Moving From |
To |
I&TL Curriculum as Local Initiative
·
Based
on existing resources
·
Separate
computer and library instruction
·
Often
not districtwide
|
I&TL Curriculum Based on State and National
Standards
·
Learning
Resources and Information Technology Framework (now Information and
Technology Literacy Framework)
·
Information Power: Building Partnerships for Learning
·
National Educational Technology Standards
for Students (NETS)
·
e-Learning: Putting a World-class
Education at the Fingertips of All Students
|
A Stand-alone Curriculum
·
Discrete
skills taught
·
Stand-alone
lessons
·
Developed
by library media specialist(s) and/or technology teacher(s) in isolation
·
Implemented
by I&TL professionals
·
Instruction
is random, available to students on an uneven basis – not articulated K-12
·
Tends
to focus on the integration of information and technology resources
·
Rigid
scheduling for I&TL facilities
|
A Well-defined, but Integrated Curriculum
·
Instruction
integrated into and across content areas, K-12
·
Developed
by I&TL professionals in cooperation with other educators
·
Instruction
implemented by I&TL professionals working with classroom teachers
·
Instruction
is planned, systematic and ongoing for all students
·
Formal
alignment with content areas
·
Focus
is on student acquisition of I&TL skills and competencies
·
Flexible
access to I&TL facilities and resources
|
Cooperation
·
Working
cooperatively with teachers who are interested
·
Delivering
I&TL instruction as requested
|
Collaboration
·
Working
with all teachers
·
Working
with all phases of the instructional process:
planning, delivery and assessment
|
Personality Driven
·
I&TL
instructional program works because of the person(s) running it
·
I&TL
professionals in some schools, but not others – sometimes an entire level is
not served
·
Lacks
administrative support
|
Program/Curriculum Driven
·
I&TL
instructional program works because it has been embedded in the educational
process
·
I&TL
professionals in all schools
·
Strong
administrative support
|
Student Competency/Performance Not Systematically Assessed
·
Grade-level benchmarks have not been defined
·
Assessment may occur within some lessons
|
Student Competency/Performance Assessed
·
Grade-level benchmarks or performance standards have been defined
·
Mechanisms for regularly assessing all students’ competencies have
been developed and implemented (e.g., assured experiences)
|
Information and Technology
Literacy subsumes what traditionally has been associated with library media,
audiovisual, computer and other educational technology programs. In the past, these programs often have
existed as distinct and separate entities located in different parts of a
school building. New technologies and
the “information overload” that now permeate our schools and society have
blurred the lines that once separated these areas. Though there may indeed be several
individuals within a school who are responsible for different facets of the
skills and competencies presented, planning is best done by considering the
interrelatedness and broad scope of Information and Technology Literacy.
All students must be able to use information and
technology effectively to live, learn and work successfully in an increasingly
complex and technology-based society.
The overarching goal of an information and technology literacy
instructional program is to ensure that all students are independent,
competent, responsible and confident users of information and technology and
can apply related strategies for acquiring basic skills and content knowledge,
communicating ideas, problem-solving and pursuing personal interests. The
following content and performance standards provide the foundation for
initiating local discussions to design an instructional program that will
ensure that all students have the opportunity to learn and practice these new
essential skills.
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