classroom so it is available at teachable moments. An infused relationship allows the transparent application of ICT, wherever and whenever appropriate, to enhance critical and creative thinking. What are the roles of those involved in implementing Literacy with ICT Across the Curriculum? All K8 students will develop their literacy with ICT. All K8 teachers will provide learning opportunities for their students to develop literacy with ICT across the curriculum. All parents will be provided with evidence of their childs literacy with ICT so they can support their children. All schools will report to parents about the development of their childs literacy with ICT. All school divisions will support their teachers and students in developing literacy with ICT.
10
SECTION 2: SUPPORTING PRINCIPLES

The Developmental Continuum for Literacy with ICT is a matrix of descriptors that portray how students demonstrate their literacy with ICT. The following concepts, processes, and methodologies are embedded in the continuum and have become supporting principles for the implementation of Literacy with ICT Across the Curriculum: inquiry constructivist learning higher-level critical and creative thinking reaching deeper understanding gradual release of responsibility digital citizenship multiple literacies for the 21st century
Inquiry
Inquiry is a powerful methodology that engages students in pursuing personal, active, and authentic learning in depth. For example, inquiry is embedded in language arts as inquirybased learning, in mathematics as problem solving in the context of data analysis, in science as scientific inquiry and the design process, and in social studies as social studies skills. As they engage in inquiry, students develop questions to guide their learning, research sources of information, synthesize new ideas, and share evidence of their understanding, all while reflecting on their learning. Furthermore, inquiry processes enable students to learn how to learn, and to become self-directed learners. Figure 3 shows how the inquiry processes, as described in several Manitoba curricula, are congruent with one another and with the Big Ideas outlined in the Cognitive and Affective Domains of the Developmental Continuum for Literacy with ICT.
11
Literacy with ICT and Inquiry Processes Across the Curriculum

Literacy with ICT Big Ideas ELA Inquiry Process Math Problem-Solving COGNITIVE DOMAIN
3.1 Plan and Focus Understands a given or a formulated question, task, or situation that introduces and applies mathematical ideas Develops a plan Initiating Researching Plan topic and goals Formulate questions for research
Science Scientific Inquiry/ Design Process
Social Studies Skills
Plan and Question
Planning Implementing a Plan Observing, Measuring, Recording Gather/Select information from oral, visual, material, print, or electronic sources Revise ideas and opinions/ Interpret information and ideas Sort/Categorize/Organize and record information using visual organizers/Reference
3.2 Select and Process
Gather and Make Sense

3.3 Organize, Record, and Assess
Carries out a plan collects data, if applicable, and evaluates the collection process analyzes data or given information
4.1 Generate and Focus
Produce to Show Understanding
Displays solution process or data. Interprets data, if applicable.
Analyzing and Interpreting
Select and use appropriate tools and technologies to accomplish tasks Present information and ideas orally, visually, concretely, or electronically
4.2 Enhance and Improve
Communicate
4.4 Present and Share
Communicates conclusion/solution Applies solutions to daily life and/or makes predictions based on data
Concluding and Applying
Concluding and Applying
Reflect
AFFECTIVE DOMAIN
Describes the effect of bias, use of language, ethics, cost, time and timing, privacy, and cultural sensitivity if collecting data to answer a question 5.2 Encourage, Support, and Work with Others Demonstrating Scientific and Technological Attitudes
Ethics and Responsibility
Collaboration Motivation and Confidence Social Implications
Demonstrating Scientific and Technological Attitudes Demonstrating Scientific and Technological Attitudes Analyzes societys use of data, solution, representation Reflecting on Science and Technology
Cooperate/Collaborate with others
Figure 3: Literacy with ICT and Inquiry Processes Across the Curriculum
12
Constructivist Learning
Learning theories, taxonomies, and instructional models have been articulated to explain cognitive development and to outline the needs of diverse learners. For example, constructivist learning theorists Piaget, Vygotsky, and Bruner explained learning as an interactive developmental process. Krathwohl, Bloom, and Masia developed a taxonomy that categorizes cognitive and affective learning into six levels of understanding: knowledge, comprehension, application, analysis, synthesis, and evaluation. Johnson and Johnson outlined a model for cooperative learning. These theories, taxonomies, and models were synthesized by Marzano and incorporated into a framework for constructivist teaching and learning. Constructivist learning theorists view learning as a highly interactive process, where students construct personal meaning from new information and ideas that are presented in socially supportive contexts. Learning depends on making connections between new information and previous experiences stored in long-term memory. To be meaningful, learning must be integrated with what is already known, and then applied in new situations. The complexity of understandings that students construct depends on the stage of cognitive development they have reached. Conversely, as students mature, their understandings evolve and deepen as they move through stages of cognitive development. Understanding is much more than remembering new information. For understanding to develop, knowledge must be internalized, transformed, and applied in new contexts. Students develop deeper understanding when they restructure and reorganize new information by deliberately applying a variety of reasoning skills. Over-riding these skills is critical thinking, which involves the use of specific criteria and evidence to make reasoned judgements. At the most sophisticated level, understanding means synthesizing information and ideas by combining higher-level, critical, and creative thinking processes. Students demonstrate their understanding by inventing, designing, and/or creating original products. Marzanos framework for teaching and learning is particularly relevant to the Developmental Continuum for Literacy with ICT because it explains five dimensions of understanding and attitude: 1. developing positive attitudes and perceptions 2. acquiring knowledge and skills 3. extending and refining knowledge 4. using knowledge meaningfully 5. developing productive habits of mind Dimensions two, three, and four are represented across three stages of thinking in the Cognitive Domain portion of the continuum. Dimensions one and five are represented in the Affective Domain portion of the continuum.
13
Higher-Level Critical and Creative Thinking

In the process of constructing understanding, students acquire and store facts, data, details, procedures, formulas, algorithms, and definitions in long-term memory. Then, they compare, classify, recognize patterns, induce/inquire, deduce, formulate opinions, persuade, or argue pro/con to extend their understanding. Deeper learning occurs when students apply higher-level critical and creative thinking to invent, discover, design, and create (see Figure 4). Critical thinking is convergent. It involves using criteria and evidence to assess the worth or validity of information and to make reasoned judgements. These judgements include distinguishing fact from opinion and interpretation, evaluating information and ideas, identifying perspective and bias, and considering the consequences of decisions and actions. In the Developmental Continuum for Literacy with ICT, the Big Ideas Plan and Question and Gather and Make Sense tend to require critical thinking. Creative thinking is divergent. Creative thinking generates ideas and possibilities and explores diverse approaches, often by questioning accepted principles. (Manitoba Education, Citizenship and Youth, Kindergarten to Grade 8 Social Studies TN-37). In the Developmental Continuum for Literacy with ICT, the Big Ideas Produce to Show Understanding and Communicate tend to require creative thinking. The goal of Literacy with ICT Across the Curriculum is for students to demonstrate increased levels of both critical and creative thinking, supported by ICT. Both critical and creative thinking increase in complexity as students move across the levels of thinking in Blooms taxonomy. When constructing understanding at the knowledge and comprehension levels, students acquire information or discrete details and facts, then recall the information, or restate it in their own words. They may retrieve procedures, data, and formulas in order to apply the information at higher thinking levels. (Manitoba Education, Citizenship and Youth, Rethinking Classroom Assessment 6) As students mature in their ability to think, and as teachers gradually release responsibility to them, they are able to demonstrate behaviours in the analysis and application levels of Blooms taxonomy. When students apply their knowledge of methods or theories in new situations, they demonstrate their ability to use the information they have acquired. They may analyze a situation to determine the parts of the whole, or look for patterns to understand the relationship between the parts. When students apply their knowledge within a real life situation, this demonstration of learning is considered authentic. When applying and analyzing information, students begin to formulate opinions, make deductions, and prepare pro/con arguments. At the synthesis and evaluation levels of thinking, students generate new ideas and form new patterns or ways of thinking as they extend their learning. This is the process of discovery and invention associated with divergent or creative thinking. Students also use criteria to critique new products or processes as they converge toward finding solutions and demonstrating their ability to think critically. Among other things, students distinguish fact from opinion, identify forms of bias, and consider the implications of decisions.
14
nking i h T
Synthesizes Evaluates Values
invent discover design create
Analyzes Applies Believes
compare classify recognize patterns induce deduce formulate opinions persuade argue pro/con
Knows Comprehends Becomes Aware
recall and retell: facts details data rules procedures formulas algorithms definitions
Critical Thinking involves applying criteria to judge the accuracy, relevance, credibility, fairness, and bias of information. Creative Thinking involves exploring diverse approaches and possibilities, and generating ideas.
Figure 4: Stages of Thinking
Reaching Deeper Understanding

