Project+outline

IF we can get the Prezi off the ground, here is my suggestion its "storyboard":

=__**WHY**__= =__**WHO**__= __﻿__ > · A healthy attitude toward technology. > · An understanding of the use of technology in the information literacy process and its use in fostering higher level thinking skills. > · Experience as skill integrators and collaborators. > · [Hopefully have] Been models for the successful use of technology. > · A whole school view. > []
 * 1) ** ﻿Title / Intro (BIG QUESTION - WHY SHOULD WE TEACH INFORMATION, COMMUNICATION AND TECHNOLOGY SKILLS?) **
 * Maybe this? 20thC vs 21stC teachers to highlight the presentation:
 * media type="youtube" key="pJYpsB3o0Uc" height="390" width="480"
 * [] Funny video - Humour always gets viewers' attention.
 * Tree octopus website ([]), with about 30 seconds of "information" from the website and the statement that digital literacy is important to teach. Yes-this is a very worthwhile link to include.
 * Links / videos / references for the need for DL (ICT skills?) (brief, because this is not our point) or this could go earlier
 * The myth about student competency - (Hawkins & Oblinger, 2006)
 * Hawkins, B. L. & Oblinger, D. G. (March/April 2006). The myth about student competency. //EDUCAUSE Review,// //41//(2) 12–13. Retrieved from [|http://www.educause.edu.login.ezproxy.library.ualberta.ca/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume41/TheMythAboutStudentCompetency] This article asks the question “are students competent or just confident?” (p. 12) The authors differentiate between being fearless and being clueless. “Having no fear is not the same as having knowledge or skill.” (p. 12)
 * I would describe the average student’s knowledge and skill level as ‘a mile wide and an inch deep’. Students (high school & college) are able to do rudimentary information searchers using Google, but do they know how to perform advanced information searches and are they familiar with programs and applications outside of their everyday experience?
 * Do students know how to evaluate the legitimacy of the information they are using? (p. 13)
 * 1) ** WHOSE RESPONSIBILITY IS IT TO TEACH INFORMATION, COMMUNICATION AND TECHNOLOGY SKILLS? **
 * **Should (ICT) curriculum be integrated into all subject areas or should it be the sole responsibility of one teacher...the Teacher-librarian or the Lead Technology teacher, for example.**
 * ## http://www.freetech4teachers.com/2011/03/salman-khan-lets-use-video-to-reinvent.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+freetech4teachers%2FcGEY+%28Free+Technology+for+Teachers%29&utm_content=Google+ReaderInterviews / quotes / links to the various points of view...thinking that the views will lean towards integration ﻿This video, if we use it, could inspire a discussion about the method used in the Khan Academy and if it's so effective, why aren't more teachers integrating technology in this way to improve student learning? Could this model work in the mainstream, i.e. in public schools? If not, why?
 * THIS (ABOVE) IS 32 MINUTES OF VIDEO...ARE WE ADDING IT?
 * In his Blue Skunk Blog, Doug Johnson shows to support the reasoning of why the TL should be the IT “coach” for the students in the school. Several reasons include :(This is a very useful resource!)

Support for the leadership role of the TL in Allison Zmuda's article:

“Leap of Faith: Take the Plunge into a 21st-Century Conception of Learning” Allison Zmuda, SLM, Santa Barbara, Nov 2009, Vol. 26, Iss. 3, pg, 16, 3 pgs

[]


 * CAN WE CLEAN UP LINK TO SEE THIS ARTICLE IN FULL?**

Zmuda is an advocate of TL’s taking the lead on 21st century learning both as instructional leaders and curriculum designers. The concept of “one size fits all learning” has to be a thing of the past and with technology, teachers can see themselves more as facilitators working with teachers and students on the “skills and capacities that [they] need to be successful.”

Zmuda’s list of 21st century skills includes:
 * Critical thinking
 * Problem solving
 * Collaboration
 * Effective communication
 * Global literacy
 * Creativity
 * Inventiveness
 * Resiliency
 * Empathy (pg 2)

As instruction leaders guiding student work, Zmuda presents three meaningful questions TL’s should ask:

“How will the task contribute to their understanding of the world and themselves? How will the task provide meaningful opportunities to improve their skills? How will the task help them to achieve their current and future goals?” (pg 2)

Question for the group: Is this a realistic expectation of TL’s? How would guiding students towards these skills look in your school/district?


 * ** Or, should it be the responsibility of ALL teachers (TLs, classroom teachers, etc)? **
 * Who should teach ICT skills? The teaching of ICT skills should be a cooperative effort between the teacher-librarian, IT teachers and subject teachers. (p. 13) Hawkins & Oblinger, 2006.


