Group items matching

in title, tags, annotations or url

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. 

Successful integrated information skills programs are designed around collaborative projects jointly planned and taught by teachers and library media professionals. Information technology skills instruction can and should be imbedded in such a curriculum. Library media specialists, computer teachers, and classroom teachers need to work together to develop units and lessons that will include both technology skills, information skills, and content-area curriculum outcomes. 

Students need to be able to use computers and other technologies flexibly, creatively and purposefully. All learners should be able to recognize what they need to accomplish, determine whether a computer will help them to do so, and then be able to use the computer as part of the process of accomplishing their task. Individual computer 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. 

A particular focus will be on training teachers to sensitize them to the importance of information and media literacy in the education process, enable them to integrate information and media literacy into their teaching and provide them with appropriate pedagogical methods and curricula.

The Big6TM is an information literacy curriculum, an information problem-solving process, and a set of skills which provide a strategy for effectively and efficiently meeting information needs

It can be used whenever students are in a situation, academic or personal, which requires information to solve a problem, make a decision or complete a task. Using a multi-level approach, students can develop competency in information problem-solving and decision-making that will carry forward into lifelong, useable skills.

Teachers often use technology to support their own teaching, but may often fail to see the relevance of child-friendly tools as a means to support children’s learning.

we contend that child-friendly technologies should be considered as serious learning tools in the formal learning environment of the primary classroom.