LITERACY WITH INFORMATION AND COMMUNICATION TECHNOLOGY K-12

Literacy with ICT
Across the Curriculum

GUIDE TO INFUSION
2012

Front Cover. Image credit, GNWT

Learning about and choosing ICT to critically, creatively, and ethically use,
produce, and communicate meaning.

LwICT

LITERACY WITH INFORMATION AND
COMMUNICATION TECHNOLOGY
2012-2013

During 2012-2013, LwICT will consist of components that are initiated andimplemented by (ECE), and components that can be collaboratively developed andconducted with participation and support from Boards (Cooperative).

INFUSION GUIDE

Rationale for ICT; skill expectations
by divisions; ICTs across thecurriculum; assessment tools (ECE)

EXEMPLAR LESSONS

150 ICT-supported lessons by NWT
teachers, on CD, on ECE website andlinked in social bookmarks (ECE)

WEB-CONFERENCING

Meet online for monthly demonstrationsof ICT-supported learning at mutuallybeneÞcial times (Cooperative)

Image used with permission.

SOCIAL BOOKMARKS

Web resources/ICTs for learning at
www.delicious.com/
nwtcurriculumlinks/ (ECE)

TUTORIALS

Short screen recording
tutorials on DVDs that support
LwICT skills (ECE)

A 2012-2013 INQUIRYAn ICT-supported, transdisciplinary,culture-based project for all NWT schools(Cooperative)

OUTCOMES POSTERICT skills/attitudes/examples on acontinuum of cognitive/affective
learning and developmental stages (ECE)

Image made available for sharing by Frank Schulenburg inWikipedia article, ÒPresentationÓ

WHERE TEACHERS GATHER
In-person presentations to large teacher
gatherings--showing practical components
of digital literacy (Cooperative)

4

Grades

Literacy with Information, Communication Technology
Acknowledgements, Table of Contents

K-12

GradeK-12

Acknowledgements

In the preparation of this adapted document, Literacy with ICT Across the Curriculum, Education, Culture and Employment wishes to gratefully acknowledge the use of Manitoba’s 2006, Continuum Model for Literacy with ICT
Across the Curriculum.
Also, Education, Culture and Employment wishes to acknowledge the contributions of the following individuals fortheir roles in the preparation of this document:
NWT ICT Committee
David Murphy, Yellowknife Catholic Schools
Martin Male, Yellowknife Education District #1,
Todd Sturgeon, South Slave Divisional Education Council
Andrew Samoil, Beaufort Delta Education Council
NWT Technology Advisory Group (TAG)
Andrew Samoil, Beaufort Delta Education Council
Bernie Giacobbo, Yellowknife Education District #1
Blake Wile, Education, Culture and Employment
Brian Jaffray, Dehcho Divisional Education Council
David Murphy, Yellowknife Catholic Schools
Larry Connolly, Yellowknife Catholic Schools
James Robinson, Tlicho Community Services Agency
Jean-Paul Bernard, Sahtu Divisional Education Council
Martin Deschesnes, Commission scholaire francophone Territoires du Nord-Quest
Martin Male, Yellowknife Education District #1
Matt Clements, Tlicho Community Services Agency
Michael Ewen, Tlicho Community Services Agency
Michele Smith, Sahtu Divisional Education Council
Peter Maguire, Yellowknife Education District #1
Todd Sturgeon, South Slave Divisional Education Council
NWT Literacy with ICT Across the Curriculum Small Pilot
David Murphy, Yellowknife Catholic Schools
Morley Gill, South Slave Divisional Education Council
Paul Gentleman, Tlicho Community Services Agency
NWT Literacy with ICT Across the Curriculum Large Pilot Technology Mentors:
Beaufort Delta Education Council:
Anna Lee McLeod			
Brandon Otway				Chris Gilmour				Ephraim Warren			Heidi Bender				Raymonde Budgell
Ira Crummey 				Ryan McIndoe			Margaret Gordon 			Shawn Feener
Nadine Wagner					

6GradeK-12

Acknowledgements
Sahtu Divisional Education Council
Hal Dyck 			Mark Harewood		
Malcolm Coupe			Matt Hubert						Dehcho Divisional Education Council
Blair Sellars 			
Jeff Planetta			
Christina Snider 		Kent Bratton			David Madden			
Lee Fillion					South Slave Divisional Education Council
Aaron Jezovit			
Gerry Engen			
Dan Kearley			Jennifer Tweedie		
Gerard Carroll			Michelle Brown			Bev Tybring

Trent Waterhouse

Nadine Downey Chaulk
Robert Jones
Travis MacQuarrie
Morley Gill
Sherri Osted
Susan Warren

Tlicho Community Services Agency
Brad Carrier			Kathleen Grainger		Steve MacFadyen				
Chris McCarthy			Stephanie Bonnar		
Wendy Tulk
											Yellowknife Education District #1
Arnold Krause			
Darryl Mitchener		
Neil Penney
Catherine Siegbahn		Kevin Laframboise		
Rod Kennedy
Cheryl Griffin			
Kim Lee			
Scott Lough
Commission scholaire francophone Territoires du Nord-Quest
André Chabot			Martin Deschesnes
Yellowknife Catholic Schools
David Murphy			Gizelle Gaudon			Jennifer Genge

Kris Ballard			
Linda Nickerson		NWT Cultural Perspectives
Gladys Norwegian, Education, Culture and Employment
Margaret Erasmus, Education, Culture and Employment
Liz Fowler, contractor
Project Coordinator
Blake Wile, Education, Culture and Employment

7

Thana Rahim
Trent Hamm

GradeK-12

Contents

Components of Literacy with Information and Communication Technology 3
Acknowledgements								

6PART 1: Understanding Literacy with Information and Communication Technology
Introduction
Culture-Based Education and ICT					Cultural Change and Pedagogy						Information and Communication Technologies and Culture		
Identity and the Other							Competencies for the 21st Century					Information and Openness						Credibility and Democratized Knowledge				Digital Lifestyle							A Capable Person in the 21 Century					Purpose									A Brief History of ICT Curriculum in the NWT				
Technology as a Foundational Skill					Literacy with Information, Communication Technology: What Is It?

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14
15
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19
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20
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Supporting Principles								Inquiry									Constructivist Learning							Higher - Level Critical and Creative Thinking				Reaching Deeper Understanding						Gradual Release of Responsibility					Digital Citizenship							Multiple Literacies for the 21st Century					

26Reading the Developmental Continuum for Literacy with ICT		Horizontal Axis: Cognitive and Affective Domains				
Vertical Axis: Cognitive and Affective Domains					Supporting Skills								

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Assessing, Evaluating, and Reporting on Student Progress			Assessment									Evaluation									Curricular Context								Summary: Assessing, Evaluating and Reporting					

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45

Bibliography									

46PART 2: Assessment Tools

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35

									Continuum for Teacher Assessment of Student LwICT Skills by DivisionK-3									4-6									
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GradeK-12

Contents

7-9									10-12																			Student Self-Assessment: LwICT Divisional Snapshots
K-3									4-6									7-9									10-12									Teacher Preparation for LwICT : Divisional Snapshots
K-3									4-6									7-9									10-12									

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PART 3: ICT-Supported Learning K-12				
Culture-Based Learning, Tools for Diversity, Social Studies, Science, Math, & ELA
K									941									962									993									
1024									1055									1086									
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1148									
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12010									12311									12612									
129PART 4: 21 Learning with Digital Images					

133PART 5: Templates for Digital Learning 					

141PART 6: Instructions, Plans, Resources, Projects				

153

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10

Grades

Literacy with Information and Communication Technology
Part 1: Understanding Literacy with ICT

K-12

12

GradeIntroduction

K-12

Culture-Based Education and ICT
We the Dene believe:• That education is holistic and must be founded upon the Dene worldview.
• That children are born with integrity, holding the land, and must be valued and respected for their worth in order
to become the unique people they are meant to be.
• That the drum is to be the center of Dene existence; representing the self, in unity with the people, the land andthe spirit. For one to grasp the drum is to be in tune with one’s self, neighbours and the land as a means to keep
the people together. The voice of the drum is used with integrity to speak the language of our Ancestors as wereinforce our way of life.
• That the drum dance is a powerful spiritual expression of self knowledge, interdependence and survival as agroup; that the tipi is the representation of the holistic education of children on their journey to becoming capable
adults. This is achieved through spiral learning where children are repeatedly exposed to the Dene teachings
through the guidance of the Elders and the support of the community.
• That in order to survive, humankind must maintain a respectful and harmonious relationship with one’s self, others, the spiritual world and the land (adapted from The Common, 2002).
Inuuqatigiit has articulated what is important to Inuvialuit and Inuinnait to study, enhance, enrich and preserve. Someof the key elements from Inuuqatigiit that all curricula can support are:• Local histories of the Inuvialuit and Inuinnait.
• Traditional knowledge.
• Inuvialuit and Inuinnait values and beliefs from their worldview.
• Stories and ways of storytelling.
• Sewing and hunting techniques.
• Land activities and knowledge of the environment.
• Childrearing; Names and Naming.
• Elders; Family relationships; Kinship.
• Leadership; Relationship with people and the land (adapted from The
image made available for sharing by creator, Bengt Nyman in Flickr
Common).
Dene, Metis and Inuvialuit people of the NWT have expressed the desire to be comfortable in two worlds: the worldof their traditional cultures and heritages, and in the world of Western and European cultures. Dene Kede refers to thisdual strength as being “strong like two people” (Dene Kede, Grade 8 Module: “Strong Like Two People”, p. 2-80);
Inuuqatigiit says, “Education should teach them about the best of both worlds...” (Inuuqatigiit, 3). A world dominatedby access to vast fields of information and multiple mediums of communication has the potential to enhance relationships with others, help construct personal identity, and assist collaboration in new communities. Conversely, ICT
devices can dominate personal time reducing the art of face to face communication and intergenerational learning,placing at risk the view that all natural existence is an integrated whole. The need for the world to survive change andmake sustainable decisions is illustrated in Dene Kede, “We are beginning to understand that [traditional teachings]
have a timeless quality which can be applied to any situation, any place, any people” (Dene Kede, 1993 p. xxiv). In
order for future NWT citizens to be inclusive and enhanced by traditional teachings, a renewed emphasis must be
made on the principles or rules that are core to Dene Kede and Inuuqatigiit: respect for the land, the spiritual world,
others, and ourselves (Dene Kede, p. xxv; Inuuqatigiit, p. 8). Living in a technological society means among manythings, using tools to enhance relationships, gain greater access to language learning resources and historical data, andcreating primary data, communications, and local approaches to learning and knowing. Literacy with ICT is intended
to play a part in the development of a “capable person” (Dene Kede, 1993, p. xiv), knowing when to act and withwhat tools (WNCP - projects, 2011). This curriculum seeks to achieve “maximum learning” that is both “relevant andmeaningful to [students] and is “based on their individual strengths and needs.” (Inuuqatigiit, 5).
13

