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Literacy with ICT Across the Curriculum Scavenger Hunt


									Answers to

Scavenger Hunt:
Literacy with ICT Across the Curriculum
The purpose of this scavenger hunt is to help teachers become familiar with the contents and
structure of the website for Literacy with ICT and to develop their understanding of Literacy with
ICT Across the Curriculum .

Literacy with ICT website:

Part 1: Overview – What is Literacy with ICT?
Click on the Over view tab and use the sub-links (Purpose, Development, Policy, and Teams) to
answer the following questions:

    1.   Purpose Link: Read the definition of Literacy with ICT. Fill in the diagram below to show
         the components of Literacy with ICT.

                 and                     ethics and
                                         responsibility         ICT literacy

    2.   Purpose Link: Describe how ICT literacy and literacy with ICT are different from one

          ICT literacy is the demonstration of ICT skills whereas literacy with ICT is
           choosing and using ICT, res ponsibly and ethically, to support critical and
           creative thinking about information and about communication across the
           curriculum as citizens of the global community.
          ICT literacy is an import ant component of literacy with ICT, but it is not sufficient
           in itself.

                                                                                            Page 1 of 7
3.   Purpose Link: Literacy with ICT is a continuum not a curriculum. To demonstrate the
     differences between a curriculum and a continuum sort the following characteristics by
     writing them inside the appropriate continuum or curriculum boxes below. [descriptors,
     outcomes, developmental, end of year expectations, cr oss curricular, subject specific]

                - descriptors                               - outcomes
                - developmental                             - end of year
                - cross curricular                          expectations
                                                            - subject specific

                  Continuum                                         Curriculum

4.   Purpose Link: Why is it more appropriate to develop a developmental continuum instead
     of a curriculum for Literacy with ICT?

      Since ICT is not a separate “curriculum” in K–8, the Developmental
       Continuum for Literacy with ICT is congruent with and infused with existing
       concepts across the curriculum.

      Since the foc us 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.

5.   Development Link: Describe/draw the four relationships between ICT and curriculum:
     supplementar y, complementar y, integrated, and infused. Where on this continuum of
     infusion would you place your school or classroom?

     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.

                                                                                           Page 2 of 7
   6.   Policy Link: What are the three student competencies for Literacy with ICT that teachers
        will report to parents?

         demonstrates critical thinking with ICT to plan and gather information
         demonstrates creative thinking with ICT to produce and communicate
         demonstrates responsibility and ethics with ICT

   7.   Teams Link: Who are the team members of the Literacy with ICT implementation team in
        your school division?

        Answers will var y.

Part 2: Show Me – The Continuum
Click on the Show Me tab and use the links (Continuum, Student Friendly, Emerging, Developing,
Transitioning, Expanding, and Suppor ting Skills) to answer the following questions:

   8.   Continuum Link: Take a look at the Continuum. As you read down the left side, what are
        the four big ideas found in the affective domain of the continuum?

         Ethics and Responsibility, Social Implications, Collaboration, Motivation and Confidence

   9.   Continuum Link: What process is described by the five big ideas in the cognitive domain
        of the continuum?

         Inquir y process

   10. Continuum Link: How is the above process described in English Language Arts,
       Mathematics, Science and Social Studies? (Hint: See page 12 (section 2) of the Literacy
       with ICT Handbook, found in the Resources area of the website.)

                    English Language
  Subject Area                            Mathematics            Science           Social Studies

                                            Problem-             Scientific
                         Inquir y                                                  Social Studies
 Process Name                                solving          Process/Design
                         process                                                       Skills

   11. Continuum Link: As you read across the top of the continuum how does student thinking
       develop across the three columns/stages? (Hint: See the “Thinking Diagram” on page 15
       (section 2) of Handbook.)

      First column is knows/comprehends/becomes aware, second analyses/applies/believes,
       third synthesizes/evaluates/values

      Level of critical and creative thinking changes. Students start to take on more
       responsibility in their lear ning

                                                                                         Page 3 of 7
12. Show Me Tab: What do the four snapshots (emerging, developing, transitioning and
    expanding) represent? (HINT: Click again on the Show Me tab and read the

  The four Snapshots represent tar gets along the r oad of literacy with ICT as learners
   move from emerging to developing to transitioning to expan ding stages.

13. Look at the diagram below and circle which snapshot(s) fit with the grade(s) you teach.

    Answers will var y.

14. Snapshot Links: Look at your snapshot(s) online, can you find your students behavior
    described somewhere on the continuum already?

    Answers will var y.