Learners can develop their literacy with ICT in more meaningful ways when they apply and extend their critical and creative thinking across the curriculum. To develop literacy with ICT, students need to learn how to decide whether or not to use ICT, which ICT to use, and when and how to use ICT to help meet their learning goals. Teachers also need to use their professional judgement to ask if and how ICT can help their students grasp essential concepts and construct personal understandings in language arts, mathematics, science, social studies, and other subject areas.
15
While literacy with ICT is important, a more fundamental educational goal is to strive for deeper understanding based on some central questions: What does deep understanding look like? What is worth learning and understanding in depth? How can students reach deeper understanding? How will teachers and students know when students have reached deeper understanding? Learning for deeper understanding is not dependent on, but can be enhanced and extended with, the use of technology. For example, the use of ICT can extend students access to worldwide educational resources and primary sources deepen students understandings by making abstract concepts visible assist students in organizing, analyzing, and transforming information as they think critically to construct personal knowledge extend students means and dimensions of creative expression promote students collaborative and reflective learning motivate students to synthesize their knowledge into unique multidimensional products enable students to communicate with authentic audiences to show understanding allow students to transfer their knowledge to unfamiliar contexts enhance students engagement with learning Guided by the Developmental Continuum for Literacy with ICT, students and teachers together negotiate when and how to use ICT to help them reach deeper understanding.
Gradual Release of Responsibility

Teachers provide scaffolding to help students develop higher-level critical and creative thinking and deeper understanding. As they support their learners, teachers believe that all students want to learn, and they provide a learning environment in which all students can gradually take on responsibility for their own learning (Manitoba Education, Citizenship and Youth, Independent Together, 2003). Teachers enable this learning environment by becoming facilitators of learning providing real choices that accommodate a range of learning styles, recognizing that curricular outcomes can be met in a variety of ways inviting students to choose what they will do to demonstrate their learning, and to identify the steps they will take to accomplish the task emphasizing intrinsic motivation rather than external rewards
16
Teachers help students move across the Developmental Continuum for Literacy with ICT by following Pearson and Gallaghers Gradual Release of Responsibility Model of Explicit Instruction (see Figure 5). Modelling: Teachers model learning behaviours such as building criteria, selfassessment, seeking feedback, making adjustments, goal setting, and reflection. Sharing: Teachers share exemplars of quality work and teach students to identify quality samples of their own work. Guiding: Students and teachers assume joint responsibility through guided practice. Independent: Students practise, demonstrate, and apply learning behaviours that help them become self-directed learners.
Proportion of Responsibility for Task Completion All Teacher Joint Responsibility All Student
Teacher Modelling
Guided Practice Gra dua l Re leas eo f Re spo nsib ility
Student Practice or Application
Figure 5: Gradual Release of Responsibility Model of Explicit Instruction
Digital Citizenship
The concept of digital citizenship relates to the responsible, ethical, and safe use of ICT by students as members of society and citizens of the global community. The International Society for Technology in Education (ISTE) has identified standards for students, teachers, and administrators called the National Educational Technology Standards (NETS). Standard 2 for Students addresses social responsibility and ethical issues related to digital citizenship: Students understand the ethical, cultural, and societal issues related to technology. Students practise responsible use of technology systems, information, and software. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. (International Society for Technology in Education 14)
__________ Gradual Release of Responsibility Model of Explicit Instruction: Reprinted from Contemporary Educational Psychology, 8, P. David Pearson and Margaret C. Gallagher, The Instruction of Reading Comprehension, page 337, under the terms of the Access Copyright licence agreement, renewed in 2004.
17
The Affective Domain of the Developmental Continuum for Literacy with ICT contains four Big Ideas that encompass digital citizenship: ethics and responsibility social implications collaboration motivation and confidence
Multiple Literacies for the 21st Century

In the 21st century, the Internet instantly makes available vast amounts and types of unfiltered information. Most of this information is no longer filtered by textbook publishers, librarians, and teachers, so students need to extend their literacy skills to include the following: identifying appropriate inquiry questions New literacies build upon the navigating multiple information networks to locate relevant foundational literacies we information (print, images, data, video, music, talk, et cetera) have always taught in schools applying critical thinking skills to evaluate information sources and to prepare students for the content effective use of books, paper, synthesizing information and ideas from multiple sources and and pencils. However, the new networks literacies go beyond these crediting and referencing sources of information and intellectual foundational literacies to property include new reading, writing, communicating new understandings to others, both face to face viewing, and communication and over distance skills required by the many new ICTs that continue to The Conference Board of Canada has compiled a list of essential skills appear in our lives. for lifelong learning in the 21st century. They include broad literacy (Leu et al. 496) skills that will be required as todays students graduate and enter the workforce. These same skills are also embedded in the continuum. Managing Data: identifying what needs to be measured or calculated, estimating and verifying, and observing and recording primary data using appropriate technology Managing Information: locating, collecting, assessing, analyzing, and applying knowledge from various disciplines and electronic sources Communicating Ideas: reading a variety of media formats, writing and speaking clearly, and communicating using a range of technologies (Conference Board of Canada)
18
SECTION 3: READING THE DEVELOPMENTAL CONTINUUM FOR LITERACY WITH ICT

Note: Refer to the developmental continuum poster and to Figure 6 below while reviewing this section.
read horizontally for three stages of thinking
Literacy with ICT* Across the Curriculum

A Developmental Continuum
COGNITIVE DOMAIN
KnowsComprehendsBecomes Aware
Plan and Question
P-1.1
AnalyzesAppliesBelieves
constructs how and why questions, predictions, hunches, educated guesses, and hypotheses and identifies information needs adapts given electronic plans
(examples: electronic storyboards, outlines, timelines, graphic organizers, science experiment reports...)
N
SynthesizesEvaluatesValues
P-3.1
recalls and/or records prior knowledge and asks topic-related questions P-2.1
evaluates original inquiry questions and creates new questions for future inquiry designs own electronic plans
(examples: electronic storyboards, outlines, timelines, graphic organizers...)
N
P-1.2
follows given plans
P-2.2
P-3.2
sa2.2, sa2.3, sc2.3
sc1.1, sc1.3, sc1.4, sc1.5, sc1.7, sc2.1
Gather and Make Sense
G-1.1
finds and collects information (text, images, data, audio, video) from given media sources
(examples: within applications, CD-ROMs, the Internet, broadcast media, email...)
N
G-2.1
refines information searches using a variety of media sources

N
G-3.1
sa1.6, sa1.9, sa2.4, sa2.5
incorporates new information with prior knowledge and adjusts inquiry strategies
sa1.1, sa1.2, sa1.3, sa1.4, sa1.5, sa1.7, sa1.8, sa1.10, sa1.11, sb1.1, sb2.1
G-1.2
identifies sources of information and provides bibliographic/reference data

(examples: titles, authors, publication dates, URLs, standard bibliographic formats...)
N
G-2.2
analyzes textual, numerical, aural, and visual information gathered from media sources, applying established criteria
(examples: accuracy, currency, credibility, validity, reliability, objectivity, fairness, relevance...)
N
G-3.2
assesses textual, numerical, aural, and visual information, as well as the sources of the media, to determine context, perspective, bias, and/or motive
sb1.2, sc1.6
sa2.6
G-1.3
records data or makes notes on gathered information and ideas using given categories and given ICT
(examples: tables, graphic organizers, spreadsheets...)
N
G-2.3
categorizes information using the ICT suitable for the purpose

(examples: tables, graphic organizers, spreadsheets, outlines, prioritized email, geographic information system layers...)
N
sa1.1, sa1.2, sa1.3, sa1.5, sa2.3, sb1.2, sc1.3
sa1.5, sa2.3, sc2.1
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...)
N
G-2.4
analyzes whether information collected from media sources is sufficient and/or suitable for purpose and audience
(examples: CD-ROMs, websites, wikis, blogs, podcasts, syndications, broadcast media, email from peers or experts...)
sb1.3
G-1.5
questions whether information from media sources is real, useful, and/or distracting
(examples: falsified digital images, banners, and/or pop-up advertisements...)
G-2.5
analyzes whether information from media sources has been manipulated