GradeK-12

Introduction
Cultural Change and Pedagogy
The last one hundred years of information
growth has brought profound changes to society. Technologies have been developed andapplied to bring incredible improvements tomost aspects of society particularly in transportation, communication, health care, andoverall availability of information.

Education is changing as well, but at a slower
pace. The teacher’s task is a difficult one
because the life experiences that shape ateacher’s approach to learning and pedagogy
steadily moves toward irrelevancy in the students’ world. Daniel Pink claims that educators must be aware that they
may be preparing students for the teacher’s past (Pink, 2009) - not the student’s future. The clever task of identifying and adapting perennial skills and knowledge to new ambiguous contexts is the teacher’s responsibility - knowing
what strategies to bring forward and which ones to leave behind. This kind of dynamic literacy with learning “newmeanings” is the task of the NWT teacher. Teachers are called upon to use their
What has changed
personal and professional experiences and training to model 21st Century values.
This suggests teachers must learn from their own teaching contexts - from theis the knowledge
world of their students. Both Dene Kede and Inuuqatigiit emphasize the measurebase, which hasof a competent person as being capable of surviving. Implied in this is surviving
grown, and the tools
cultural change--a call for the strength of “two people”, or two cultures. The act
for communicatingof teaching must model how one survives in many worlds. Students and teachersand sharing whatmust learn from each other for present survival. According to Marc Prensky, astudents are learning“partnership” is required between students and teachers (Prensky, 2010).

as they cultivate
these skills in a newworld. These tools
have given students
new forms to convey
their ideas, changing
the immediacy andrange of input thatis possible... the factthat we assimilate
immediate time-andspace communications
requires new skills forprocessing and sortingthat information.
(Jacobs, 2010, p27)

A partnership such as this requires students and teachers to learn together. As early
as 1954, Hanna Arendt stated the need for a kind of constant evolving of pedagogy
when she said “and education too is where we decide whether we love our children
enough not to expel them from our world and leave them to their own devices,
nor to strike from their hands their chance of undertaking something new, something unforeseen by us, but to prepare them in advance for the task of renewing acommon world” (Arendt). Rapidly changing technology results in rapid change
in culture - even rapid change in what would be considered “common.” Schools
are places where the youth live within the change - without always knowing what
conditions preceded these changes. The challenge for educators is to develop
pedagogies that are forward-looking and developing of 21st Century citizens while
respecting the “legacy of the past” (Prensky, 9). Educators have an opportunity
to model a new kind of learning that as Prensky says involves “adults and young
people taking on new and different roles” rather than merely focusing on changing
tools (10).

14GradeIntroduction

K-12

Information and Communication Technologies and Culture
How then will changing technologies impact the cultures of our students and learning? In education, information and communication technology (ICT) can be anagent for both cultural preservation and cultural change. Students can investigate,
synthesize and reveal to a real and even world-wide audience the possibilities andliabilities that they find in their contexts and beyond.
The ways in which ICTs access, display, and broadcast interactions and learning
within relationships, change the perennial practice of face to face communications
with only people one knows. In cultures where writing for fictional audiences isdifficult, ICT can bring real responses from real communities interested in the student’s work - even face to face through screens. In effect, ICT has made it easier
to have many relationships from a distance with those we may never meet in person. This kind of “pervasive proximity” that comes with “ubiquitous connectivity”(Federman, 2008) brings new ideas and ways of being into the remotest locations- affecting values and choices. Ultimately, culture is impacted and changed. These
uses of ICT outside the school are being brought into school cultures.

Identity and the Other

Important skills
and knowledge
can be gained from[engagement with new
digital media], but there
are also risks. However,young people may only
rarely consider thelearning opportunities,risks, and the related
question for what itmeans to be an ethical,
socially responsible“citizen” on the Internet(GoodPlay Project,
2011)

This kind of access to the “other person” holds incredible possibilities - as well as serious pitfalls. The ability to affectawareness, learning, and change is within the realm of K-12 schools. How students develop their online cultural identity and relationships to others, and how they speak to “the other” must be carefully taught. This kind of care mightseem unreasonably formal in a world of instant messaging. However, education’s role is to not only teach about the
futility of trying to retract copiable and pasteable text and images online. Education is also to teach about “open audience” contexts requiring students to maintain a respectful stance toward the multiple perspectives and responses that
an audience brings to one’s message. For example, our perspectives expressed in public wikis, tweets, and blogs canbe read by anyone on the planet. We can teach our students to avoid needless provocation.
Young people are increasingly being called “screenagers” (Scherer, 2011). From a social development perspective,
the ample time students are spending online at home
is making them challenged in building face to facerelationships that involve non-verbal language cues,
eye contact and tone of voice (Small and Vorgan,2008). Again, schools play a significant role in teaching about these important 21st Century competencies:
contexts, meaning-making, effective communicatingwith diverse audiences, and building respectful andworking relationships.

Competencies for the 21st Century
In Western and Northern Canada, increasing attention
is being paid to competencies for 21st Century citizenship. The NWT has begun work imagining the kind of qualities that all curricular learning outcomes should reflect.
15

GradeK-12

Introduction

While much work has yet to be done, the competencies alluded to in this section (Figure 1), reflect apreliminary synthesis of current thought in the field.
More details are shown in Table 1.

Information and Openness
Until the last decade, the process of editing andpublishing information has been well defined. It was
managed by a few and cast broadly to many passive
recipients first through public speaking, then throughbooks, radio, and TV (Federman). It depended uponsomeone else’s creativity, research, and synthesisthat we all received and accepted (Weinberger,2009). Now, in a Web 2.0 world of collaboration,collective intelligence, user participation and recommendation, and on demand publishing, the common
citizen is the creator and casts meaning to a worldwide audience (Berger, Trexler, 2010, Federman).

Figure 1

The world of the internet is influencing Canadian society towards more openness; institutions are becoming moreaccountable to citizens. This is reflected in the federal government’s development of “proactive disclosure” and theopening of public portals for information searching (Davies, 2010). To balance this openness, the government legislates the protection of citizens with the Office of Privacy Commissioner (Government of Canada, 2000). Generally,
the public is gaining greater access to institutions, information, and public services. The internet has paved the way
for much of this openness and democratizing of knowledge.

Although eachform of literacy
corresponds tothe arrival of a
new media form,
newer literacies
do not displace orundermine older
ones. To be a fully
literate individual ina media-saturated
world places greaterand greater learning
demands on eachnew generation (vonHamel, 2011)

This openness is juxtaposing diverse peoples, attitudes, perspectives, and values. The
individual has the potential to work, shop, create, access services, learn from home,and send and receive messages from another continent during the length of a television commercial. The individual controls who he or she pays attention to, whether
it be only people who agree with them or people who counter their ideas. Social andeconomic constructs such as “boss”, “employee”, “expert”, “publisher”, “copyright”,“learner” and others are being reexamined, redefined, and negotiated. That which is constantappears to be rapid change in an information richsociety. Even the very nature of the Internet is open
to debate: is it a publishing medium or a place of
conversations? What is conversation--an exchangeof mutual reinforcing ideas, or an exchange of opposing ideas (Weinberger)?
With more ways “to be”, there are less controls impinged and fewer gates kept. The common person
now has more responsibility to gain the perennial
skills of metacognition and critical thinking that a small specialized class of “broadcast16

GradeK-12

Introductioners” of information through the media used to solely display (Federman). The common person must acquire the tools
to recognize “horizons of significance” accepting that all things are not of equal value
Media themselves(Taylor, 1996) and respond to the relative value of information for their own context.
are not inherently
This involves attending to the significant, ignoring the irrelevant and using criteria togood or bad: they
make the judgment. This is a starting point for schools and the development of critical
are technologies
minds.

that can be usedin multiple ways
(Kolucki, 2011)

Credibility and Democratized Knowledge

This kind of information democracy is testing attitudes toward information. Perhaps
now we realize we may have been “living under an artificial sense of simplicity” (Weinberger) when we trustingly thought that all there was to know about a topic could be
confidently found in the work of one credentialed author. Now with many authors and “editors” and much more
information, questions about currency, credibility, reliability, and perspective must be raised. The very nature of what
Table 1: Competencies of a 21st Century Citizen
Competency

Tags and Defining Characteristics

Construct Identity in Multiple Contexts

Construct Identity:-metacognition, reflection-sense of self (emotional, physical, spiritual well-being andresilience),-mindful awareness (the relaxation response)-development of personal potential and ethical consciousness-coherence of all facets of identity, online and offline-recognition of the right to privacy,-awareness of personal affinities and memberships

Overview: The 21st Century citizen-is mindful of one’s personal needs and present surroundingsthat promotes emotional, physical and spiritual well-being.
-communicates and builds relationships.
-establishes a balance between online and offline lifestyles.
-understand ones’ knowledge, skills, attitudes, values, in comparison and contrast with the diverse contexts of others.
-develops the dynamic ability to act on this understanding bylearning, unlearning, and relearning in a lifelong developmentof identity and meaning making.