15. Supporting Skills Link: Click on the Supporting Skills sub-link and look at the table. What
    is the relationship between the supporting skills and the descriptors found on the

    Supporting skills are technical skills that support the descriptors. Descriptors are more
     pedagogical in nature.

16. Student Friendly Link: Click on the Student Friendly sub-link and look this version of the
    continuum. How could you as a teacher use the student friendly version of the
    continuum in your classroom?

    To involve students in self-assessment of their literacy with ICT.

                                                                                     Page 4 of 7
Part 3: Tell Me – Some of Theory Behind the Cont inuum
Click on the Tell Me tab and use the Supporting Principles link to answer the following questions:

    17. Supporting Principles Link: What are the seven supporting principles for the
        implementation of Literacy with ICT across the curriculum?

           inquir y
           constructivist learning
           higher-level critical and creative thinking
           reaching deeper understanding
           gradual release of responsibility
           digital citizenship
           multiple literacies for the 21st century

    18. Supporting Principles Links: Pick one of the supporting principles and explain how it
        suppor ts/encourages/is reflected in the Literacy with ICT continuum?

        Inquir y
         - The cognitive domain follows the inquiry process and can be found in each of the core
         subjects: ELA (inquiry process), Math (Problem Solving), Science (Scientific
         Inquir y/Process), and Social Studies (Social Studies Skills). (See page 12 of Handbook
         for Figure 3: Literacy with ICT and the Inquiry Processes Across the Curriculum)
        constructivist learning
         - The continuum has descriptors that honor the students’ prior knowledge and asks that
         students build on that knowledge as they acquire and make sense of new knowledge
         and then represent and communicate their learning in a variety of ways.
        higher-level critical and creative thinking
         - As students move thorough the 3 stages of thinking (columns) on the continuum they
         are asked to take more risks and to extend their critical and creative thinking.
        reaching deeper understanding
         - The continuum develops students ability to question and encourages students to ask
         deeper and more meaningful questions. Student engagement and involvement is
         expected in setting up the inquir y and in helping to define the questions.
        gradual release of responsibility
         - As students move from left to right on the continuum they are asked to take on more
         independence and responsibility in their thinking and learning.
        digital citizenship
         - The affective domain is all about being ethical and responsible, lear ning how to be
         safe, being aware of how ICT use can affect others/society, getting along with others
         and becoming more confident in yourself as a “digital” citizen.
        multiple literacies for the 21st centur y
         - The continuum asks students to lear n how to navigate and search multiple
         information sources and to locate and evaluate relevant information. New literacies
         include managing data, managing information and communicating ideas.

                                                                                        Page 5 of 7
Part 4: Let Me Try – What Does This Look Like in My Classroom?
Click on the Let Me Try tab and use links (Assessment, Learning Experiences, Professional
Learning for Teachers) to answer the following questions:

    19. Learning Experiences Link: Take a look at the sample lear ning experiences that fit the
        subject(s) and grade level(s) you teach. As you read through these learning experiences,
        notice that some of the strategies have descriptor numbers embedded into the text.
        Check out the samples, links, and BLMs, on the right-hand side of the screen, that
        accompany the learning experiences. How could you adapt some of these strategies for
        your classroom?

          Answers will var y.

    20. Learning Experiences Link: Which of your ow n successful strategies already match the
        descriptors on the continuum? Can you think of how you might tweak something you are
        doing already in your classroom so that it could give your students the opportunity to
        demonstrate descriptors from the continuum?

          Answers will var y.

    21. Professional Learning for Teachers Link: Look at the Professional Learning for Teachers
        topics. Open and scan some that interest you. Note w hich ones you would like to return
        to at a later date for more in-depth self-directed learning.

            Answers will var y.

    22. Assessment Link: Click on the Assessment sub-link. Complete the following diagram with
        the three components of assessment of Literacy with ICT.


             Conversations                                    Portfolios

                                                                                      Page 6 of 7
        23. Assessment Link: How can students be involved in assessing their own literacy with ICT?

              through self assessing themselves using the student friendly version of the continuum
              participating in conversations about their learning
              collecting and selecting evidence of their lear ning to create a portfolio

        24. Assessment Link: Read the information found on the Assessment sub-link page. Read the
               characteristics on the diagram below. Label each box with the appropriate word
               [Assessment FOR/AS/OF Learning, Evaluation, or Reporting] that the diagram represents.

                       Ongoing observations, conversations, and
Assessment             evidence that informs instruction by providing
                       information about student learning.

Evaluation          Interpreting assessment           Interpreting assessment
                    information using                 information using
                    professional judgment.            professional judgment.

Reporting                 Informing parents about their child’s
                          competency in literacy with ICT.

                                                                                            Page 7 of 7

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