(examples: bogus websites, bogus email, spam, graphs showing selected data...)
Produce to Show Understanding
Pr-1.1 participates in establishing criteria for student-created electronic work
Pr-2.1 selects a suitable ICT application and/or device to create electronic
Pr-3.1 designs and creates non-sequential ICT representations
work and explains the selection

N
sb2.1
(examples: hyperlinked web pages, layered graphic organizers, branching multimedia presentations, multiple-sheet spreadsheets, virtual realities, relational databases...)
N
sc2.3
Pr-1.2 composes text, records sound, sketches images, graphs data, and/or
Pr-2.2 revises electronic work to improve organization and clarity, enhance
Pr-3.2 self-assesses ICT representations to go beyond established criteria by
creates video
N
sa1.1, sa1.2, sa1.3, sa1.5, sb1.1, sb1.2, sc1.1, sc1.2, sc1.3, sd1.1, sd2.1
content and artistry, and meet audience needs, according to established criteria, feedback, and personal preferences
(examples: by creating and/or critically revising text, images, and/or sound to enhance electronic work; by revising audio/video clips or effects; by adjusting the pace and transitions in multimedia presentations; by adding animation to web pages...)
N
enhancing meaning and/or artistry, according to topic, audience, purpose, and occasion
sc1.1, sc1.2, sc1.3, sc1.4, sc1.5, sc1.6, sc1.7, sc2.1, sc2.2, sc2.3
Pr-1.3 edits electronic work according to established criteria, conventions,
Pr-2.3 solves problems, reaches conclusions, makes decisions, and/or
Pr-3.3 designs and creates simulations and models using ICT applications
read vertically for nine Big Ideas five in the Cognitive Domain and four in the Affective Domain
and/or standards
(examples: text, images, sound, concept maps, multimedia presentations, email, tables, spreadsheets, graphs, video, animation, web pages, wikis, blogs...)
N
proposes answers to questions by analyzing data/information and concepts using ICT devices and/or applications
(examples: virtual manipulatives, animation, simulation software, simulation websites, spreadsheets, geographic information systems, probeware...)
N
(examples: spreadsheet modelling of a real situation, animation of an abstract concept or process, computer-aided design of a real object...)
sa1.4, sa1.6, sa1.11, sa2.1, sc1.3, sc1.4, sc1.5, sc1.6, sc1.7, sc2.3
sa1.5, sa2.3, sc2.1
Communicate
C-1.1
displays and/or discusses electronic work

(examples: text, images, sound, concept maps, multimedia presentations, email, tables, spreadsheets, graphs, video, animation, web pages, wikis, blogs...)
N
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...)
N
C-3.1
adjusts communication based on self-evaluation and feedback from a global audience
sa1.1, sa1.2, sa1.5, sa2.2, sb1.1, sb1.2, sb2.1
sa1.11
Reflect
R-1.1
participates in guided conferences to think about using ICT to learn

(examples: with peers, parents, teachers...)
N
R-2.1
invites and shares constructive feedback, related to established criteria, to reflect on using ICT to learn
(example: explains selection of ICT...)
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
sd2.1
AFFECTIVE DOMAIN
KnowsComprehendsBecomes Aware Ethics and Responsibility
E-1.1 E-1.2
AnalyzesAppliesBelieves
E-2.1 E-2.2
SynthesizesEvaluatesValues
E-3.1 E-3.2
respects ICT equipment and personal technology space of other ICT users recognizes guidelines for safety and security
(examples: guidelines for Internet safety, security of user names and passwords, responsible use of email...)
applies school divisions acceptable-use policy for ICT applies safety guidelines when communicating electronically
(examples: email, web pages, threaded discussions, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards...)
evaluates effects of personal ICT behaviour on others weighs personal benefits and risks of using ICT
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-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...)
E-2.4
applies guidelines for ethical and responsible use of ICT

(examples: respects others privacy, protects personal information, follows security procedures, respects intellectual property and credits sources, uses licensed software, discourages cyberbullying, collects data ethically, analyzes information ethically...)
Social Implications
S-1.1
identifies uses of ICT at home, at school, at work, and in the community

(examples: recreation, communication, education, sales, health care...)
S-2.1
analyzes current trends in ICT to predict effects of emerging technologies
S-3.1
weighs societys right to information access against right to individual privacy weighs benefits versus risks to society of creating new ICTs
(example: outsourcing jobs...)
S-1.2 S-1.3
relates societal consequences of ethical and unethical use of ICT 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, at meetings, while driving...)
S-2.2 S-2.3
analyzes various ICT skill and competency requirements for personal S-3.2 career choices analyzes advantages and disadvantages of ICT use in society
(examples: lack of access, consequences of unethical use, ease of manipulating data, ease of communicating information, addictive/obsessive behaviour...)
Collaboration
Co-1.1 works with others in teacher-directed learning tasks using ICT and
Co-2.1 collaborates with peers to accomplish self-directed learning with ICT
Co-3.1 leads a group in the process of collaborative learning
assists others with ICT knowledge and procedures

(examples: listens actively to a partner, collaborates in creating ICT products, participates in team webquests...)
in various settings
(examples: assumes assigned group roles, sets group goals, solves group productivity issues...)
Co-2.2 collaborates with others over distance using ICT
(examples: motivates team members, values contributions of team members, manages group conflict, works toward consensus...)
Co-3.2 weighs benefits and challenges of collaborating on learning with ICT
(examples: email, web pages, threaded discussions, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards...)
Motivation and Confidence
M-1.1 demonstrates confidence and self-motivation while doing ICT tasks
M-2.1 investigates ICT problems and applies strategies to solve them M-2.2 perseveres in working through complex ICT problems using higher-
M-3.1 synthesizes knowledge and information to solve unique ICT problems
alone and with others

M-1.2 recognizes ICT problems and seeks assistance to solve them
(examples: consults peers, teachers, help menus, online supports, telephone helplines...)
M-1.3 recalls prior knowledge of procedures for troubleshooting and
level thinking skills

(examples: open-mindedness, precision, accuracy...)
attempts to solve ICT problems
For detailed information, samples, learning experiences, glossary, and bibliography, see <www.edu.gov.mb.ca/ks4/tech/lict/index.html>.
* Information and Communication Technology (ICT)
N
Supporting Skills are listed on the reverse.
on
P-1.2
Revised 2006
follows given plans
letter codes refer to Big Ideas first digits refer to thinking stages second digits refer to specific descriptors examples provide ideas that could be included refers to supporting skills for this descriptor
and nse
G-1.1
finds and collects information (t given media sources

(examples: within applications, CD email...)
N
sa1.1, sa1.2, sa1.3, sa1.4, sa1.5, sa1.7, sa
G-1.2
identifies sources of information data

(examples: titles, authors, publicat formats...)
N
sb1.2, sc1.6
G-1.3
records data or makes notes on given categories and given ICT

( l bl hi i
Figure 6: Guide to Reading the Continuum

19
The Developmental Continuum for Literacy with ICT is divided into two parts: the Cognitive Domain and the Affective Domain. Both parts of the continuum follow the same three stages along the horizontal axis. Along the vertical axis, there are five Big Ideas in the Cognitive Domain and four Big Ideas in the Affective Domain.
Cognitive Domain: Horizontal Axis Three Stages