 * Links / videos / references / interviews of the two different points of view: integration vs stand alone - answer the question of __**WHO**__...or don't answer the question but give arguments for both a TL/Lead tech VS all the educators in a child's world.

Here is a summary of the Jane Gilbert article, "Knowledge, the disciplines, and learning in the Digital Age" (2006)


 * CAN WE CLEAN UP LINK TO SEE THIS ARTICLE IN FULL?**

New Zealander, Jane Gilbert (2006), in her paper, “Knowledge, the disciplines, and learning in the Digital Age” set out to understand why ICT, Information Communication Technologies, outcomes “have not revolutionized teaching and learning.” (p. 115)

We need to think less of knowledge as “stuff” and more that it is a process, an energy, new learning generated through collaboration.” She suggests that we are focused on an industrial model of education and not on a knowledge age model which is what are living in today.

Students need to focus on knowledge creation and sharing where difference and diversity reflect multi-modality literacy (use of images, sounds, and gestures, not just print media). Teachers should be using real world examples to guide student learning instead of static “stuff” from the industrial age model where content is rigidly divided into disciplines. (This article speaks to the core of our presentation.)

(Do you think this should go elsewhere? Maybe at the end as a wrap up?)

Possible question for discussion relating to this article: Were expectations of the "revolutionary" impact of technology on teaching and learning unrealistic? http://login.ezproxy.library.ualberta.ca/login?url=http://http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?did=1893315771&sid=1&Fmt=3&clientId=12301&RQT=309&VName=PQD/pqdweb?did=1893315771&sid=1&Fmt=3&clientId=12301&RQT=309&VName=PQD

=__**WHAT**__=

> []
 * WHAT INFORMATION, COMMUNICATION AND TECHNOLOGY SKILLS ARE NECESSARY FOR TODAY'S LEARNERS (and teachers for that matter!)? **
 * 1) Use Selena's Scope and Sequence that she developed for EDES 540? (or the link you provided in the resources page) Let's include the link from the Transcona School District in Manitoba. It is a comprehensive document for K-12. My scope and sequence is for middle school only. Here's the link for Transcona: [|Information Literacy Skills K-12]
 * 2) My school district has started a scope and sequence moodle. I have included the topics in the WHAT page.
 * 3) Typing skills: [] (Not sure about this now). This information is maybe a bit too specific and leads us off in another direction.
 * 4) [] - go to bottom, he has outlined a framework AND there are links to other already made scope&sequences etc. (not sure about this now). The links provided by Johnson at the bottom of the page more seem like a rough outline as opposed to a finished document. Let's look for something else.
 * 5) This is another possibility for the WHAT component of our presentation: (I like this link, Anne - let's use it!)
 * 1) **What should be taught?** Students should develop other important skills such as “information gathering, analysis, critical thinking, and problem-solving” (p.13). In addition, they should understand how to use information ethically. Hawkins & Oblinger, 2006.
 * 2) ** How one state established school/library technology standards - **** Colet Bartow ** . [|School Library Monthly]. Santa Barbara: [|Nov 2009]. Vol. 26, Iss. 3; pg. 19, 3 pgs
 * This article focuses on Montana’s attempts to clarify and streamline the Library Media and Technology Content Standards for its state.
 * Montana educators believe that integrating “information, communication, and technology (ICT) skills into all content area standards” (Bartow, p.19) necessary to prepare students for further education or the workforce. This way, students will have a common set of skills and knowledge that is the same throughout the state with the possibility of aligning these state standards to national ones.
 * Initial teacher feedback indicated that existing standards regarding ICT skills and content standards were too vague and needed a common vocabulary.
 * More emphasis needed to be placed on “information literacy and processes”. (Bartow, p.20)
 * A central question emerged: “Should the Library Media and Technology Content Standards be combined into one set of standards?” (Bartow, p. 20). Before combining the standards, time was needed for Teacher-Librarians to clarify Library Media content standards and for all teachers to identify technology standards.
 * Curriculum standards teams focused on “what students need to know and be able to do rather than on the instructional decisions that teachers must make to implement the standards” (Bartow, p. 21). The guiding principles included using language that is accessible to educators and non-educators alike, encouraging the responsible use of information tools and creating skills and processes that are transferable to real life situations.
 * 7.The Big6 Information Literacy Skills ** - I used this model extensively in my scope and sequence for middle school web search skills. Here's the link: http://www.big6.com/what-is-the-big6/

"The Big6™ Skills
The Big6 is a process model of how people of all ages solve an information problem. From practice and study, we found that successful information problem-solving encompasses six stages with two sub-stages under each:

1. Task Definition
1.1 Define the information problem 1.2 Identify information needed

2. Information Seeking Strategies
2.1 Determine all possible sources 2.2 Select the best sources

3. Location and Access
3.1 Locate sources (intellectually and physically) 3.2 Find information within sources

4. Use of Information
4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information

5. Synthesis
5.1 Organize from multiple sources 5.2 Present the information

6. Evaluation
6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency)"

Another model to consider comes from Delia Neuman (2009), author of "I-LEARN: A Model for Creating Knowledge in the Information Age"

http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?did=1968710451&sid=1&Fmt=6&clientId=12301&RQT=309&VName=PQD

Her model is based on a "three part information literacy paradigm" for use in library media centres: assess, evaluate and use. She has it organized into 6 steps similar to the Big 6: Consider the following categores: 1. Identify: Choose a problem or question that can be addressed through information. 2. Locate: Access information either recorded or in the environment 3. Evaluate: Judge the quality and relevance of the information found 4. Apply: Use the information in the learning task 5. Reflect: Examine product and process 6. kNow: instantiate knowledge gained
 * activate (a sense of curiosity about the world)
 * scan (the environment for a suitable topic within that world to investigate)
 * formulate (a problem or question about that topic that can be addressed with information)
 * focus (on what is to be learned)
 * find (the information needed for that learning)
 * extract (the most relevant and salient information for that learning)
 * authenticity (credibility of the source and /or author; internal logic; accuracy)
 * relevance (topic at hand, level of learning/depth required, appropriateness
 * timeliness (currency, accessibility)
 * generate (construct new understanding, personal meaning)
 * organize (determine appropriate cognitive structure)
 * communicate (create appropriate representation to convey that structure)
 * analyze (adequacy of both form and content)
 * revise (improve as necessary)
 * finalize (polish as appropriate)
 * personalize (recognize meaning as personal construct)
 * internalize (integrate with previous knowledge)
 * activate (draw upon as necessary and /or appropriate) (pg. 2)

This model is "dynamic and malleable" (pg. 4) and linked to Bloom's Taxonomy of Educational Objectives. With this approach, learners are expected to take greater responsibility for the generation of questions (pg. 5) Neuman argues that this model can be easily taught to students which explains both the WHY and HOW of using information as the basis for learning (pg. 5) I like this model. Do we want to include this AND the Big6 so that they can be compared and contrasted or do we want to choose one? Compare and contrast might be an interseting exercise. I think this depends on how much content we have and if we need this.

=__**CHALLENGES**__=


 * HOW SHOULD INFORMATION, COMMUNICATION AND TECHNOLOGY SKILLS BE TAUGHT? **


 * Which Came First-the Technology or the Pedagogy?. Dian Schaffhauser. [|T.H.E. Journal]. Tustin: [|Sep 2009]. Vol. 36, Iss. 8; pg. 27 **
 * How should technology be taught?
 * This article focuses on teacher education programs and in particular The Curry School of Education Center for Technology and Teacher Education at the University of Virginia (its bachelor and master's degree program in content area and teaching integrates technology into pedagogy)
 * It asks the question why the current generation of education graduates, while technologically savvy, lack an understanding of how to teach it.
 * All teachers, new and experienced, need availability of technology tools AND the time and mentorship to implement their use appropriately into subject areas.


 * Technological Pedagogical Content Knowledge in Action: A Case Study of a Middle School Digital Documentary Project ** //**,** [|Journal of Research on //Technology// in //Education//]. (Hofer & Swan, Eugene: [|Winter 2008/2009]. Vol. 41, Iss. 2; pg. 179, 22 pgs//


 * Even with the hype surrounding integrating technology into teaching, teaching practice has changed very little. (Hofer & Swan, p. 179)
 * This is due in large part to a lack of time, training and access for teachers (Hofer & Swan, p. 179).
 * To truly benefit from technology integration, teachers must not only be confident with technology, they must be strong in content and pedagogical knowledge. I KNOW – IT’S OBVIOUS, BUT SIMPLE!
 * Authors promote the use of student-produced videos (with tools such as iMovie, Movie Maker and Photo Story) which will positively impact motivation, engagement and creativity. This approach offers opportunities for “authentic learning experiences” and allows for students to become more deeply involved in subject matter (Hofer & Swan, p. 180).
 * Challenges however, included the fact that some teachers had limited content knowledge, typical technological challenges such as access and time.