Participate Actively in Collective Intelligence and Sustainable
Common Good
Overview: The 21st Century citizen-develops the affective and communication-rich ability toform and flourish in groups constructed of individuals withmultiple-perspectives who care deeply about a topic and areempathetically responsive to each other’s perspectives.
-develops the ability to focus deeply and sustain thought using
tools when and where appropriate.
-develops the ability to participate in open discussion wherecertainty and ambiguity are inherent.
-develops the ability to persist in constructing coherent positions from which to launch actions that bring about the greatest
common good to all stakeholders and impacted contexts.

17

Multiple Contexts:-cultural, social, global, political, economic, and environmental understanding
Participate Actively:-confidence, motivation, ethical and respectful relationships,-development of skills such as recognizing feelings in others, learning to listen, empathy, letting others know how you
feel; effective management of multiple tasks; development of
depth while attending to multiple tasks; valuing and managing
ambiguity
Collective Intelligences:-collaboration, teamwork-posing questions from multiple perspectives-pooling knowledge-advocating for ideas, causes, and actions-bridging ingenuity gaps
-reflecting on processes-intentional and measured risk-taking
Sustainable Common Good-mutual dependence-delay of gratification for long-term collective well-being

GradeK-12

Introduction
Competency

Tags and Defining Characteristics

Develop Literacy andThink CriticallyDevelop Literacy:-acquiring, creating, connecting, critiquing and communicating meaning in a variety of communities, belief systems, andenvironments-recognition of difference between authentic voice and commercial interests-attention to accuracy, bias, credibility, currency, equity, motive, perspective, relevance, reliability, validity;

Overview: The 21st Century citizen-develops the ability to access and recognize contextual meaning in language, symbols, and texts.
-flourishes in the selection, use, and creation of meaning fordiverse audiences.
-develops the ability to recognize and act on the difference
between authentic voice and commercial interests.
-develops the ability to recognize and evaluate authority, perspective, and relevance of meaning.
-develops the ability to understand the difference between
personal preferences, and developing and applying required
qualities or criteria before making a selection or judgment.

Think Critically:-criterial thinking-generation of criteria-reasoned judgments

Use, Synthesize, and Create
Information Products
Ethically withCurrent and Emerging Tools

Use of Information Products:-ethical considerations of authorship and ownership, licensing,permitted and intended use of information products

Communicate
Effectively with
Diverse Audiences

Communicate Effectively:-critical selection and use of language, symbols, and texts-contextual casting of meaning through the appropriate media-recognition of the nuances of communicating through static,
stand-alone, asynchronous information products and, dynamic,
live synchronous communications

Synthesize, and Create Information Products:-learning with depth within several disciplines
Overview: The 21st Century citizen-making connections between disciplines-develops the ability to place one’s use of information products -repurposing information, transferring knowledge to new
in ethical relationship to the author’s intended uses and licens- contexts
ing requirements.
-understanding of copyright and recognition of the various-develops the ability to develop deeper understanding of a field creative commons licenses
before expanding, repurposing, or connecting information in
the field to other fields.
Current and Emerging Tools:-develops the ability to create and release primary data accord- -digital literacy: familiarity with the use of operating systems,
ing to a variety of self-selected licensing agreements.
applications, and peripherals; and creation, manipulation and-develops the ability to manipulate digital tools while usingtransfer of digital dataand creating information products.

Overview: The 21st Century citizen-develops the ability to recognize and understand the contextsof the intended online or offline audience when constructing
the meaning to be conveyed and the medium that will cast thatmeaning.
-develops the ability to anticipate, welcome, and respectfully
respond to diverse feedback.

Diverse Audiences:-readiness for and acceptance of diverse audiences and responses

18GradeIntroduction
information is cannot be left as a question for academics. While in this Web 2.0
world, we place “radical trust” (Berger, Trexler, p. 5) on mass contribution, recommendation, editing, and ownership of content among people who care deeply
about a subject, we must develop skills to check how trustworthy, authoritative,
and relevant this information is. We have to accept that among all the collective
intelligence and user-generated knowledge, there must still be an everpresent
counsciousness of hype and unearned celebrity (Gardner, 2008). Beside all thosefree applications that make participation, work, and learning easier often runsa parallel commercial interest that suggests people still want to make a living.
Google’s free video hosting site, YouTube is a good example of blending user
developed primary data with commercial advertising.
Digital LifestyleK-12... in addition to“computer literacy”- an old pursuit
wherein we teachnovices how to use
computing technology
in a purely operational
sense - we need tobe conveying themuch more complex
skill of “information
literacy” to the very
young: how to reason
about the swirl ofperspectives you findwhen you consume
information online,
how to understandand harness thecomputational forcesthat shape thisinformation, how toreason about the subtle
consequences of yourown actions on theInternet (J. Kleinberg
in Brockman, 2011).

The constant exposure to the digital devices used in this information democracy ischanging the human brain and causing a “brain gap” (Small, p. 23) between Digital Natives and Digital Immigrants. With the many hours being spent with personal digital devices each day, portions of the brain that control social interactions are
not being developed as they once were. The neural pathways that develop the skillof face to face communication and reading of non-verbal cues must be attended
to in other ways and balances are required between these electronic devices andactual human contact. While digital devices are making life easier, strengthening
certain so-called “multitasking skills” (some call this “continous state of partial
attention” (Small, p. 18), and perhaps developing better peripheral vision, our useof them may be accenting conflicts between generational approaches to learningand information. Digital immigrants (those born before the Internet) have years ofexperience in detecting deep patterns in information and draw on “templates” ofmeaning-making strategies--but are weaker in managing several tasks at the sametime (Small, p. 42, 120). Digital Natives (those born after the Internet) do wellwith quick-paced, dynamic, and local context information settings but are weakerin big-pattern, multi-discipline development that requires sustained attention.
Adaptability of both groups is vital in this kind oftechnological environment. Alvin Toffler states inInspite of the fact
Rethinking the Future that “the illiterate of the 21st Century will not be those who canthat young people
not read and write, but those who cannot learn, unlearn, and relearn” (Gibson, 1998).

demonstrate a facility with online tools,
many lack the skills
they need to use those
tools effectively forlearning. There isalso a propensity on
the part of students
to take what they findonline as “given”(Steeves, 2012).

A Capable Person in the 21st Century
Gaining a sense of balance between skills, knowledge, and attitudes; digital information and “digital wisdom” (Sprenger, 2010); autonomous learning and socially interconnected learning; and online and offline lifestyle (Small, p. 144-148) are all impliedin a capable citizen. Being able to survive in the NWT takes special significance withthe decline of traditional language, knowledge, and culture, their recovery, and relationship to a digital economy.
Table 1 (p. 18, 19) contains a list of preliminary NWT competencies of a capable 21stCentury, NWT person.
19GradeK-12

Introduction

PurposeThe purpose of this resource is to help teachers, school leaders, and curriculum developers understand the role ofinformation and communication technology (ICT) in classroom learning, teaching, and assessment. This resourceis an adaption of Manitoba’s 2006 document, A Continuum Model for Literacy with ICT Across the Curriculum(Literacy with ICT).

A Brief History of ICT Curriculum in the NWT
Education, Culture and Employment made the preparation of an infused ICT
curriculum a priority. What follows is a brief timeline of how ICT became apriority for ECE:
• In 1985, the GNWT produced a guide that focused on introducing
students to computers. The GNWT did not consider this document
a formal curriculum, rather information to allow educators to use
computers as tools to assist in instruction.
• In 1998, the GNWT partnered with Yellowknife District #1 andYellowknife Catholic School boards to produce the Technology
Curriculum Project. This project’s purpose was to provide information toteachers about applications, and mastery levels in curriculum-referenced
student activities; to train teachers toward these purposes; and to create a training bank of materials to beshared with educators across the North.
• ECE created an advisory group to consider the adoption of another jurisdiction’s ICT curriculum. Alberta’s
ICT curriculum was seen to be the best match. Also many Alberta courses were already used in NWT schools.
No formal adoption of Alberta’s curriculum was made since other initiatives took priority at that time.
• An NWT ICT committee (NWTICT) was formed in 2005 on the recommendation of superintendents ofDivisional Education Councils (DECs) / District Education Authorities (DEAs) to pursue ICT implementationin the various regions, as well as to encourage ECE to adopt and implement an ICT curriculum for the NWT.
• In December 2008, an ICT Infusion Support Plan written by NWTICT
was officially submitted to the Department through the NWTSuperintendents Association (NWTSA).
• An ECE response to the Infusion Plan addressed three central issues. The
need for:1. an NWT-wide curriculum.
2. teacher support for implementation of such an ICT curriculum.
­­

3. ongoing general support of ECE” for this curriculum.
• In February and March 2009, Manitoba Education’s Literacy withICT Across the Curriculum: a Continuum Model was the curriculum
recommended by both the NWTICT and ECE advisories for botheducational and practical reasons.