The horizontal axis of the Cognitive Domain is composed of a developmental sequence of three stages of thinking that follow Blooms taxonomy and Pearson and Gallaghers Gradual Release of Responsibility Model of Explicit Instruction. Stage 1
Stage 2
Stage 3
Stage 1: Knows Comprehends Becomes Aware The descriptors listed in the first stage, Knows Comprehends Becomes Aware, describe skills and knowledge about which learners already have some prior understanding, or that they acquire as the result of direct instruction and teacher modelling. Stage 1 in the Cognitive Domain involves acquiring knowledge, and beginning to develop structured thinking about that knowledge. There are two basic types of knowledge: declarative knowledgelearning about concepts such as community, honesty, or the rules of a game; and procedural knowledgelearning the steps or procedures in a process such as shooting baskets, performing long division, or following the steps to capture an image and insert it into a text document. Stage 2: Analyzes Applies Believes The descriptors in the second stage, Analyzes Applies Believes, describe the thinking skills and knowledge learners apply, with teacher support, to new learning and experiences. Stage 2 in the Cognitive Domain involves restructuring knowledge by applying higherlevel thinking, including comparison, classification, recognizing patterns, inductive reasoning, deductive reasoning, formulating opinions, persuasion, and arguing pro and con. Then it involves applying the results to extend and deepen understanding. Stage 3: Synthesizes Evaluates Values The descriptors in the third stage, Synthesizes Evaluates Values, describe more complex thinking behaviours, such as synthesis and evaluation, in which learners engage to create products and representations with increasing independence. Stage 3 in the Cognitive Domain involves synthesizing, transforming, and evaluating knowledge. Learners employ the higher-level critical and creative thinking skills, which they have begun to develop in the previous stages, to complete and evaluate authentic learning tasks employing ICT. Learners produce more complex representations by combining and transforming the understandings they construct in Stages 1 and 2, through asking essential questions, solving problems, and creating original representations that express ideas, feelings, and understandings for specific audiences.
20
Cognitive Domain: Vertical Axis Five Big Ideas

The Cognitive Domain consists of five Big Ideas along the vertical axis: plan and question gather and make sense produce to show understanding communicate reflect Big Idea: Plan and Question The first Big Idea in the Cognitive Domain, Plan and Question, describes learners who, in Stage 1, follow given step-by-step plans and ask topic-related questions in preparation for gathering information to engage in inquiry Stage 2, modify given plans and pose essential questions in preparation for gathering information to engage in inquiry Stage 3, develop their own original plans and ask probing questions in preparation for gathering information to engage in inquiry Big Idea: Gather and Make Sense The second Big Idea in the Cognitive Domain, Gather and Make Sense, describes learners who, in Stage 1, find and collect information from given electronic and media sources; cite sources of information; record data and make notes; as well as collect primary data using digital devices Stage 2, search for information from multiple electronic and media sources; evaluate information for relevancy, accuracy, currency, and validity; organize and categorize information using ICT; and collect primary data using digital devices Stage 3, assess all types of media and their sources, for relevancy, bias, motive, perspective, and context; incorporate new information with prior knowledge; and collect primary data using digital devices Big Idea: Produce to Show Understanding The third Big Idea in the Cognitive Domain, Produce to Show Understanding, describes learners who, in Stage 1, compose text, record sound, sketch images, graph data and/or create video based on class discussion and teacher modelling Stage 2, compose and edit electronic work according to established criteria Stage 3, create and refine non-sequential representations of their understanding, such as hyperlinked web pages, layered graphic organizers, branching multimedia presentations, multiple sheet spreadsheets, virtual realities, and relational databases Big Idea: Communicate The fourth Big Idea in the Cognitive Domain, Communicate, describes learners who, in Stage 1, share and display information and ideas from their electronic work with faceto-face audiences
21
Stage 2, discuss information, ideas, and/or electronic work using electronic communication devices Stage 3, adjust their communication based on self-evaluation and audience feedback Big Idea: Reflect The fifth Big Idea in the Cognitive Domain, Reflect, describes learners who, in Stage 1, participate in guided conversations to think about using ICT to extend their learning Stage 2, invite and share constructive feedback, related to established criteria, on their use of ICT to extend their learning Stage 3, self-monitor their learning goals and reflect on the value of using ICT to extend their learning and their critical and creative thinking
Affective Domain: Horizontal Axis Three Stages

The Affective Domain contains descriptors referring to feelings and attitudes toward the use of ICT. It consists of three stages across the horizontal axis. Stage 1
Stage 2
Stage 3
Stage 1: Knows Comprehends Becomes Aware The first stage in the Affective Domain involves developing awareness of issues related to using ICT under conditions that require external control. Stage 2: Analyzes Applies Believes The second stage in the Affective Domain involves developing, analyzing, and applying intrinsic beliefs about the issues related to using ICT. Stage 3: Synthesizes Evaluates Values The third stage in the Affective Domain involves adhering to an internal value system that controls personal behaviour related to using ICT.
Affective Domain: Vertical Axis Four Big Ideas

The Affective Domain consists of four Big Ideas along the vertical axis responsibility and ethics social implications collaboration motivation and confidence
22
Big Idea: Responsibility and Ethics The first Big Idea in the Affective Domain, Responsibility and Ethics, refers to knowing about, demonstrating beliefs about, and valuing policies, guidelines, and behaviours for using ICT ethically, responsibly, and safely, including protection of privacy and of intellectual property. Learners are expected to demonstrate ethical and responsible behaviour at all times when using ICT. Big Idea: Social Implications The second Big Idea in the Affective Domain, Social Implications, refers to awareness of, beliefs about, and values concerning the uses of ICT in society, the societal consequences of ethical and unethical use of ICT, and the benefits and risks to communities and societies of developing and using ICT. Big Idea: Collaboration The third Big Idea in the Affective Domain, Collaboration, refers to students learning how to work in face-to-face groups, how to work together over distance in cyber groups, and how to lead collaborative groups while developing literacy with ICT. Big Idea: Motivation and Confidence The fourth Big Idea in the Affective Domain, Motivation and Confidence, refers to students interest, persistence, and engagement in using ICT to learn, and in solving unique problems related to the use of ICT.
Supporting Skills
The Supporting Skills are ICT skills that support student demonstration of the continuum descriptors. They are listed on the Supporting Skills chart on the reverse side of the continuum poster. The code numbers of the supporting skills are referenced on the continuum beneath each specific descriptor in the Cognitive Domain that requires specific supporting skills. The Supporting Skills are divided into four categories: Access and Communication Skills, such as transferring and saving data within and between applications using toolbar icons, menu options, hyperlinks, and/or keyboard shortcuts Input/Output Skills, such as capturing and manipulating data using digital audio recording devices, cameras, video recorders, microscopes, geographical positioning systems, and/or probeware Tools and Text Skills, such as editing and formatting data using spell-check, dictionary, thesaurus, grammar-check, and/or track changes Vocabulary Skills, such as recalling and using ICT vocabulary in context Students should acquire and apply supporting skills in context, based on their need for that skill to accomplish a specific learning task. The supporting skills are intended to connect with checklists of skills outlined by school divisions based on their existing infrastructure and on the access their students have to specific hardware and software configurations. For an explanation on how to read the codes on the continuum poster, see Figure 6.
23
SECTION 4: ASSESSING, EVALUATING, AND REPORTING ON STUDENT PROGRESS

Meaningful assessment informs instruction by providing information about student learning to the learner, the teacher, and the parent. Assessment occurs in authentic contexts that allow students to show evidence of learning as they make progress and create performances or products. The ultimate goal of assessment is to develop self-directed learners who regularly monitor and assess their own progress. Assessment is an integral part of learning because it provides the ongoing feedback necessary for effective learning and teaching. This ongoing process, beginning with preteaching diagnostic assessment, provides evidence of students acquiring knowledge as well as applying their knowledge and skills in authentic inquiry. Assessment requires a variety of data-gathering methods, including observations, interviews, interim as well as end products, performances, and collections of student work. Assessment is a spiralling process that involves both learners and teachers (Bruner). Thus, authentic assessment begins with pre-assessment and with learners knowing and helping to develop the criteria on which they will be assessed. It continues as students apply established criteria to the real world performances/products they have created. In the most sophisticated learning context, students develop assessment criteria and apply them independently to representations of their understandings, as components of overall assessment FOR/AS/OF learning. (For further information, see the Manitoba Education, Citizenship and Youth document Rethinking Classroom Assessment with Purpose in Mind.) The Developmental Continuum for Literacy with ICT functions as both a planning tool and as assessment FOR/AS/OF learning. By observing learners as they engage in inquiry using ICT, teachers determine which behaviours students have demonstrated and those they are still working towards. This information helps teachers plan for instruction as it indicates the nature of the learning contexts that will further develop student literacy with ICT (assessment FOR learning). There are three components in assessing student literacy with ICT: observations, portfolios, and conversations (see Figure 7).
Observations
Throughout the school year, in curricular context, teachers use the inquiry process to focus their instruction on one or more of the Big Ideas of the continuum. They focus their observations of student learning on their targeted Big Ideas to determine which descriptors most accurately describe the learning of a particular student. Then, they involve students in the assessment by collaborating with them in the creation of a profile using the studentfriendly version of the continuum. This profile helps teachers and students set goals for further learning (assessment FOR learning). (Note that student-friendly descriptors are found at <www.edu.gov.mb.ca/k12/tech/lict/index.html>.)
24
Portfolios
As they learn, students use portfolios to accumulate evidence of their literacy with ICT. These portfolios may be process or product portfolios, or a combination of the two. They may be paper-based or electronic. First, students and teachers decide on the type of portfolio they will create to demonstrate evidence of their learning; then, they engage in an ongoing process of collection, selection, reflection, evaluation, and celebration. Artifacts selected for a portfolio may contain text, audio, video, data, and graphics, and each artifact is accompanied by a self-reflection (assessment AS learning) about what it illustrates about the students learning.
Conversations
Assessing student literacy with ICT involves conversations about learning destinations, criteria, descriptive feedback, and goal setting. These conversations may be self-reflective (assessment AS learning), shared between peers, shared between teacher and student, or they may be three-way student-led conferences involving parents. This last type of conversation is an integral part of reporting to parents about their childs literacy with ICT (assessment OF learning).
Focused observation of student learning by teachers who use the continuum, with student involvement, to create student-friendly profiles
servation ob
synthesis and evaluation of evidence

