LwICT+Background

LwICT Background

 * **Overview of the Continuum for Literacy with ICT**
 * **The Continuum Posters**

**Overview of the Continuum for Literacy with ICT**
The continuum for LwICT is developed in two domains: Cognitive which describes thinking behaviour and Affective which describes behaviour related to ethics and responsibility.

The Cognitive Domain is composed of a developmental sequence of three stages of thinking that follow Bloom’s taxonomy and Pearson and Gallagher’s “Gradual Release of Responsibility” Model of Explicit Instruction. The five Big Ideas in the Cognitive Domain follow the Inquiry Model common to all subject areas: ELA calls it “Inquiry”, science calls it “Scientific Inquiry” or “Scientific “Design”, math calls it “Problem-Solving” and social studies calls it “Social Studies Skills”. The Inquiry Model was purposely chosen to outline the learning within the Continuum because it is a common model in Manitoba curricula and teachers are familiar with. Since it is already use in the classrooms, it does not constitute yet an extra topic they must teach. Rather, it can be seen as representing best teaching practices **across the curriculum.** The chart on p.12 of the //LwICT Handbook// shows how each of the big ideas is congruent with the steps of Inquiry in each of the subject areas.

The Affective Domain is composed of a developmental sequence of three stages of thinking that follow Krathwohl’s adaptation of Bloom’s taxonomy, and expand upon the concept of digital citizenship. The four Big Ideas of the Affective Domain are not listed in order of precedence. The descriptors refer to feelings and attitudes of students toward their personal use of ICT, while they are engaged in inquiry-based learning (as described in the Cognitive Domain of the Continuum), or in any learning situation. Teachers can observe the Affective behaviour of students in everyday circumstances that may be related to direct use of ICT or may be incidental to it.

**The Continuum Posters**
What is the difference between the big orange poster and the black and white poster of the LwICT continuum? [] [] Aside from colour and size there is NO difference. The big poster is a wall-sized version of the Continuum. The Black and White poster is a desk size poster, easier to handle for the teacher.

[] The four Snapshots represent the Emerging Learner (pink), the Developing Learner (green), the Transitioning Learner (blue) and the Expanding Learner (purple). The wording of each snapshot is identical to the orange poster and the black and white poster. In LwICT, each snapshot is an approximate portrait of a student for the range of grades listed at the bottom left of the snapshot poster. There is an overlap of grades from one snapshot to the next, to take into consideration the range of behaviours and abilities presented by students.
 * The Four Snapshots**

While student behaviour can be observed across the Continuum, classroom teachers tell us that the “typical” student at a certain level will likely be behaving in a manner outlined in the coloured areas of the snapshot appropriate for his/her level. When the LwICT Development Team outlined the Continuum, observation of student behaviour was undertaken in several classrooms in Manitoba to determine what might be expected at each level. The snapshots were updated many times over a period of several months based on feedback received by the teachers.

Most descriptors list exemplars. They were collected by teachers in their classrooms and are based on the observations of the behaviour of their students. They were worded to be representative of the range of technologies available in schools. They are congruent with expectations from Manitoba curricula..
 * Exemplars**

While descriptors may be shaded in a snapshot, some exemplars are not. For example, in G1.4, expectations of “using electronic devices to collect primary data” extend only to digital cameras in the Emerging Learner snapshot.

[] The student-friendly version of the Continuum was developed for student use, as a tool for assessment AS learning. The language is simplified and exemplars are not included. The purpose is to have a tool designed specifically with students in mind, to make it easier and less daunting for them to read and reflect on their own behaviours and learning.
 * Student-Friendly Version**

Teachers who use the student-friendly version with their students will typically select sections they want their students to reflect on rather than hand them the whole continuum; for example, they might give students an opportunity to journal in a descriptive manner on a handful of descriptors, for a particular task or activity. This reflection is best done “just in time”, close to the time when the task occurred so as to be fresh in the mind of students and make it easier for them to remember more accurately.

The current version of the student-friendly continuum is used mainly with students in grades 3 and above. Teachers will take the time to explain each descriptor they want their students to reflect on to make it easier for the students. These reflections also facilitate conversations, between teacher and students as well as peer to peer. An early years friendly version is being developed for students in K-2.

[] At the back of each of the orange and black&white posters, there is a list of skills. That list was put at the back as a reference because the skills are NOT the focus of observation of learning in LwICT. That list informs the teacher about the skills that the students will require in order to demonstrate success with the descriptors found in the Continuum. Under most descriptors is a list of “codes” such as “sa1.1, sb1.2, etc.” Those codes are cross-referenced to and explained in the list of skills. Those skills also inform the teacher on what ICT skills he/she will need to support the students in their learning across the curriculum with LwICT.
 * Supporting Skills**

The Continuum is congruent with Manitoba Curricula. Each of the ELA, Math, Science and Social Studies curriculum was used as a lens when developing the Continuum for LwICT.