20GradeIntroduction

K-12• In April 1, 2010, ECE hired a full time ICT coordinator.
• ECE began the adaptation of Manitoba’s Literacy with ICT Across the Curriculum (LwICT): a Continuum
Model for an NWT context to reflect current academic and pedagogical thought about what it means for students in the 21st Century to be critical, creative, ethical and responsible users, producers, and communicators of
information.
• In the 2010-2011 school year, ECE tested the ICT curriculum with three piloting schools. The purpose of thepilot was to determine what effect a modest FTE allocation for ICT mentorship could have on a staff and to determine how reasonable the “scope and sequence” of user expectations were at the various grade levels. Thesefindings provided guidance for the preparation of a large Territorial pilot during the 2011-2012 school year.
• In 2011-2012, the large territorial pilot involved 67 volunteer technology mentors (TMs), 1 or 2 in each school.
These individuals tested the Infusion Guide’s assessment tools, created digital work with online applications for
uploading to a private label wiki, and created 150 K-12, ICT-supported lessons. Each TM attended four webconferences hosted by ECE to discuss progress and challenges with LwICT infusion. TMs also supported staff
ICT growth with short staff meeting presentations.

Technology as a Foundational Skill
To prepare students to become citizens of the global community, the Government of the Northwest Territories
Department of Education Culture and Employment has identified in the document, Towards Literacy: A Strategy
Framework – 2008-2018, use of technology as one of the multiple literacies to be developed in the NWT.
The GNWT recognizes that the nature of information and learning is changing. Many leading educational theorists
propose skill sets that young people need to successfully move into adult roles in society. Garner, James, and Weigel
in “Learning: Peering Backward and Looking Forward in the Digital Era” (2009, p. 7), summarize these thought
leaders this way:
In these frameworks, the traditional “three R’s” remain but are supplemented by a broader focus on
metacognitive skills and an acknowledgment that individuals live in a complex world defined in part byexisting but fluid frames of meaning (Geertz 1993). Most would agree that a well-educated individual 		
should be able to:• successfully participate in a global economy where money, culture, ideas, and people circulate
rapidly.
• to synthesize and utilize vast rivers of information obtained through a variety of channels (textual,visual, multimediated).
• to engage with this information across a variety of disciplines.
• to be comfortable negotiating a range of social connections, including interacting with diverse
populations.
• serve as an engaged and responsible member of one’s profession and one’s communities.
Information Communication Technologies skills play an important part in developing young people’s competencies
with money, information, social connections, and civic and professional engagement. The foundational nature ofdigital literacy is expressed in the following sections.

21

GradeK-12

Introduction

Literacy with Information, Communication Technology: What Is It?
Literacy is an all encompassing ability to detect, interpret, create, and communicate
meaning in a complex world; we see this reflected in Table 1, “Develop Literacy
and Think Critically”, an NWT adaption of Alberta’s current definition of literacy.
Alberta defines literacy as “the ability to access and recognize contextual meaningin language, symbols, and texts; and flourish in the selection, use, and creation of
meaning for diverse audiences” (Government of Alberta). The NWT takes the viewthat digital literacy is more than competence in an operational sense but includes
these broader areas of connecting and contributing to online, diverse communities ina safe and responsible manner (Premier’s Technology Council, 2010).

Digital literacy, then,is not about technicalproficiency, but
about developing thecritical thinking skills
that are central tolifelong learning andcitizenship (Steeves).

Literacy with ICT Across the Curriculum describes how students use ICT toenhance and extend their learning. It includes the following components:• A definition of literacy with ICT.
• A skill continuum over four divisions (K-3, 4-6, 7-9, 10-12) illustrating how
students extend their critical and creative thinking and communication with ICT in a responsible and ethicalmanner, and with increasing technical skill.
• Teacher assessment tools for each division.
• Four divisional “easy-speak” snapshots of the K-12 skill continuum for students.
• Four divisional teacher preparation guidelines relative to the student easy-speak snapshots.
• NWT online exemplars for each divisional level.
• Professional learning for teachers in regional, divisional, or interest groups through web conferencing.
Note: In this resource, the term “Literacy with ICT Across the Curriculum” (also referred to simply as “Literacy
with ICT” or “LwICT”) is italicized when referring specifically to the initiative. When referring generally tothe concept of literacy with ICT and its application across thecurriculum, no capitalization or italics are used.
What is information and communication technology (ICT)?
Information and communication technologies include computers,
laptops, tablets, digital cameras, video cameras, digital
microscopes, scanners, cell phones, electronic games, digitalaudio devices, global positioning systems, electronic whiteboards,
the Internet, et cetera. ICTs in the classroom will continue to
evolve as new technologies emerge over time. As Prensky points
out to teachers, the tools are the “nouns” in this discipline that
continue to change; what is key is the more static “verbs”, theskills of understanding, critiquing, creating, communicating,collaborating for which we use tools to practice and learn (2010).
Figure 2
What is literacy with ICT?
Literacy with ICT means learning about and choosing ICT tocritically, creatively, and ethically use, produce, and communicate meaning. Literacy with ICT contains ICT

22

GradeK-12

Introduction
literacy. Figure 2 shows the relationship between “ICT literacy”(i.e., demonstrating ICT skill use) and “literacy with ICT” (i.e.,demonstrating critical thinking and choice making while using
ICT). ICT literacy is a critical component of literacy with ICT,
but it is not sufficient in itself.
How do students develop their literacy with ICT?
Literate students choose and use ICT, responsibly and ethically,
to support their critical and creative thinking about textual,numerical, visual, and aural information as citizens of the
global community. Digital literacy is learned along with othercompetencies (see Figure 1, p. 16) and is specifically developed
through a process of inquiry across the curriculum as students• plan and question• gather and make sense• produce to show understanding• communicate and reflect on their learning
How do students develop ICT literacy?
ICT literacy involves acquiring the supporting skills that areneeded for students to develop their literacy with ICT. These
supporting skills (see page 42) are most effectively developed
within curricular contexts rather than on their own.

LITERACY WITH INFORMATION AND COMMUNICATION TECHNOLOGY ACROSS THE CURRICULUM (LwICT)(A Developmental Continuum)“Learning about and choosing ICT to critically, creatively, and ethically use, produce, and communicate meaning”

INQUIRYCOMPONENT

Planning andQuestioning

COGNITIVE DOMAIN

Remembering-Understanding

Applying-Analyzing

Evaluating-Creating

K-3

4-6

-Recalls and/or records
prior-knowledge/experiences-States preferences for new
learning and criteria required
1-Follows an electronic plan

-Recalls and/or records priorknowledge/experiences-Raises new topic related questions-Follows an electronic plan that1reflects co-created task criteria-Constructs questions, hunches, educatedguesses, predictions, hypotheses-Determines new information needs-Adapts the electronic plan to reflect co1
created task criteria

7-9-Evaluates the inquiry questions-Constructs new inquiry questions for thepresent and/or future-Designs new electronic plans that reflect co1
created task criteria

10-12-Finds/collects information
1
from given media sources-Questions if information is2real , useful, or is anadvertisement-Records sources: types andauthors-Records information andnotes into categories with3
given ICT
-Collects/creates primary13
4
data using ICT-Finds/collects information from given
5
media sources-Identifies sub-topics by using searchengines that offer “related searches/
questions” and word “clouds”
2-Questions if information is real ,useful, or is an advertisement
6
11-Records sources using ICT-Selects an ICT to record notes and7
categorize information
13-Collects/creates primary data using
4
ICT-Determines the author/sponsor/currency of
8
information by using online tools-Analyzes sub-topics/themes with ICT-Uses criteria to evaluate appropriateness of
information for audience and learning needs-Analyzes information’s purpose, depth,
9perspective, and truth or if it has been
10
manipulated-Categorizes and records notes with electronic
7
tools
13
4
-Collects/creates primary data using ICT
6
11-Records sources with ICT-Evaluates the purpose, motive, perspective,
9
bias, depth and accuracy of the information-Adjusts inquiry techniques as new
information is incorporated with priorknowledge
13
4-Collects/creates primary data using ICT-Assesses potential and appropriateness ofbroader sharing/use of collected primarydata for local audiences, specific online
communities, global audiences-Assesses possible connections between
12
personal work and known knowledge gaps

-Selects with guidance suitable2
3
applications and digital devices toshow learning with text, graphs,
pictures, sounds, and multimedia to aparticular audience
4-Revises and edits electronic work for
greater clarity and visual appeal
according to the co-created task
criteria-Selects suitable applications and digital
5
devices to analyze data/information and bestcommunicate to a particular audience theconnections made, conclusions reached,
8
problems solved, and solutions suggested
4-Revises and edits the message/ findings ofthe inquiry for greater clarity and visual appeal
according to co-created criteria, feedback, andpersonal preference-Designs and creates non-sequential
6
7
representations , simulations and models
that best convey the findings, meanings,
solutions, and syntheses of the inquiry
4-Self-assesses ICT representations according
to co-created criteria for enhanced meaning
and artistry, audience and context
8
appropriateness , and focus on message
9
without exaggerated use of ICT features

EXAMPLES: ( 1word processed rubrics, electronic storyboards, outlines, timelines, graphic organizers, science experiment reports...)Gathering and
Making Sense

EXAMPLES: ( 1within applications, CD-ROMs,...) ( 2 falsified digital images, banners, and/or pop-up advertisements...) ( 3tables, graphic organizers, spreadsheets, slides...) ( 4 digital cameras, audio recorders, microscopes,
email, video cameras, archived original artifacts, online surveys, Global Positioning System [GPS], probeware...) ( 5licensed and sharing sites on the Internet...) ( 6titles, authors, publication dates, URLs, standard bibliographic
formats...) ( 7tables, graphic organizers, spreadsheets, outlines, prioritized email, geographic information system layers, slides...) ( 8domain information searchers...) ( 9accuracy, credibility, validity, reliability, objectivity,
fairness, relevance...) ( 10bogus websites, bogus email, spam, graphs showing selected data, manipulated images...) ( 11online bibliography makers) ( 12databases, online collective intelligence such as blogs, microblogs, wikis
and forums, uploading images to photo sharing sites, editing Wikipedia with supervision…) ( 13digital still photos, video, audio, data in tables, etc.)