ve con
rs ati ons
rt po
Self, peer, teacher, and parent talk and conferencing involving learning destination, criteria, descriptive feedback, and goal-setting conversations
Figure 7: Assessment of Literacy with ICT
fo lios
s
Student and teacher collection, selection, reflection, evaluation, and celebration of evidence of student learning and quality work compiled in portfolios
25
Continuum Snapshots Reference Targets

The Manitoba Education, Citizenship and Youth website Literacy with ICT Across the Curriculum includes four overlapping snapshots of what students who are literate with ICT might look like at various stages in their development. (Note that continuum snapshots are found at <www.edu.gov.mb.ca/k12/tech/lict/index.html>.) For example, the snapshot of the Emerging Learner highlights the descriptors and examples that apply to this stage. These specific descriptors from the continuum identify targets for students at this stage of development. Most students, by the end of Grade 3, will meet these targets. Although learners and teachers will primarily focus on the descriptors highlighted in their snapshot, they will also readily see the adjacent descriptors. Teachers will be able to use the snapshots to provide a reference for assessment OF learning for students and their parents, as well as to plan instruction for each of their students (assessment FOR learning). Snapshot of the Emerging Learner pre KGrade 3 Snapshot of the Developing Learner Grades 25 Snapshot of the Transitioning Learner Grades 47 Snapshot of the Expanding Learner Grades 6adult
Individual Student Profiles

Together, teachers and students can use the continuum to develop individual student profiles of literacy with ICT by indicating the descriptors that apply to any specific student. These profiles differ from the snapshots, in that individual students may have demonstrated some behaviours beyond the expectations of their snapshot, but may have not yet shown other behaviours that are also part of that snapshot. The individual student profiles indicate the ways in which individual students have developed deep understanding and extended their learning; the profiles also identify other aspects of individual students literacy with ICT that they need to develop (assessment FOR learning). Students can use a friendly language version of the continuum for self-assessment (assessment AS learning). By selecting evidence of their learning, they determine for themselves which behaviours they are already able to demonstrate and which ones they still need to develop. As parents view evidence of their childs learning, and if they are interested in doing so, they may also view this friendly language version of the continuum to acknowledge and celebrate, with all involved, their childs literacy with ICT, and to collaboratively set goals to extend their childs learning.
Curricular Context
Many descriptors on the continuum are connected to specific curricular outcomes (see the online version of the continuum). This means that students and teachers can address and assess curricular outcomes and continuum descriptors at the same time so that literacy with ICT becomes infused with curricular outcomes across the curriculum. As curricular outcomes are grouped into learning sequences, so too are the continuum descriptors. Together, they become learning experiences designed to assist students and teachers in using the continuum as a planning tool for learning, teaching, and assessing. (Note that sample learning experiences from Kindergarten to Grade 8 in each of English language arts, mathematics, science, and social studies are found at <www.edu.gov.mb.ca/k12/tech/lict/index.html>.)
26
Evaluating and Reporting

Evaluation and reporting are directly connected to assessment of literacy with ICT. While assessing means systematically gathering evidence of student learning over time, and evaluating means interpreting the assessment information using professional judgement, reporting means synthesizing and communicating student progress and achievement to all concerned. Assessment of literacy with ICT occurs in curricular context through observations, conversations, and portfolios. Evaluation of literacy with ICT is based on the targets in the continuum snapshots, the development of the individual student profile, and the access to ICT infrastructure. Reporting on literacy with ICT consists of informing parents about their childs competency in three areas: demonstrating critical thinking with ICT to plan and gather information demonstrating creative thinking with ICT to produce and communicate information demonstrating responsibility and ethics with ICT
27
SECTION 5: DEVELOPING THE CONTINUUM
Authentic Inquiry
In February 2004, a team of 16 Manitoba educators was formed to develop the Developmental Continuum for Literacy with ICT Across the Curriculum. These educators were Kindergarten to Grade 8 teachers, many of whom came from regional, French, and Aboriginal milieus. They carried out the development of the continuum as an authentic inquiry. In preparation, the team drafted essential questions and an inquiry plan. They also gathered secondary source data to determine how educational jurisdictions within Manitoba, in other provinces, and internationally use ICT to extend learning. The team examined sample developmental continuums representing literacy in reading, writing, and numeracy. Based on these insights, the members of the development team carried out action research in their classrooms to gather primary source data to inform the development of the continuum. Their direct interactions with, and observations of, students have ensured that the continuum meets the needs of students in Manitoba.
Building the Descriptors

Teachers on the development team observed how students in their classrooms use ICT to learn. In grade groupings, the team analyzed its observations and wrote descriptions of the student behaviours. They viewed these descriptions through multiple lenses and filters, such as different curricular areas and multiple intelligences, to validate content, eliminate overlaps, and identify gaps. Their analysis informed the next set of strategic classroom observations. This was a recursive process that refined and simplified the observations into descriptions. These descriptions became the descriptors in the continuum.
Constructing the Continuum

As the teachers refined the descriptors that formed the building blocks of the continuum, they organized and reorganized, constructed and deconstructed, the framework of the continuum. Ultimately, the team represented the continuum as a two-dimensional matrix that presents the descriptors in three stages of thinking across the horizontal axis. They used the vertical axis to categorize the descriptors into nine Big Ideas: five in the Cognitive Domain and four in the Affective Domain of the continuum (see Figure 3).
28
Action Research
In June 2005, each Manitoba school division formed a team comprising a minimum of three educators: one Early Years teacher, one Middle Years teacher, and a school leader. Each team engaged in action research to build capacity for their role as members of their own school divisions implementation team, and to explore the following inquiry questions: 1. What are the most meaningful ways ICT can be infused into learning environments to extend critical and creative thinking? 2. How can teachers use the developmental continuum to plan and shape classroom learning experiences that enhance literacy with ICT? 3. How can teachers use the continuum to portray an accurate image of each students literacy with ICT? 4. How can students self-assess and show evidence of their literacy with ICT? 5. In what ways do parents need/want to be informed of their childs literacy with ICT? 6. In what ways can Literacy with ICT Across the Curriculum be implemented by each Manitoba school division? The 2005-06 year of action research was organized and guided by Manitoba Education, Citizenship and Youth. During this time, the Department collected feedback to improve the Developmental Continuum for Literacy with ICT and its associated assessment and reporting strategies collected classroom-based samples of student work for teachers to examine as they implement Literacy with ICT Across the Curriculum developed snapshots of how students of all ages are literate with ICT designed professional learning strategies and tested them face-to-face and online developed an online, interactive representation of the continuum set up networks of action research teams throughout the province supported all school divisions to build local capacity for the implementation of Literacy with ICT Across the Curriculum Teachers participating in the action research used the Developmental Continuum for Literacy with ICT to plan learning experiences that challenge students to develop and extend both their thinking skills and their ICT skills as they progress through the continuum. These teachers participated in six days of face-to-face professional learning engaged their students in learning experiences that develop literacy with ICT developed and shared their own strategies for developing student literacy with ICT participated in the Literacy with ICT online learning community helped students assemble evidence of their literacy with ICT in a portfolio of learning used the Developmental Continuum for Literacy with ICT to create profiles that show how individual students demonstrate their literacy with ICT assessed and reported on student literacy with ICT built capacity as members of their school divisions implementation team for Literacy with ICT
29
SECTION 6: IMPLEMENTING LITERACY WITH ICT ACROSS THE CURRICULUM

