Below are my notes–copied and pasted–from the Information, Communications, and Technology (ICT) Skills Curriculum Based on the Big6 Skills Approach to Information Problem-Solving by Mike Eisenberg, Doug Johnson and Bob Berkowitz (Revised January 2010).
When I first read this article many years ago, it served as one of my texts for Big6 and what information problem-solving. In fact, sharing and discussing portions of this text at workshops endeared me to librarians (smile).
Here are some of the points that jumped out at me:
- Can the student who uses technology well enough to play a game, send e-mail or browse the Web be considered technology literate? Will a student who uses technology in school only for running tutorials or an integrated learning system have the skills necessary to survive in our society? Is the ability to do basic word processing sufficient for students entering the workplace or post-secondary education? Certainly not.
- Educational technologists…advocate integrating technology skills into the content areas, recognize that technology skills should not be taught in isolation, and affirm that separate “computer classes” do not allow students to apply technology skills in meaningful ways. There is increasing recognition that the end result of technology literacy is not knowing how to operate technology, but rather to use technology as a tool for organization, communication, research, and problem solving.
- information skills can be integrated effectively when the skills (1) directly relate to the content area curriculum and to classroom assignments, and (2) are tied together in a logical and systematic information process model.
- Teacher-librarians, technology teachers, and classroom teachers need to work together to develop units and lessons that will include technology skills, information skills, and content-area curriculum outcomes.
- Students need to be able use technology tools with flexibility, creativity and a genuine purpose. All learners should be able to recognize what goa they need to accomplish, determine whether technology will help them to do so, and then be able to use the technology as part of the process to accomplish their task. Individual technology skills take on a new meaning when they are integrated within this type of information problem-solving process, and students develop true “information technology literacy” because they have genuinely applied various information technology skills as part of the learning process.
- This curriculum requires more than teaching computer skills, technology hardware, and software programs in an isolated approach. An effective technology curriculum must be integrated across content areas and grade levels to improve the learning process. Technology is successfully integrated when it seamlessly supports curricular goals. Students learn and refine their technology skills when they work on projects that require them to solve problems and make decisions.
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