Produce toShow
Understanding

1-Uses given ICT to showlearning by creating texts,
graphs, pictures, and sounds-Revises and edits work until
co-created criteria is met

EXAMPLES: ( 1hyperlinked text in word processed documents and mind maps...) ( 2mindmapping, word processing, graphing, and presentation software...) ( 3interactive whiteboards, digital projectors, portable and smart
devices...) ( 4by creating and/or critically revising text, images, and/or sound to enhance electronic work; by revising audio/video clips or effects; by adjusting the pace, kinds and amounts transitions in multimedia
presentations; by adding animation to web pages...) ( 5graphing software, virtual manipulatives, animation, simulation software, simulation websites, spreadsheets, geographic information systems, probeware...) (6
hyperlinked web pages, slides, emails, layered graphic organizers, multiple-sheet spreadsheets, virtual realities, relational databases...) ( 7spreadsheet modelling of a real situation, animation of an abstract concept orprocess, computer-aided design of a real object...) (8portray genuine life circumstances, cultural authenticity, accurately reflecting the personal perspective of those represented ...) ( 9transitions, builds, animations, audio...)Communicating
and Reflecting-Shares, displays, discusses
1electronic work with a face
to face audience-Participates in guided
conversations about using
ICT to assist learning

2-Communicates learning with a face
to face audience or audience from a
distance using electronic
3
communication devices-Discusses and receives feedback
4
about ICT choices and future ICT
options in guided conversations
7-Discusses captured primary data

2

7-Communicates learning and data createdwith a face to face audience or audience from3a distance using electronic tools-Asks for and shares specific and constructive
feedback related to the task criteria and theuse of ICT to communicate the inquiry’s
findings
8-Reflects on ICT as a learning tool3

-Adjusts communication processes and2
8products based on self-evaluation andfeedback from a local and global audience-Self-evaluates and monitors ICT’s influence
5
over the intended meaning-Plans future use of ICT during learning
6-Shares collected/created primary data as
appropriate for audience and purpose

EXAMPLES: ( 1text, images, sound, concept maps...) ( 2mindmaps, multimedia presentations, email, tables, spreadsheets, graphs, video, animation, web pages, wikis, blogs...) ( 3email, electronic whiteboards, web pages,
threaded discussions, teleconferences, web conferences, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards...) ( 4preferred ICT, familiar ICT from regular use, required ICT,
available ICT…) ( 5hearing only vs. hearing and seeing a speaker; text without images; images without much text; audience attention divided between medium and message; asynchronous vs. synchronous communications …)( 6assemblies, school’s Web site, photo sharing sites, Wikipedia,…) ( 7digital still photos, video, audio, data in graphs, etc.) ( 8audience understanding, time spent with ICT versus time spent with subject matter, etc.)

INQUIRYCOMPONENT

Ethics andResponsibility

AFFECTIVE DOMAIN

Remembering-Understanding

Applying-Analysing

Evaluating-Creating

K-3

4-6

7-9

10-12

-Respects certain beliefs,
1
rules, and guidelines about
using ICT
-Recognizes the need toacknowledge
authorship/ownership and2
the kind of permission given
to users by authors of3
intellectual property-Applies beliefs, rules, and guidelinesthat are created and held for fair,4
5healthy, responsible , safe use of ICT-Explains consequences for unsafe and6
unfair use of ICT with special attention
to online disrespect-Identifies possible health issues
7
associated with using ICT-Recognizes the need to acknowledge
8
authorship and licensed use of3
intellectual property-Explains consequences for unsafe and unfair
6
use of ICT with special attention to online
disrespect-Applies school division’s acceptable-use
policy-Applies safety guidelines whencommunicating electronically-Recognizes the need to acknowledge
8
authorship and licensed use of intellectual
3property-Evaluates effects of personal ICT behaviour
on others-Weighs personal benefits and risks of using
ICT-Recognizes the need to acknowledge
8
authorship and licensed use of intellectual
3property
8-Assesses use of licenses to sharepersonal/group primary data online with ageneral awareness of the provisions offered
9by Canadian copyright law-Understands the use of ICT for
recreation, communication, education,
collaboration, sales, health care, etc.
-Chooses times and places to use ICT
and explains choices-Understands how ICT influences1
relationships at school-Analyzes current trends in ICTs and predicts
effects of emerging technologies-Analyzes how personal career choices will
require various ICT competencies-Analyzes the advantages and disadvantages
2of ICT use in society and ICTs’ creation of3social and work behaviours

EXAMPLES: ( 1guidelines for Internet safety, security of user names and passwords, responsible use of email...) ( 2completely free, free but author’s name is required, free but make no changes, free but no selling...) ( 3text,
images, data, music, video...) ( 4respects others' privacy, protects personal information, follows security procedures, respects intellectual property and credits sources, uses licensed software, discourages cyberbullying,collects and analyzes data ethically...) ( 5email, web pages, threaded discussions, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards...) ( 6cyberbullying, promotion of
prejudice and hatred, copyright violations, plagiarism, wilful destruction/manipulation of data, hacking, propagation of viruses, spamming, software piracy, consumer fraud, identity theft...) ( 7ergonomic factors, inactivity,
carpal tunnel syndrome, repetitive stress injury, eye strain, addictive/obsessive behaviour...) ( 8All Rights Reserved, Some Rights Reserved, Creative Commons licenses...) ( 9Fair Dealing, Canadian Copyright Act, Sec. 29)

SocialImplications-Identifies uses of ICT athome, school, and thecommunity-Knows about and chooses
appropriate times and places
to use ICT

3-Evaluates current trends in ICT and weighs
future advantages and opportunities against
disadvantages and risks they have for4society-Makes reasoned judgments about society’s
right to information versus the right toindividual privacy

EXAMPLES: ( 1creating media that can be broadcasted and enjoyed by the school community; strengthening of relationships through extended communication after school; practice of skills and sharing information;
impacting of community members through the spreading of misinformation and inappropriate media...) ( 2lack of access, consequences of unethical use, ease of manipulating data, ease of communicating information; easeof duplication and repurposing of information, addictive/obsessive behaviour...) ( 3expressing and broadcasting private thought, personal preference and opinion; contributing to collective knowledge; sharing user
experiences with commercial products and services; accessing worldwide marketplaces; participating in online communities of like-minded people; self-publishing...) ( 4outsourcing jobs, reputation damage, access to data...)Collaboration-Works with others tocomplete a teacher–directed1
task using ICT-Helps others with ICT
knowledge and procedures

2

2

3

-Collaborates with others in various
self-directed learning contexts to posequestions, share knowledge, suggest
solutions, welcome individual expertise2-Collaborates from a distance using3
tools such as email or wikis
5-Distinguishes between public/private-Collaborates in various contexts to posequestions, share and pool expertise, bridge
ingenuity gaps, determine risks...
2-Collaborates from a distance using email,wikis, blogs, conferencing technologies, andother social media
5-Determines public/private boundaries-Leads and motivates group members in
4collaborative learning-Weighs the benefits and challenges oflearning with ICT-Judges benefits and risks of making group5
created work available for online sharing-Recognizes ICT problems and asks forhelp from peers and teachers-Attempts to solve ICT problems withprevious or new solutions-Investigates ICT problems and applies
1
strategies to solve them
-Perseveres by remaining open-minded,
precise and accurate as possible until asolution is found-Synthesizes knowledge and information for
unique problems that require multiple
approaches

EXAMPLES: ( 1listens actively to a partner, collaborates in creating ICT products, participates in team webquests...) ( 2assumes assigned group roles, sets group goals, suggests tools, solves group productivity issues...) ( 3email,
web pages, threaded discussions, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards...) ( 4motivates and values team members and their contributions; arranges andmaintains tools; manages group conflict; builds consensus...) ( 5self-determine privacy levels of one’s images/expressions; nature/quality/acceptability/consensus of subject’s representation; commercial potential of data...)Metacognition,
Motivation,
Confidence
1-Demonstrates motivationand confident when using ICT
alone and with others-Recognizes ICT problems
and seeks assistance

EXAMPLES: ( consults peers, teachers, help menus, online supports, telephone helplines...)What is a developmental learning continuum?
A developmental learning continuum is an assessment tool forlearning based on teacher observations. It describes what teachers see andhear students doing, as they demonstrate their literacy. Many teachers use
continuums for assessing learning in reading, writing, and numeracy.
What is the Developmental Continuum for Literacy with ICT Acrossthe Curriculum?
The Developmental Continuum for Literacy with ICT paints a picture of
how students develop their critical, creative, responsible and ethical thinking during the components of ICT supported inquiry. The Developmental
Continuum poster (Figure 3) provides a list of standards or expectations,and examples at each divisional level with each inquiry component.

1

Figure 3
STUDENT SELF-ASSESSMENT: 7-9 LwICT SNAPSHOTName _______________

Possible Ways to Use this Snapshot: check circles describing you; circle words describing your strengths; circle words about new things to learn

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

I am remembering from before;
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

PUTTING MY IDEAS ON THE COMPUTER OR TABLET (PLANNING AND QUESTIONING)
I know information about the
topic.
I type or show it using acomputer or tablet.