Each jurisdiction in Manitoba will implement Literacy with ICT Across the Curriculum over three years, beginning in 200607 with continuation of the action research already undertaken by each school division in 200506. Implementation
2006-07 2007-08 2008-09 selected K-8 classrooms selected K-8 classrooms all K-8 classrooms
Reporting to Parents
pilot reporting model in selected classrooms begin reporting in selected classrooms reporting at Grades 2, 4, 6, and 8 one time per year*
* Note: These are minimum requirements as set out by the Department. Schools/school divisions may choose to report more frequently during the year and/or report at grades other than those specified above.
The policy for the implementation of Literacy with ICT Across the Curriculum was developed through consultation with each Manitoba school division during the action research. Its implementation will provide consistent expectations for all K8 students developing their literacy with ICT, and it sets out a framework for Manitoba schools to inform parents of their childs progress along the Developmental Continuum for Literacy with ICT.
Policy for Literacy with ICT Across the Curriculum
providing evidence of and opportunities to discuss student literacy with ICT at parent/teacher/student conferences. These discussions can be facilitated by portfolios of student work individual student profiles on the Developmental Continuum for Literacy with ICT
Schools are expected to report to parents of K8 students within their existing reporting structure. Reporting on the progress of each students literacy with ICT along the developmental continuum is to be based on the following framework: reporting on three competencies of Literacy with ICT demonstrates critical thinking with ICT to plan and gather information demonstrates creative thinking with ICT to produce and communicate information demonstrates responsibility and ethics with ICT
Manitoba schools are required to implement Literacy with ICT Across the Curriculum for students in Grades K8 beginning in the 20062007 school year, with full implementation by the end of 20082009.
Schools/divisions will begin reporting in 20062007 by piloting their own reporting process locally. In 20072008, each school/division will begin using its piloted process and, by 20082009, the process will be fully implemented.
Division / School Responsibility
30
Each school division and funded independent school will develop a three-year plan to implement Literacy with ICT Across the Curriculum, and schools will incorporate it into their school plans over the next three years. It is expected that school divisions/schools will implement Literacy with ICT in a manner that reflects the needs of their community and the
culture of their school division/school. During 20062007, Manitoba Education, Citizenship and Youth staff from the Distance Learning and Information Technologies Unit will consult with each jurisdiction regarding their implementation plans. Action Research Team Responsibility The implementation process is expected to be facilitated by members of the action research teams, who have developed valuable expertise related to implementing Literacy with ICT Across the Curriculum, and who have agreed to provide professional learning and mentoring on Literacy with ICT to other educators in their jurisdictions. Members of the action research teams include Early Years teachers, Middle Years teachers, school leaders, and ICT and curriculum consultants. Teacher Responsibility All K8 classroom teachers are responsible for the development, assessment, and reporting of student literacy with ICT across the curriculum. Keeping in mind the Gradual Release of Responsibility Model of Explicit Instruction (see page 17), teachers will share responsibility with students as appropriate. Other members of the learning community, such as resource teachers, teacher-librarians, teacher mentors, and others, may be involved as required. Department Responsibility Manitoba Education, Citizenship and Youth has supported action research on Literacy with ICT Across the Curriculum by providing, over three years, six days of coach the mentors professional learning and planning for divisional implementation teams in each Manitoba school division. Manitoba Education, Citizenship and Youth will also provide the following support and resources for implementation: the Developmental Continuum for Literacy with ICT consultation with divisions/schools to develop and refine their implementation plans age-appropriate snapshots of student development of literacy with ICT age-appropriate student-friendly versions of the continuum to enable student involvement in assessment a website including resources such as sample learning experiences, student exemplars, background information for teachers, and implementation FAQs an online learning community with resources to support implementation teams online professional learning opportunities for use within school divisions/schools a parent information pamphlet on Literacy with ICT Across the Curriculum for distribution by schools in 2007 online teacher self-assessment rubrics to facilitate goal setting for professional growth summer institutes for additional divisional/school implementation team members sample reporting models ongoing consultation with individual divisional/school implementation teams an additional two days of coach the mentors professional learning for action research/implementation teams, annually throughout the implementation process ongoing action research throughout the implementation process reports on findings of the action research this resource and accompanying developmental continuum poster
31
APPENDIX A: THE ROLE OF SCHOOL LEADERS IN SUPPORTING LITERACY WITH ICT ACROSS THE CURRICULUM
The purpose of this appendix is to provide school leaders with practical guidelines to support teachers as they implement Literacy with ICT Across the Curriculum to enhance student learning. This information was gathered from the school leader breakout sessions, which were conducted during the 20052006 action research. Effective school leadership is the single most important influence on student learning. This does not mean school leaders act alone. It means that school leaders collaborate with teachers, parents, and support staff to develop the school culture, resources, and focus that support student learning. Effective leaders understand how to balance growth through change while, at the same time practising aspects of culture, values, and norms worth preserving. They know which policies, practices, resources, and incentives to align, and how to align them with organizational practices. They know how to gauge the magnitude of the change they are calling for and how to adjust their leadership strategies accordingly. Once school leaders begin to establish Literacy with ICT Across the Curriculum as a focus for initiating change, they can construct a plan to realize this vision. According to a comprehensive study that reviewed theory, research, and practice related to educational leadership, there are three critical factors related to increased student learning. These factors are the ability to maintain a positive school culture with order, discipline, support for teachers, and resources knowledge of curriculum, teaching practices, and student assessment as they relate to an increase in student learning understanding of how to increase student engagement in their learning (Waters et al.)
Factors that Influence How Literacy with ICT Can Support and Extend Student Learning
School leaders are knowledgeable about learning, teaching, and assessing in the context of developing students literacy with ICT. They understand the instructional factors that influence students literacy with ICT, including school factors, teacher factors, and student factors. School Factors Resources and timely access to ICT: School leaders provide opportunities for all students to use ICT to support and extend their learning. While the continuum identifies the cognitive and affective behaviours demonstrated by all students, school leaders also indicate their expectation that all teachers and students will use ICT to learn, teach, and assess. For example, school leaders arrange for teachers to have common preparation time, peer coaching, and access to ICT and the Internet in classrooms for student use, as well as other resources and supports.
32
Collegiality and professionalism: School leaders model leadership and collaboration by involving teachers in the development of the school plan and the establishment of procedures for implementing Literacy with ICT, as well as by providing professional learning opportunities for teachers to explore strategies to enhance student literacy with ICT. Ethics, responsibility, and safety: School leaders ensure that their divisional ICT acceptable-use policy is understood and adhered to by staff, students, and parents. Reporting to parents: School leaders share with parents and their parent council the provincial expectations for student literacy with ICT. They provide opportunities for parents to view evidence of their childs developing literacy with ICT. This could be accomplished in the form of student-led conferences to display work samples in electronic portfolios. Teacher Factors Effective use of ICT: School leaders ensure that teachers use ICT effectively to support and extend student learning so that ICT is used to add value to teaching and learning, and to move students upward through Blooms taxonomy to higher levels of critical and creative thinking ICT is used to provide learning experiences otherwise unavailable to students in order to increase their understanding and their engagement as self-directed learners Instructional strategies: School leaders ensure that teachers have access to professional learning opportunities to explore literacy with ICT for searching, summarizing, and note-taking from electronic sources higher-level thinking such as comparing, classifying, analyzing, inquiring, problem solving, justifying, and evaluating sources collaborative learning gradually releasing to students, responsibility for their own learning differentiating instruction providing ongoing feedback and assessment FOR learning Classroom management: School leaders ensure that teachers establish rules and procedures related to general expectations for behaviour and respect for other ICT users using classroom hardware, software, and networks safely and responsibly learning centres using ICT plagiarism and copyright of intellectual property choosing the most appropriate educational uses of ICT Professional use of ICT: School leaders provide teachers with access to ICT for preparation of learning experiences development of learning resources sharing with colleagues collaborative planning teaching and assessment FOR/AS/OF learning
33
Student Factors Home environment: School leaders provide parents with information about the effects on student learning and safety of time spent watching television, instant messaging, and surfing the Internet. Exposure and prior knowledge: School leaders and teachers are aware that students with home access to ICT may have exposure to and prior knowledge of ICT procedures, and that these strengths may be shared and developed at school. At the same time, they are also aware that these same learners may not understand how to effectively locate and critically evaluate information and information sources.
Concepts, Policies, and Procedures for Implementing Literacy with ICT Across the Curriculum
As with any curricular initiative, school leaders are responsible for insuring that Literacy with ICT Across the Curriculum is implemented within a set of key concepts, sound policies, and clear procedures related to curriculum implementation. These concepts and policies serve as the foundation for developing promising practices in learning, teaching, and assessing. Guiding Concepts for Implementing Literacy with ICT Across the Curriculum By asking themselves the following questions, school leaders consider concepts of continuity, complexity, diversity, differentiation, equity, fairness, and relevance in the development of student literacy with ICT. Continuity: What assurances are there that the development of students literacy with ICT is a continuation of what came previously, as well as a link to future learning? For example, are teachers provided with time for mapping the continuum across curriculum and between grades? Complexity: How is the complexity of Literacy with ICT addressed within grade levels and across grade levels? For example, are students expected to conduct inquiries and design solutions to problems, and not only to learn keyboarding or to use interactive software? Diversity/Differentiation: How are teachers using ICT to meet the wide range of students interests, motivation, learning needs, and levels of literacy with ICT in their classrooms? On what basis are specific strategies and skills selected? For example, are all students in a class expected to develop the same literacy with ICT, but to use materials appropriate to their level of development? Equity/Fairness: How are students provided with equal opportunities to demonstrate the behaviours outlined in the continuum? For example, are students given opportunities to demonstrate their literacy with ICT in different ways?
34
Relevance: How is Literacy with ICT made relevant for the students? For example, do students engage in real world problem solving and projects or do they use ICT mainly for remediation and practice? Policies Relating to Implementing Literacy with ICT Across the Curriculum School leaders follow provincial and school division policies regarding infusion of ICT and develop school-based strategies for implementing Literacy with ICT Across the Curriculum conducting regular classroom assessment FOR/AS/OF learning following school-wide or division-wide procedures for reporting to parents Procedures for Implementing Literacy with ICT Across the Curriculum School leaders, together with their staffs, develop procedures within the context of provincial and divisional policies, and the school plan, to implement Literacy with ICT Across the Curriculum. Common planning time: School leaders consider common planning time for teachers as they work collaboratively, so that they have time to plan and coordinate use of the continuum within and across grade levels and curricular areas. School leaders establish a teacher team(s) at each grade level and/or across grade levels. The focus of the team(s) is to ensure that the principles of continuity, complexity, diversity, equity, and relevance are applied when deciding the key skills, strategies, student learning, and assessment of literacy with ICT at each grade level and across the curriculum. Professional learning: School leaders provide professional learning about Literacy with ICT, so teachers learn how it can support students to achieve curricular outcomes. Action research, classroom-based inquiry, professional learning over time, and ongoing mentoring by other teachers have all proven to be effective ways to provide professional learning. Budget: School leaders set priorities to ensure that students and teachers have the necessary supports and resources to develop literacy with ICT. Technical support: School leaders ensure adequate and timely technical support, and do not expect teachers to provide their own technical support. They also ensure that decisions regarding technical support are made in the best instructional interests of the students and teachers. Access to ICT in the classroom: School leaders establish ways to provide just-in-time access to ICT in the classroom. Reporting procedures: School leaders develop procedures and timelines for reporting to parents, students, and the community. Reporting documents such as report cards, student profiles, and electronic portfolios show evidence of student progress.
35
APPENDIX B: ACTION RESEARCH TEAMS: 20052006 English Teams

