ADE634

Use digital technology and communication tools to access, manage, integrate and evaluate information; Construct new knowledge; Communicate with others effectively.

With Skype, teacher mentors can deliver personalized training directly to the classroom on subjects teachers need.

Skype can double as a quick connection to a teacher, librarian, or even a traveling parent for a child in the midst of a homework crisis.

One important way to inspire children to read is by reading aloud to them. Schools can arrange to have an author read a story over Skype so that the entire class can enjoy a favorite book and then ask questions for an author study

How much are they really learning through their passion for computer-based entertainment? How do we maximise the educational benefits of that passion, without, of course, killing it stone dead? Or - and there will be some who continue to believe this - should education and entertainment remain on entirely separate tracks?

 Games can help kids learn how to synthesize information and apply it, two higher-level thinking skills that are vital parts of information literacy.

choosing mainstream games rather than purely educational ones as kids are more likely to reach for those.

research study in Auburn, Maine show that kindergarten literacy scores increased in classrooms where iPads were used.

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.

IFLA: The Road to Information Literacy: Librarians as facilitators of learning – bookings now open February 23rd, 2012 by IL website administrator The Road to Information Literacy: Librarians as facilitators of learning Dates: 8-10 August 2012 Location: Tampere, Finland IFLA-satellite registration is now open: http://iflasatellitetampere2012.wordpress.com/ Sponsor: IFLA Continuing Professional Development and Workplace Learning Section and IFLA Information Literacy Section Contacts: Susan Schnuer, schnuer@illinois.edu ; Leena Toivonen, leena.t.toivonen@uta.fi Filed under: Conferences | Comment (0) Article tags: IFLA

Evaluation Criteria

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.