NOTES:

Sometimes with the teacher, I makechanges to the electronic assignment
given me.
I sometimes add new questions (eg.
“how” and “why” type) about the topic
using a computer or tablet.
NOTES:

I type or show my ideas right in the teacher’s
electronic assignment, or in another program.
I create criteria with the teacher for the inquiry.
I “open-up” my topic by typing in my hunches,
guesses, predictions, new questions, etc.
NOTES:

DECIDING ABOUT INFORMATION ON THE COMPUTER OR TABLET (GATHERING AND MAKING SENSE)
I ask if the information I am
using is real or true.

I ask if the information I am using isreal or true or has been changed.

I use online bibliographymakers to show where myinformation came from.

I find out who the author/creator of theinformation is and search that nameusing a search engine.

I judge if information is useful, makes sense, iscorrect, and can be trusted.

I use an online bibliography maker.

I electronically group my information.

I group information into categories withtools like mind mapping software.

I look for what permissions the author/creator gives
me in the text/picture/music’s license, as well as
creating my own pictures, sounds, music, videos

I take pictures to show myunderstanding of topics.

I collect my own data to better show mylearning (take or draw digital pictures,plot data, record sound and video)
NOTES:NOTES

I decide to narrow or broaden my topic by using
search engine features such as “related searches”,“related questions”, “word clouds”, etc.

I use online bibliography makers to give credit to theauthor/creator.
NOTES:SHOWING MY LEARNING ON A COMPUTER OR TABLET (PRODUCING TO SHOW UNDERSTANDING)
I use a recommended programthat will help me get the work
done the way I want to do it.

With assistance, I choose a
program/app that will make my work
(graphs, drawings, pictures, music,
video) clear.

I choose a program/application for my work thinking
about what is best for my audience.

Why develop a continuum?
• Since LwICT is not taught as a separate discipline, the Developmental Continuum for Literacy with ICT is congruent with and infusedwith existing concepts of inquiry across the curriculum (see Figure
Figure 48, p. 28).
• Since the focus is on what students can do, learners of any age are able to find themselves on the continuum,
from novices to experts, from pre-K students to Senior Years students and beyond.
• Since continuums are focused on the student, the Developmental Continuum for Literacy with ICT provides
a vehicle for students to self-assess and set goals for their learning. The “Student Self-Assessment: LwICT
Snapshots” (Figure 4, Part 2) provide an ‘easyspeak” version of the continuum for students at each of the four
divisional levels and are contained in Part 2 of this document.
I use my first work done as myfinal copy.

I use my beginning plan to change mywork (or change the program I am
using) to make it better to look at andlisten to.

I show the importance of my work and how it isconnected to other knowledge.

I judge how well my work measures up to mystudent-teacher-made plan and make changes if I needto.
I ask for suggestions from friends, teachers, andparents about how to make my work more
understandable and convincing.

NOTES:NOTES:NOTES:(continued)

23

GradeK-12

Introduction

Which models informed the creation of the Developmental Continuum for Literacy with ICT?
• Bloom’s cognitive taxonomy and Krathwhol’s affective taxonomy.
• Inquiry Model (scientific inquiry/problem-solving/managing information, etc.).
• Pearson and Gallagher’s model of explicit instruction, which portrays the gradual“...technology canrelease of responsibility from teacher to student.
enhance learningwhen the focus is on

Why were these models used?
pedagogy and the• Teachers have prior knowledge of, and experience with, the models and the taxstudent’s needs.”
onomies.
(Steeves, 2012)• Research in the last 25 years has shown that the most effective way to infuse ICT
is to focus on pedagogy rather than on technology.
• The purpose of Literacy with ICT Across the Curriculum is to move from ICT as“supplementary” to the curriculum toward an “infused” use of ICT across the curriculum.

A supplementary relationship separates ICT and curriculum in space, time, and personnel — separate computer labs,
computer classes, and computer teachers. A complementary relationship begins to connect ICT with curriculum invarious ways. An integrated relationship allows the classroom teacher to bring ICT into the classroom so it is available
at teachable moments. An infused relationship allows the transparent application of ICT, wherever and whenever appropriate, to enhance critical and creative thinking (see Figure 5).
What are the roles of those involved in implementing Literacy with ICT Across the Curriculum and how willthese roles be supported?

Figure 524GradeK-12

Introduction

Role: K–12 students will develop their literacy with ICT.
•••

Students are provided reflection time early in the school year to consider their use and familiarity with digital
information and communication. The divisional “Snapshots”, for example, will provide students and teachers a baseline profile of student familiarity with digital learning and guide resulting work plans and approaches
toward greater engagement and differentiation of ICT-supported learning.
During the three years within a division, students are encouraged to move from left to right in the continuum
from a novice level, “Beginning to Learn”, toward an expert level, “Learning and Teaching” (see Figure 4, p. 23
and Part 2 of this document).
Students are encouraged to take part in ICT-supported inquiry within and between NWT schools and participate
in NWT wide projects (see p. 166).

Role: K–12 teachers will provide learning opportunities for their students to develop literacy with ICT across the curriculum.
•••

Choosing a comfortable learning curve, teachers take an approach to ICT-supported learning environmentsthat most interests them and their students. Teachers will continue (or begin) to model ICT as a natural way ofplanning, gathering, showing, and communicating meaning. Part 3 of this document provides ICT-supported
learning ideas for each grade.
Teachers engage in professional development that strengthens ICT-supported learning (eg. DVD tutorials--seeFigure 6, and web-conferences--see Part 6 - p. 161).
Schools make technology purchases that complement the skills
demonstrated in the continuum.

Role: Parents will be provided with evidence of their child’s literacy with
ICT so they can further support their children.
•••

Parents could have access to the student’s baseline competencies in
September/October (Figure 4 and Part 2 of this document). Parents support is sought in advancing student digital literacy.
Parents are given the links/or pdf’s of the Manitoba booklet explaining what LwICT means to a parent audience (Education, Citizenship and Youth, 2008). This could be done one section at a timeover a number of weeks, or all at once (see Figure 7 and p. 165).
Parents are made aware of the NWT-licensed resources fromMediaSmarts (formerly known as the Media Awareness Network) thatteach students about digital and media literacy (see p. 162-164).

Figure 6

Role: Schools determine the best way to report to parents about the development of their child’s literacy with ICT.
•

Schools can make the results of baseline instruments available for parents
during open houses and parent teacher conferences.

Figure 725GradeK-12

Supporting Principles

Role: School board authorities support their teachers and students in developing literacy with ICT.
•••District authorities can recruit volunteer school-based technology mentors (TMs).
District authorities can support technology mentors to vision, introduce, monitor, and model and troubleshoot
ICT-supported learning.
District authorities can make known/offer to all teachers in their regions, the opportunities that are available via
webinars, web-conferencing opportunities, media tutorials, and NWT-licensed resources.

Supporting Principles
The Developmental Continuum for Literacy with ICT is a matrix of descriptors that portray how students demonstrate
their literacy with ICT. The following concepts, processes, and methodologies are embedded in the continuum andhave become supporting principles for the implementation of Literacy with ICT Across the Curriculum:• Inquiry• Constructivist learning• Higher-level critical and creative thinking• Reaching deeper understanding• Gradual release of responsibility• Digital citizenship• Multiple literacies for the 21st century
Inquiry
Students in our classrooms were born after the Internet. Many of them are native to participating in virtual communities where recreation and learning blur. Increasingly students are connected and engaged in making choices overtheir learning pursuits. But is this participatory learning culture one they find at schools? “…[O]ur schools—how weteach, where we teach, who we teach, who teaches, who administers, and who services—have changed mostly aroundthe edges” (Davidson and Goldberg, 2009, p. 8).
Most research literature supports a kind of pedagogy that make students active participants in their learning where
they are able to understand and retain more complex material and apply and transfer their learning into new contexts.
“Not surprisingly, research shows that today’s digital students learn more when engaged in meaningful, relevant, andintellectually stimulating schoolwork and that the use of technology can increase the frequency for this type of learning” (Berger and Trexler, p. 11).
Inquiry is a powerful methodology that engages students in pursuing personal, active, and authentic learning in depth.
It is a preoccupation with producing knowledge rather than acquiring knowledge (Jacobs, 2010, p. 223). It is a learning method based on the “power of questions” and “the power of designing solutions to problems called design-basedlearning, or just design” (Trilling and Fadel, 2009, p. 24). This technique is not to be confused with mere busyness ofa student-centered project. In order to qualify as an inquiry, projects must grow and develop understanding and skill
within a discipline, with an “apprentice feel” to the process (Wilhelm, 2007, p. 13).
Inquiry is indigenous to K-12’s core disciplines. For example, inquiry is embedded in English language arts as“inquiry-based” learning, in mathematics as “problem solving” in the context of data analysis, in science as “scientific inquiry” and the design process, and in social studies as “skills.” As they engage in inquiry, students develop
questions to guide their learning, research sources of information, synthesize new ideas, and share evidence of their26

GradeSupporting Principles
understanding, while reflecting on their learning. Furthermore, inquiry processes enable
students to learn how to learn, and to become self-directed learners.
Figure 8 (p. 28) shows how the various disciplines approaching inquiry are congruent
with one another and with the “Inquiry Components” outlined in the Cognitive and Affective Domains of the Developmental Continuum for Literacy with ICT.
Constructivist Learning
Learning theories, taxonomies, and instructional models have been articulated to explain cognitive development and to outline the needs of diverse learners. For example,
constructivist learning theorists Piaget, Vygotsky, and Bruner explained learning as aninteractive developmental process. Krathwohl, Bloom, and Masia developed a taxonomy
that categorizes cognitive and affective learning into six levels of understanding: knowledge, comprehension, application, analysis, synthesis, and evaluation. Johnson andJohnson outlined a model for cooperative learning. These theories, taxonomies, andmodels were synthesized by Marzano and incorporated into a framework for constructivist teaching and learning.
Constructivist learning theorists view learning as a highly interactive process, wherestudents construct personal meaning from new information and ideas that are presented
in socially supportive contexts.