Archdiocese Of Winnipeg Catholic Schools Norine Hochkievich St. Ignatius School Barb VanWalleghem St. Maurice School Beautiful Plains Kathy Bjarnason Denise Kennedy Ryan Robson Sylvie Tomoniko Ron Nordstrom Border Land Curt Friesen Shauna Hamm Jason Pilkington Brandon Cathy McLaren Gisle Perreaux Jana Pomeroy Rick Stallard Pam Wilkinson Catholic Schools Commission St. Alphonsus School Helen Dawert John Cox Christine McInnis Laurie-Anne Regula Evergreen Rosanna Cuthbert Darlene Drabik Brad Harding Larry Moore Brian Thordarson Georgia Sigvaldason Flin Flon Chris Gamble Duong Ly Bill Pauley Michelle Reitlo Fort la Bosse Devon Caldwell David Gillingham Lori Greig Howard Griffith Randy Hawryluk Mark Keown Laura Wright Frontier Stephen Dudar Adele Lafreniere Kevin Peden Sherry Perih Erin Schriver Garden Valley Darren Crane Al Doherty David Hoeppner Kath Penner Gray Academy of Jewish Education Lori Binder Judy Doctoroff Sandy Rosenberg Hanover Cory Dyck Ed Friesen Brent Giesbrectht Dave Johnson Independent St. Johns Ravenscourt Roland Buduhan Neil Martin Bruce Neal Interlake Stephen Kolody John Loochuk Bonnie McMurren Jim Saj Kelsey Rob Fleming Cameron Nagle Trevor Poole Doug Van Damme Lakeshore Patty Goranson Clarke Hagan Roger McCulley Darlene Willetts Lord Selkirk Richard Ingimundson Daryl Loeppky Chris Minarik Sharon Moolchan Louis Riel Lisa Bunkowsky-Russell Tannis Steiman Cathy-Ann Winters Bruce Young Mountain View Brian Belinsky Donna Davidson Lesia Jensen Twila Rosteski Richard Shankaruk Mystery Lake Kim Colbourne Rob Fisher Donna Johnston Georgina Moody Park West Linda Boyle David Juce Val Ross Mark Waldner Pembina Trails Joan Badger Dave Benson Marlo Kozak Blair Morden Pine Creek Rob Rintoul Joanne Schettler Nicole Spence Portage la Prairie Pam Garnham Ron Goodale Sheila Henderson Cynthia Kelly Margaret Kristof Prairie Rose John Evans Sheila Kent Cindy Wainikka
36
English Teams (continued)

Prairie Spirit Marla Andon Craig Cuddy Marilyn Cullen Theresa Knox Debora Morrow Red River Valley Marie-Jose Clment-Wall Bill Gidzak Tim Klein Donna Slobodzian Dennis Wiebe River East-Transcona Nello Altomare Mike Kusyk Connie Niblett David Schroeder Rolling River Mary Dalton Lisa Lobb Kat Muirhead Chad Stiles Seine River Jonathan Elcomb Jennifer Lapkin Eric Overall Erin Pich Sandra Pott Seven Oaks Leslie Deck Cindy Kasprick Jen McGowan Michael Pohorily Howard Ryant Southwest Horizon Sherry Hannah Ken Joyal Keith Murray St. James Assiniboia Rob Carnegie Neil Moffatt Scott Thomson Sunrise Patty Choma John Finch Sharron Keilback Anthony Stanley Swan Valley Tracy Maksymchuk Janet Martin Cam Mateika Turtle Mountain Sylvia Corkish Connie Krowchuk Michael Nantais Turtle River Loni Earle Jim Hopfner Bill Wynn Western Todd Folkett Korina Peters Stephen Ross Laurie Wood Whiteshell Lori Evenden Heather Ihme Darcia Light Winnipeg Central Curt Belton Brian Metcalfe Rhonda Morrissette Kathy Routhier Winnipeg Inner City Matt Adkins Celia Caetano-Gomes Alana Chernecki Pat Graham Patrick Logan Winnipeg North MaryLouise Lisi Shelagh McGregor Dennis Mogg Don Zaharia Winnipeg River Heights Susan Anderson Phillipe Carrier Lois Friesen Tim Holfeld Mark Joyce Winnipeg South Leslie Gentes Stphanie Paquette Petra Thanisch Joyce Wong
Franai s / French Immersion Teams

