WHO+and+HOW+should+IT+skills+be+taught?

Post summary of article and correct reference format. WHO / HOW IT skills should be taught:

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: · 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.

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Robert Niles says that if we don't teach the kids, they will learn themselves on the internet anyway! But do we want them learning netiquette and research techniques that way? []

My thoughts:
 * Online writing / publishing / responding / collaboration (ie. blogs, wikis and the netiquette in these areas): TL / English / Humanities / Language Arts teacher
 * Online research skills - TL / SS
 * Presentation media - Fine Arts / Applied Skills / Lead tech / TL
 * Basic keyboarding - uh...
 * Safety / Privacy - uh...

I'm tucking this link up here on the page because I think it addresses another dimension of HOW to integrate ICT into classroom learning. It's a transcript from a webcast prepared by pre-service teachers at UBC. If we use this in the prezi, I think a guiding question might be "Is this an effective model?" If not, how could the issue of ICT and teacher discomfort with teaching with it/meeting outcomes be better addressed? The article about the pre-service teachers dealing with ICT came from the publication, //Educational Insights//, Vol. 10, No. 2, 2006. **https://vista4.srv.ualberta.ca/webct/urw/lc5122011.tp0/cobaltMainFrame.dowebct**


 * __ Here are some articles that may apply to our project: __**


 * (1) 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.


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


 * Even with all of the hype surrounding integrating technology into teaching, actual teaching practice has changed very little. (p. 179)
 * This is due in large part to a lack of time, training and access for teachers (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 (p. 180).
 * Challenges however, included the fact that some teachers had limited content knowledge, typical technological challenges such as access and time.

This link supports a WHAT - ebooks, in schools as they support student research. The WHO is the librarian in this case but this short article drives home the point that we need to keep up with kids and guide them in the searching. [|http://www.libraryjournal.com/lj/home/886504-264/ebook_summit_preview_should_kids.html.csp]

Here is a fabulous TED talk video about using video to humanize the classroom and improve student leaning: 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+Reader

I was searching blogs on technology in education and found this one from a teacher in northern Manitoba. I could fit with our WHO and HOW. What he's doing with his students, connecting them to classrooms around the world is truly a great example of meaningful learning using technology.

I had included a screen capture here but it seems not to be accessible. The link is: http://www.evenfromhere.org/?p=1713

This is another possibility for the WHAT component of our presentation: http://edtechdigest.wordpress.com/2010/09/06/6-reasons-why-students-need-21st-century-skills/

Here is another possibility looking at tech integration in Taiwan: http://www.editlib.org.login.ezproxy.library.ualberta.ca/p/24100


 * Abstract: **
 * This study investigated how two elementary school first- and second-grade teachers made sense of information technology integrated curriculum for young children, the roles they played, and the challenges they faced when integrating information technology into the curriculum in Taiwan. Classroom observations and teacher interviews were conducted to investigate the research questions. The results reveal that curriculum designer, instructor, leader, coordinator, and supervisor were the roles they played in the classroom. In addition, the challenges two teachers faced are concluded as three aspects: students' motivation and responses, teachers' time management as well as resources and support from the schools. **

//Discussion of information literacy and what should be taught. Based on analysis of infolit skills students are ending high school with.// http://books.google.com.login.ezproxy.library.ualberta.ca/books?hl=en&lr=&id=lsoKUzr3GFUC&oi=fnd&pg=PA119&dq=Stepping+Beyond+Wikipedia&ots=XA6ACX3pWy&sig=wi3C8ndAgue5Kcy1mPuSTm1diXg#v=onepage&q=Stepping%20Beyond%20Wikipedia&f=false
 * Google article: "Stepping Beyond Wikipedia" William Badke **

"Digital Natives or digital refugees: Why have we failed Gen Y?" http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?did=1968710281&sid=2&Fmt=2&clientId=12301&RQT=309&VName=PQD// //** Abstract: **// // This research forum paper presents the conclusion of a much broader PhD study which examines the information-seeking behaviour of the Net Generation or Generation Y. The overarching premise of this study centres on the belief that a greater understanding of how young adults seek and interact with information and the online environment, is an important first step in developing strategies to prepare them for tertiary education, the workplace and a future that will be characterised by an increasingly complex and constantly evolving information landscape. This paper will present the final analysis of the PhD findings, discuss what this means for the current generation of students and examine where schools and particularly teacher librarians need to focus if we are to cater for future generations. [PUBLICATION ABSTRACT] //

// Here is an example of using games to meet AASL outcomes: (HOW) // //http://login.ezproxy.library.ualberta.ca/login?url=http: //proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?did=1968710211&sid=2&Fmt=6&clientId=12301&RQT=309&VName=PQD

"iLearn: A model for knowledge creation in the information age" 2009 Delia Neuman

http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?did=1968710451&sid=2&Fmt=6&clientId=12301&RQT=309&VName=PQD ﻿Abstract:

The I-LEARN model-Identify, Locate, Evaluate, Apply, Reflect, kNow-both describes the process of learning with information and provides a learning sequence that can be taught. Grounded in research and theory from information science and instructional design, it is also based on the author's own research and writing. The model reflects an inquiry approach built on the three-part information-literacy paradigm that underlies many instructional activities in library media centers: accessing, evaluating, and using information. It expands that paradigm to focus specifically on the use of information as a tool for learning. Plans to validate the model in a digital library and in face-to-face environments are currently underway. [PUBLICATION ABSTRACT]

Dunlop, J., & Kymes, A. (2007). Analysis of Media Literacy Curriculum: The Center for Media Literacy's Media Lit Kit. Simile, 7(3), 1-13. Retrieved from EBSCOhost.This looks at a US model of media literacy curriculum.