K-12“A fundamental
shift is required
from valuing
right answers
as the purpose
for learning, toknowing how tobehave when we
don’t know theanswers—knowing
what to do whenconfronted withthose paradoxical,
dichotomous,
enigmatic,
confusing,ambiguous,
discrepant,and sometimes
overwhelming
situations that
plagues our lives”(Jacobs, p. 223).

“In a constructivist classroom, the teacher searches for students’ understanding ofconcepts, and then structures opportunities for students to refine or revise these understandings by posing contradictions, presenting new information, asking questions,encouraging research, and/or engaging students in inquiries designed to challenge current concepts” (Brooks andBrooks, 1999, p. ix).

Learning depends on making connections between new information and previous experiences stored in long-term
memory. To be meaningful, learning must be integrated with what is already known, and then applied in new situations. The complexity of understandings that students construct depends on the stage of cognitive development they
have reached. Conversely, as students mature, their understandings evolve and deepen as they move through stages ofcognitive development.
Heidi Hayes Jacobs in Curriculum 21, emphasizes this highly interactive process when she writes about the mind
shifts required for new 21st Century pedagogies, one that moves from “transmitting meaning to constructing meaning”:
Meaning is not a spectator sport. Knowledge is a constructive process rather than a finding. It is not the content
that is stored in memory, but the activity of constructing it that gets stored. Humans don’t get ideas; they makeideas. German philosopher Martin Heidegger put it well when he said, “Learning is an engagement of the mind
that changes the mind’” (224).
Understanding is much more than remembering new information. For understanding to develop, knowledge must be27

GradeK-12

Supporting Principles
Inquiry Across the Curriculum

Typical Inquiry
Components

ELA
Inquiry Process
Plan and Question GO#1: Access and explore prior knowledge
and experiencesof self and others

MATH
Problem-Solving
Understands a given ora formulated question,task, or situation that
introduces and applies
mathematical ideas
Develops a plan

Gather and Make
Sense

Produce to Show
Understanding

Communicate

GO#2: Comprehend andrespond personally andcritically to oral, print,
and other media texts,
through a process

GO#3: Plan and focus
an inquiry on researchand interpret and analyze
information, through aprocess
GO#4: Clarify and enhance oral, written, andvisual forms of communication through a process
GO#5: Celebrate andbuild community within the home, school,
workplace, and wider
community

SCIENCE

SOCIAL STUDIES

Initiating

Select appropriate goals

Researching

Formulate essential questions
for research

Planning/Hypothesizing
Plan alternatives for final
Implementing a
project ideas
Plan

Carries out a plan
Observing,• collects data, if
Measuring,
applicable,and evalu- Recording
ates the collection
process• analyzes data or
given information

Gather/Select informationfrom oral, visual, print, or
electronic sources
Revise ideas and opinions/Interpret information and ideas
from multiple perspectives

Displays solution process Analyzing andor data. Interprets data, if Interpreting
applicable.

Sort/Categorize/Organize
and record information using
visual organizers/Documenting Sources
Select and use appropriate
tools and technologies to accomplish tasks

Finds multiple strategies
and develops personal
strategies

Present information andideas orally, visually,
concretely, or electronicallyConcluding andapplying solutions

A conversation that communicates learning

Reflect

Applies solutions to daily Modify the plan
life and/or makes predic- for non-solutions
tions based on data
and retest

Revise ideas and opinions
through interaction with otherlearners

Ethics andResponsibility

Describes the effect ofbias, use of language,
ethics, cost, time and timing, privacy, and cultural
sensitivity if collecting
Demonstrating
data to answer a question Scientific andTechnologicalAttitudes

Cooperate/Collaborate
with others

Collaboration

Encourage, Support,
and Work with Others

Communicatesconclusion/solution

Motivation andConfidence
SocialImplications

Analyzes society’s use ofdata, solution,
representation

Reflecting on
Science andTechnology

Figure 8: Literacy with ICT and Inquiry Processes Across the Curriculum

28GradeSupporting Principles

K-12

internalized, transformed, and applied in new contexts. Students develop deeper understanding when they restructure and reorganize new information by deliberately applying a variety of reasoning skills. Over-riding these skills is
critical thinking, which involves the use of specific criteria and evidence to make reasoned judgements. Brooks andBrooks (1999) examine this issue of understanding, when they reflect on the work of Katz (1985) and Gardner:… [a] discrepancy [exists] between perceived and actual success as the difference between learning and performance. In discussing this difference, Katz (1985) stresses that emphasis on performance usually results in little
recall of concepts over time, while emphasis on learning generates long-term understanding. Students educated ina setting that stresses performance learn that technique, rules, and memory matter more than context, authencity,
and wholeness. Therefore, rather than seeking deep understanding, these students seek short-term strategies foraccomplishing tasks or passing tests (p. 8).
The call for deep understanding, relevance, and context is underscored in the work of Berger and Trexler (2010),
when a learner is faced with making sense of new information. “Then the really hard part comes, the need to dosomething with the information, other than copying and pasting it—the need to analyze and synthesize the information so that it makes sense, and so that they understand the relevance of the information to their questions and makenew meaning (p. 95).
At the most sophisticated level, understanding means synthesizing information and ideas by combining higher-level,
critical, and creative thinking processes. Students demonstrate their understanding by inventing, designing, and/or
creating original products.
Marzano’s framework (1992) for teaching and learning is particularly relevant to the Developmental Continuum for
Literacy with ICT because it explains five dimensions of understanding and attitude:
1. developing positive attitudes and perceptions
2. acquiring knowledge and skills
3. extending and refining knowledge
4. using knowledge meaningfully
5. developing productive habits of mind
Dimensions two, three, and four are represented across three stages of thinking in the Cognitive Domain portion of the continuum. Dimensions one andfive are represented in the Affective Domain portion of the continuum.

“It matters what tools areavailable to a culture, but
it matters more what that
culture chooses to do withthose tools”(Jenkins et al., 2009, p. 8).

Higher-Level Critical and Creative Thinking
In the process of constructing understanding, students acquire and store facts,
data, details, procedures, formulas, algorithms, and definitions in long-term memory. Then, they compare, classify,
recognize patterns, induce/inquire, deduce, formulate opinions, persuade, or argue pro/con to extend their understanding. Deeper learning occurs when students apply higher-level critical and creative thinking to invent, discover, design,and create.
Critical thinking is convergent. It involves using criteria and evidence to assess the worth or validity of informationand to make reasoned judgements. These judgements include distinguishing fact from opinion and interpretation,
evaluating information and ideas, identifying perspective and bias, and considering the consequences of decisions and29

GradeK-12

Supporting Principles

actions. In the Developmental Continuum for Literacy with ICT, the Inquiry Component, “Plan and Question” and“Gather and Make Sense” tend to require critical thinking.
Creative thinking is divergent. Creative thinking generates ideas and possibilities and explores diverse approaches,
often by questioning accepted principles. In the Developmental Continuum for Literacy with ICT, the Inquiry Com-

Critical Thinking involves applying criteria to judge the accuracy, relevance, credibility, fairness, andbias of information.
Creative Thinking involves exploring diverse approaches and possibilities, and generating ideas.
Figure 9: Levels of Thinking and Awarenessponent, “Produce to Show Understanding” and “Communicate” tend to require creative thinking. The goal of Literacy
with ICT Across the Curriculum is for students to demonstrate increased levels of both critical and creative thinking,supported by ICT.
Both critical and creative thinking increase in complexity as students move across the levels of thinking in Bloom’s
Taxonomy (see Figure 9). When constructing understanding at the remembering and understanding levels, students
acquire information or discrete details and facts, then recall the information, or restate it in their own words. They may
retrieve procedures, data, and formulas in order to apply the information at higher thinking levels.
As students mature in their ability to think, and as teachers gradually release responsibility to them, they are able
30

GradeSupporting Principles

K-12

to demonstrate behaviours in the analysis and application levels of Bloom’s taxonomy. When students apply theirknowledge of methods or theories in new situations, they demonstrate their ability to use the information they haveacquired. They may analyze a situation to determine the parts of the whole, or look for patterns to understand therelationship between the parts. When students apply their knowledge within a real life situation, this demonstrationof learning is considered authentic. When applying and analyzing information, students begin to formulate opinions,
make deductions, and prepare pro/con arguments.
At the creating and evaluation levels of thinking, students generate new ideas and form new patterns or ways of thinking as they extend their learning. This is the process of discovery and invention associated with divergent or creative
thinking. Students also use criteria to critique new products or processes as they converge toward finding solutions
and demonstrating their ability to think critically. Among other things, students distinguish fact from opinion, identify
forms of bias, and consider the implications of decisions.
Using an example from the Gathering and Making Sense component of inquiry, a student at the remembering andunderstanding stage can find and retrieve teacher-directed sources through a guided process. At the application andanalysis level, the student can refine a search using Boolean logic with the internet and other devices and methods thatgenerate sub-categories from a variety of sources. At the evaluating and creating levels, a student not only selectsresources and new information for themselves, but with a growing expertise and deeper background knowledge is able
to explore and assess other more complex and specialized information placing these new sources in appropriate contexts, evaluating relevance, explaining the extent of the connections, always with a critical eye to bias and perspective.
Reaching Deeper Understanding
Learners can develop their literacy with ICT in more meaningful ways when they apply and extend their critical andcreative thinking across the curriculum. In other words, when an ICT and the context of its use becomes so effective
during a component of inquiry and the same depth of understanding is difficult to achieve without it, then the ICT is
identified as a relevant tool across the curriculum; the ICT (or a class of ICTs) becomes a tool for depth and a tool forlearning for a lifetime.
To develop literacy with ICT, students need to learn how to decide whether or not to use ICT, which ICT to use, andwhen and how to use ICT to help meet their learning goals. Teachers also need to use their professional judgment to
ask if and how ICT can help their students grasp essential concepts and construct personal understandings in languagearts, mathematics, science, social studies, and other subject areas.
While literacy with ICT is important, a more fundamental educational goal is to strive for deeper understanding basedon some central questions:• What does deep understanding look like?
• What is worth learning and understanding in depth?
• How can students reach deeper understanding?
• How will teachers and students know when students have reached deeper understanding?
Learning for deeper understanding is not dependent on, but can be enhanced and extended with, the use of technology(since depth of thought was certainly achieved before today’s complex and ubiquitous technologies) For example,
the use of ICT can• Extend students’ access to worldwide educational resources and primary sources.
31