Hawkins, B. L. & Oblinger, D. G. (March/April 2006). The myth about student competency. EDUCAUSE Review, 41(2) 12–13.
 * The myth about student competency **
 * How should these skills be taught? Similar skills, including communication and information literacy, should be learned within subject areas and should be incorporated throughout all disciplines. (Hawkins & Oblinger, p. 13)

media type="custom" key="8797276"
 * Pay Attention - From Teacher Tube (7:44) - Could be used for "Why" and "How" sections. **

__*THIS SEEMS A BIT LONG...ANOTHER YOUTUBE ONE IS SIMILAR AND SHORTER:__ 

Technology integration practice as a function of pedagogical expertise **Melissa E Pierson Journal of Research on Technology in Education; Summer 2001; 33, 4; ProQuest Education Journals pg. 413**

__***IS THERE A LINK TO READ THE WHOLE ARTICLE?**__
 * School districts and teachers feel tremendous pressure to adopt new technologies for the classroom but lack understanding of how to implement programs or integrate the teaching of these new tools (Pierson, p. 413)
 * Teachers who successfully integrate technology into teaching are those who embrace change, are innovative; work with computers in and outside of school and who are supported by their districts. (Pierson, p. 414)
 * It is not enough to have teachers who have a strong understanding of content, pedagogy or technology. For successful integration of technology, teachers must be skilled in all three areas and must be supported by their administration and colleagues. (Pierson, p. 427)

// Successful integration of technology includes all three aspects of content, pedagogical and technical knowledge (Pierson, p. 427) //




 * 5. CONCLUSION & DISCUSSION QUESTIONS **
 * End with a "What do you think?" **"What is happening in regards to information** and communication technology at YOUR school? Your child's school? Your district?"

[]

    from  on 

This information sounds excellent and I can definitely see this being incorporated into our project.
 * The video by Alan November is called "Myths and Opportunities: Technology in the Classroom" (2009). The background for his reflections on global thinking and technology is a pre-revolutionary colony in the US - a very interesting contrast yet full of parallels to the "fearlessness" and drive for relevance that we strive for today.
 * November believes that kids need to be "engaged across the web" in "authentic conversations."
 * In the 1700's, kids worked and contributed to their world in vital, meaningful ways - the way November believes kids today need to be engaged
 * November states that teachers can be taught the technical skills of using technology in their classrooms. The bigger challenge, he argues, is to shift control from the teacher to the students.
 * He dispels three myths: 1. That technology is the great equalizer 2. That the web will hold diverse opinion 3. That technology will make kids smarter. What has happened, he believes, is that kids have lost critical thinking skills which they need in order to swim in the sea of information.
 * He inspires us to podcast with students, connect with teachers from around the world, encourage students to reflect on the format of assignments that they would like to do - not just what teachers tell them they are going to do
 * All of this becomes "students' work": they collaborate, are self-directed and are on the road to being life long learners

Here is another You Tube clip - short and sweet:

**This youtube clip might be useful at the end** of the . Using the music, "We're all in this together" it looks at the shift from teacher to student asking the questions:

media type="youtube" key="bjgKzrkMetU?version=3" height="390" width="640" I was able to embed the video, Anne. I like the video - it's short and sweet. My only complaint is that it needs to offer more concrete solutions. Plus, there are too many `Teachers should do this and teachers should do that'. Where are the administrators, educational leaders, government, parents???? Just my 2 cents. I agree with you about the finger wagging that is happening to teachers. There doesn't seem to be much out there about govenrment and parents in all of this. I'll look and see what I can find.

A last minute thought at the 11th hour.... I was checking my Google Reader this morning and read this post from the blog, Hey Jude. It talks about the digital divide between teachers and students where it comes to keeping up with learning about technology. It might fit with the final thoughts at the end of the presentation: do you think this is true? How do teachers keep up with their learning in technology?  http:// YouTube video player" width="640" height="390" src="http://www.youtube.com/embed/E7WCAv1ItMc" frameborder="0" allowfullscreen> /2011/03/15/digital-divide-what-< title="YouTube video player" width="640" height="390" src="http://www.youtube.com/embed/E7WCAv1ItMc" frameborder="0" allowfullscreen> -go-wrong/ This is an excellent blog post, Anne. I think that it could be very useful for our conclusion & discussion. Maybe we should summarize it instead of linking to it. I am starting to think that our presentation might get too long. Thoughts? I have been wondering about the length myself. Talking about this when we skype will be helpful.

__*I LIKE THE VIDEO...IT MAKES ME WANT TO GO TO THE. SITE!__ media type="youtube" key="7ECAVxbfsfc" height="390" width="640"

http://www.youtube.com/watch?v=E7WCAv1ItMc ** ﻿This is a one minute Alan November video but I cannot for the life of me get the code to embed in the video widget. media type="youtube" key="E7WCAv1ItMc" height="390" width="640"

http://www.iste.org/welcome.aspx This is the URL for the ISTE Site. The bit that I included in my email about ISTE the other day came from the "National Educational Techology Standards for Students" (2007).