Group items tagged

Curriculum Based on the Big6 Skills Approach

Approach

Approach

technology

Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.

technology

Moving from teaching isolated tech

Moving from teaching isolated technology skills to an integrated approach

Moving from teaching isolated technology skills to an integrated approach

ERIC Identifier: ED465377 Publication Date: 2002-09-00 Author: Eisenberg, Michael B. - Johnson, Doug Source: ERIC Clearinghouse on Information and Technology Syracuse NY. Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest. There is clear and widespread agreement among the public and educators that all students need to be proficient computer users or "computer literate." However, while districts are spending a great deal of money on technology, there seems to be only a vague notion of what computer literacy really means. Can the student who operates a computer well enough to play a game, send e-mail or surf the Web be considered computer literate? Will a student who uses computers in school only for running tutorials or an integrated learning system have the skills necessary to survive in our society? Will the ability to do basic word processing be sufficient for students entering the workplace or post-secondary education? Clearly not. In too many schools, teachers and students still use computers only as the equivalent of expensive flash cards, electronic worksheets, or as little more than a typewriter. The productivity side of computer use in the general content area curriculum is neglected or grossly underdeveloped (Moursund, 1995). Recent publications by educational associations are advocating for a more meaningful use of technology in schools (ISTE, 2000). Educational technologists are clearly describing what students should know and be able to do with technology. They are advocating integrating computer skills into the content areas, proclaiming that computer skills should not be taught in isolation and that separate "computer classes" do not really help students learn to apply computer skills in meaningful ways. There is increasing recognition that the end result of computer literacy is not knowing how to operate computers, but to use technology as a tool for organization, communication, research, and problem solving. This is an important shift in approach and emphasis. Moving f

ERIC Identifier: ED465377 Publication Date: 2002-09-00 Author: Eisenberg, Michael B. - Johnson, Doug Source: ERIC Clearinghouse on Information and Technology Syracuse NY. Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest. There is clear and widespread agreement among the public and educators that all students need to be proficient computer users or "computer literate." However, while districts are spending a great deal of money on technology, there seems to be only a vague notion of what computer literacy really means. Can the student who operates a computer well enough to play a game, send e-mail or surf the Web be considered computer literate? Will a student who uses computers in school only for running tutorials or an integrated learning system have the skills necessary to survive in our society? Will the ability to do basic word processing be sufficient for students entering the workplace or post-secondary education? Clearly not. In too many schools, teachers and students still use computers only as the equivalent of expensive flash cards, electronic worksheets, or as little more than a typewriter. The productivity side of computer use in the general content area curriculum is neglected or grossly underdeveloped (Moursund, 1995). Recent publications by educational associations are advocating for a more meaningful use of technology in schools (ISTE, 2000). Educational technologists are clearly describing what students should know and be able to do with technology. They are advocating integrating computer skills into the content areas, proclaiming that computer skills should not be taught in isolation and that separate "computer classes" do not really help students learn to apply computer skills in meaningful ways. There is increasing recognition that the end result of computer literacy is not knowing how to operate computers, but to use technology as a tool for organization, communication, research, and problem solving. This is an important shift in approach and emphasis. Moving f

Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.

Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.

Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.

Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.

We can help our students gain the capacity to tackle unforeseen problems by emphasizing comprehension

We can also introduce students to what community organizers call "relational power" when we use cooperative learning activities and invite as much participatory democracy in the classroom as possible.

we can build relationships with students so we can learn their self-interests, hopes, and dreams, and be better prepared to more explicitly connect lessons to them. We can praise effort and specific actions more than intelligence. And we can encourage cooperative learning.

Good leaders also teach others.

"We learn 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we say or write...[and] 90% of what we teach.”

Teaching others not only requires students to reread and return to learned material but it also enhances self-confidence and provides good modeling for peers.

When peers teach one another, they develop respect for each others’ judgment and expertise.

We can also develop student leadership by creating opportunities for students to take collective action to improve their community

Schools and districts can find links to YouTube for Schools, which allows students to access YouTube EDU while blocking non-educational videos;

Last week, Google announced that three school districts in Iowa, Illinois and South Carolina are using only Google Chromebooks, the Web browser-based laptop, and that hundreds of schools across the country are deploying them in classrooms — a total of 27,000 in the hands of students.

So, if you’re interested in transliteracy, metaliteracy, information literacy, or some other putative literacy (hyperliteracy, anyone?), please chime in on the metaliteracy survey.