DSFM Robert Daigneault Valrie Gautron Julie Mongeon-Ferr Suzanne Mulaire Gilles Prjet Joanne Prince Louis-Riel Lyette Carrire Jennifer Code Lynne Daumler Pembina Trails Chantal Fillion Ron Monin Marilyn Ouimet Rivire Seine Michel Bilodeau Guylaine Kostal Jean Magny Seven Oaks Louise Moreau Peter Obendoerfer Nathalie Rousseau St. James Pierre Bohmier Dan Kalynchuk Julie Sabourin Sunrise Jacqueline Julien Lucienne Lavalle Danielle Lebleu Winnipeg John Erskine Gisle Mospanchuk Diane Thuot Hanhsong Vuong
37
BIBLIOGRAPHY
Bloom, B.S., ed. Taxonomy of Educational Objectives: Handbook I: Cognitive Domain. New York, NY: David McKay, 1956. Bruner, J. Beyond the Information Given. New York, NY: Norton, 1973. Conference Board of Canada. Employability Skills 2000+. 2005. Conference Board of Canada. 13 Jul. 2006. Available online at: <www.conferenceboard.ca/education/learning-tools/employability-skills.htm> Davies, Anne. Finding Proof of Learning in a One-to-One Computing Classroom (20022003). Report submitted to Maine Learning Technology Initiative, April 2004. Print, DVD. Courtenay, BC: Connections, 2004. International Society for Technology in Education (ISTE). National Educational Technology Standards for Students. 2005. ISTE. 13 Jul. 2006. Available online at: <http://cnets.iste.org/students/s_stands.html> Johnson, D.W., and H. Johnson. Learning Together and Alone: Cooperation, Competition, and Individualization. 3rd ed. Englewood Cliffs, NJ: Prentice Hall, 1991. Krathwohl, David R., Benjamin S. Bloom, and Bertram B. Masia. Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook II: Affective Domain. New York, NY: McKay, 1956. Leu, D. Jr., J. Castek, L.A. Henry, J. Coiro, and M. McMullan. The Lessons That Children Teach Us: Integrating Childrens Literature and the New Literacies of the Internet. The Reading Teacher 57.5 (Feb. 2004): 496503. Manitoba Education and Training. A Foundation for Excellence. Winnipeg, MB: Manitoba Education and Training, 1995. ---. Curricular Connections: Elements of Integration in the Classroom. Winnipeg, MB: Manitoba Education and Training, 1997. Available online at: <www.edu.gov.mb.ca/k12/docs/support/currconn/index.html> ---. Grades 5 to 8 English Language Arts: Manitoba Curriculum Framework of Outcomes and Grade 6 Standards. Winnipeg, MB: Manitoba Education and Training, 1996. ---. Grades 5 to 8 Mathematics: Manitoba Curriculum Framework of Outcomes and Grade 6 Standards. Winnipeg, MB: Manitoba Education and Training, 1996. ---. Grades 5 to 8 Science: Manitoba Curriculum Framework of Outcomes and Grade 6 Standards. Winnipeg, MB: Manitoba Education and Training, 2000. ---. Kindergarten to Grade 4 English Language Arts: Manitoba Curriculum Framework of Outcomes and Grade 3 Standards. Winnipeg, MB: Manitoba Education and Training, 1996. ---. K4 Mathematics: Manitoba Curriculum Framework of Outcomes. Winnipeg, MB: Manitoba Education and Training, 1995.
38
---. Kindergarten to Grade 4 Science: Manitoba Curriculum Framework of Outcomes. Winnipeg, MB: Manitoba Education and Training, 1999. ---. Technology As a Foundation Skill Area: A Journey toward Information Technology Literacy: A Resource for Curriculum Developers, Teachers, and Administrators. Winnipeg, MB: Manitoba Education and Training, 1998. Available online at: <www.edu.gov.mb.ca/k12/docs/support/tfs/pdfed_tech.pdf> Manitoba Education and Youth. Kindergarten to Grade 8 Social Studies: Manitoba Curriculum Framework of Outcomes. Winnipeg, MB: Manitoba Education and Youth, 2003. Available online at: <www.edu.gov.mb.ca/k12/cur/socstud/framework/index.html> Manitoba Education, Citizenship and Youth. Independent Together: Supporting the Multilevel Learning Community. Winnipeg, MB: Manitoba Education, Citizenship and Youth, 2003. Available online at: <www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html> ---. Literacy with ICT: A Developmental Continuum Profiling Student Literacy with Information and Communication Technology (website). Winnipeg, MB: Manitoba Education, Citizenship and Youth, 2004. Available online at: <www.edu.gov.mb.ca/k12/tech/lict/index.html> ---. Rethinking Classroom Assessment with Purpose in Mind. Winnipeg, MB: Manitoba Education, Citizenship and Youth, 2006. Available online at: <www.edu.gov.mb.ca/k12/assess/wncp/index.html> Marzano, Robert J. A Different Kind of Classroom: Teaching with Dimensions of Learning. Alexandria, VA: ASCD, 1992. Pearson, P.D. and M. Gallagher. (1983) The Instruction of Reading Comprehension. Contemporary Educational Psychology 8. Piaget, J., and B. Inhelder. The Psychology of the Child. New York, NY: Basic Books, 1969. Tapscott, Don. Growing Up Digital: The Rise of the Net Generation. New York, NY: McGraw-Hill, 1998. Vygotsky, L.S. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press, 1978. Waters, T., R.J. Marzano, and B. McNulty. Balanced Leadership: What 30 Years of Research Tells Us about the Effect of Leadership on Student Achievement. Denver, CO: Mid-continent Research for Education and Learning (McREL), 2003. Available online at: <www.mcrel.org/PDF/LeadershipOrganizationDevelopment/ 5031RR_BalancedLeadership.pdf>
39
Printed in Canada Imprim au Canada

MB Lict Continuum

Uploaded by

Copyright:

Available Formats

You might also like

MB Lict Continuum

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MB Lict Continuum

Uploaded by

Copyright:

Available Formats

Manitoba Education, Citizenship and Youth Cataloguing in Publication Data

Literacy with ICT Across the Curriculum

Literacy with ICT Across the Curriculum

Literacy with ICT Across the Curriculum

Acknowledgements Contents Purpose 5 6

Section 6: Implementing Literacy with ICT Across the Curriculum

Literacy with ICT Across the Curriculum

Literacy with ICT Across the Curriculum

Literacy with ICT Across the Curriculum

literacy with ICT

Figure 1: Literacy with ICT

Literacy with ICT Across the Curriculum

Literacy with ICT Across the Curriculum

Figure 2: Relationship between ICT and Curriculum

Literacy with ICT Across the Curriculum

SECTION 2: SUPPORTING PRINCIPLES

Literacy with ICT Across the Curriculum

Literacy with ICT and Inquiry Processes Across the Curriculum

Science Scientific Inquiry/ Design Process

Social Studies Skills

Plan and Question

3.2 Select and Process

Gather and Make Sense

4.1 Generate and Focus

Produce to Show Understanding

Displays solution process or data. Interprets data, if applicable.

Analyzing and Interpreting

4.2 Enhance and Improve

4.4 Present and Share

Concluding and Applying

Concluding and Applying

Ethics and Responsibility

Collaboration Motivation and Confidence Social Implications

Cooperate/Collaborate with others

Literacy with ICT Across the Curriculum

Literacy with ICT Across the Curriculum

Higher-Level Critical and Creative Thinking

Literacy with ICT Across the Curriculum

invent discover design create

Analyzes Applies Believes

Knows Comprehends Becomes Aware

Figure 4: Stages of Thinking

Reaching Deeper Understanding

Literacy with ICT Across the Curriculum

Gradual Release of Responsibility

Literacy with ICT Across the Curriculum

Guided Practice Gra dua l Re leas eo f Re spo nsib ility

Student Practice or Application

Figure 5: Gradual Release of Responsibility Model of Explicit Instruction

Literacy with ICT Across the Curriculum

Multiple Literacies for the 21st Century

Literacy with ICT Across the Curriculum

SECTION 3: READING THE DEVELOPMENTAL CONTINUUM FOR LITERACY WITH ICT

Literacy with ICT* Across the Curriculum

follows given plans

sa2.2, sa2.3, sc2.3

sc1.1, sc1.3, sc1.4, sc1.5, sc1.7, sc2.1

Gather and Make Sense