GradeK-12

Supporting Principles• Deepen students’ understandings by making abstract concepts visible.
• Assist students in organizing, analyzing, and transforming information as they think critically to construct personal knowledge.
• Extend students’ means and dimensions of creative expression.
• Promote students’ collaborative and reflective learning.
• Motivate students to synthesize their knowledge into unique multidimensional products.
• Enable students to communicate with authentic audiences to show understanding.
• Allow students to transfer their knowledge to unfamiliar contexts.
• Ehance students’ engagement with learning.
• Facilitate the generation of and sharing of primary data.
Guided by the Developmental Continuum for Literacy with ICT, students and teachers together negotiate when andhow to use ICT to help them reach deeper understanding.
Marshall McLuhan’s, “medium is the message” is playing itself out through the Web 2.0 world. With the highly
popular and engaging Web 2.0 tools, there is a growing familiarity and dependence on these tools. According to Dede
(Bellenca and Brandt, 2010), preferences for collaborative tools has led to moreproduction of them by collaborative online communities that value creativity and“The most interesting
sharing of collective knowledge. Use of these mediums are challenging conventional definitions of an expert and expertise - even knowledge is being reframed
trend in the developas that which is generated by a collective of people who care deeply about a field
ment of the Internet isof study and each other’s authentic experiences in that field. New digital literanot how it is changing
cies have been described by Leu and his colleagues (2007) by Dede (Bellenca andpeople’s ways of thinkBrandt):
First, emerging tools, applications, media, and environments require novel
skills, strategies, and dispositions for their effective use. Second, new literacies are central to full economic, civic, and personal participation in a globalized society. Third, new literacies constantly evolve as their defining ICTs arecontinuously renewed through innovation. Fourth, new literacies are multiple,
multi-model and multifaceted.

ing but how it is adapting to the way people
think” (Steven Pinker inBrockman, 2010).

While there are frameworks of new digital literacies that emphasis proficiency with the tool, Dede (Bellenca and
Brandt) points to a set of proficiencies that emphasize the types of intellectual activity performed by a person using
ICTs, their learning strengths and preferences:• Fluency in multiple media: valuing each medium for the types of communication, activities, experiences, andexpressions it empowers.
• Active learning: collectively seeking, sieving, and synthesizing experiences rather than individually locating
and absorbing information from some single best source.
• Expression through non-linear, associational webs of representations: authoring a simulation or a webpage toexpress understanding as an alternative to writing a paper (see Figure 10)• Codesign by teachers and students: personalizing learning experiences to individual needs and preferences.
While the Developmental Continuum for Literacy with ICT reminds us the tools must always be in the employ of deep
understanding, the line between deep understanding and the tool itself as a “source of understanding” is blurred attimes.
32

GradeSupporting Principles

K-12

Gradual Release of Responsibility
This type of instruction is aboutmodeling to students the kinds ofskills and behaviors you are wanting
them to achieve rather than merely
telling them about the skills. Laura
Benson in Harvey and Goudvis(2007), illustrates this modeling ofskills towards independent action
with the act of teaching a novice toride a bicycle.
At first the facilitator watches theapproach a novice takes toward thebicycle to determine the extent offamiliarity with it. In Literacy with
ICT, this parallels the watching of
Figure 10: Virtual Museum inquiry about NWT Communities. This ICT is a “non-linear
a novice using an ICT--as an act ofassessment. Next in the illustration, representation.”
the the teacher actually rides the
bike—paralleling the teacher’s demonstration of the use of the ICT, perhaps explaining in a “think aloud style” (Harvey and Goudvis) how the tool is being used and why each step in the process is taken. The third step in this analogy
has the child riding with training wheels - paralleling the kind of guided practice and support inherit in small groups
or pairs working with an ICT. Finally, the child independently rides down the street without training wheels, applying
the broad principles of cycling to new terrain. This final stage represents the last part of a continuum where ICT users
can independently and confidently use the ICT for greater productivity and for communication of clear and compelling ideas they have constructed.
Teachers provide scaffolding to help students develop higher-level critical and creative thinking and deeper understanding. As they support their learners, teachers believe that all students want to learn, and they provide a learning
environment in which all students can gradually take on responsibility for their own learning (Manitoba Education,
Citizenship and Youth, 2003).
Teachers enable this learning environment by:• Becoming facilitators of learning.
• Providing real choices that accommodate a range of learning styles, recognizing that curricular outcomes can be
met in a variety of ways.
• Inviting students to choose what they will do to demonstrate their learning, and to identify the steps they willtake to accomplish the task.
• Emphasizing intrinsic motivation rather than external rewards.

33

GradeK-12

Supporting Principles

Teacher
Responsibility

Joint
Responsibility

Student
Responsibility(all student)(all teacher)
GuidedInstruction:

Teacher Models
use of an ICT

ÒI use it forthe studentÓ

ÒWe use it
togetherÓ
(teacher leads)

ÒWe use it
togetherÓ
(student leads)

IndependentÒI use italone withouthelpÓCollaborative

Gradual Release of Responsibility Model: Pearson and Gallagher’s “Gradual Release of Responsibility” Model of Explicit
Instruction (1983) adapted from Fischer and Grey (2009)
Figure 11: Model of Explicit Instruction

Teachers help students move across the Developmental Continuum for Literacy with ICT by following Pearson and
Gallagher’s “Gradual Release of Responsibility” Model of Explicit Instruction (see Figure 11).
• Modelling: Teachers model learning behaviours such as building criteria, self-assessment, seeking feedback,making adjustments, goal setting, and reflection.
• Sharing: Teachers share exemplars of quality work and teach students to identify quality samples of their own
work.
• Guiding: Students and teachers assume joint responsibility through guided practice.
• Independent: Students practice, demonstrate, and apply learning behaviours that help them become self-directed learners.
Digital CitizenshipThe concept of digital citizenship relates to the responsible, ethical, and safe use of ICT by students as members ofsociety and citizens of the global community. The following quotes illustrate what some thinkers are saying about theaffective and social components of ICT.
Howard Gardner in Five Minds for the Future (2008) identifies the respectful mind and the ethical mind as two of thefive minds to be developed in the 21st Century. “Thus, society should infuse ethics into the sinews of all important institutions in which the child is involved. An important step will have been taken toward an ethical career and citizenship” (Bellanca and Brandt, p. 23)
Sprenger speaks of Daniel Pink’s underscoring the development of appropriate relationships with others when he talksof adding to “‘high-concept’ skills (the ability to detect patterns, connect unrelated ideas, and create something new),34

GradeSupporting Principles

K-12… ‘high-touch’ skills (the ability to empathize, to read faces and gestures, to find joy in oneself, and extract it in others) (2010, p. 15).
The International Society for Technology in Education (ISTE) has identified standards for students, teachers, and administrators called the National Educational Technology Standards (NETS). Standard 5 for Students addresses social
responsibility and ethical issues related to digital citizenship:• Advocate and practice safe, legal, and responsible use of information and technology.
• Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
• Demonstrate personal responsibility for lifelong learning.
• Exhibit leadership for digital citizenship.
The Affective Domain of the Developmental Continuum for Literacy with ICT contains four Learning Componentsthat encompass digital citizenship:• Ethics and responsibility• Social implications
New literacies build• Collaboration
upon the foundational• Motivation and confidence
Multiple Literacies for the 21st Century
In the 21st century, the Internet instantly makes available vast amounts andtypes of information. Most of this information is not filtered by traditional“gatekeepers” such as textbook publishers, librarians, and teachers. Because ofthis students need to extend their literacy skills to include the following:• Identifying appropriate inquiry questions.
• Navigating multiple information networks to locate relevant information(print, images, data, video, music, talk, etc.).
• Applying critical thinking skills to evaluate information sources andcontent.
• Synthesizing information and ideas from multiple sources and networks.
• Crediting and referencing sources of information and intellectual property.
• Communicating new understandings to others, both face to face and overdistance.

literacies we havealways taught in schools
to prepare students
for the effective useof books, paper, andpencils. However, the
new literacies go beyond
these foundational
literacies to include newreading, writing, viewing,
and communication skills
required by the many
new ICTs that continue toappear in our lives(Leu et al. 496).

The Conference Board of Canada has compiled a list of essential skills for lifelong learning in the 21st Century. They include broad literacy skills that will be required as today’s students graduate
and enter the workforce. These same skills are also embedded in the continuum:• Managing Data: identifying what needs to be measured or calculated, estimating and verifying, and observing
and recording primary data using appropriate technology.
• Managing Information: locating, collecting, assessing, analyzing, and applying knowledge from various disciplines and electronic sources.
• Communicating Ideas: reading a variety of media formats, writing and speaking clearly, and communicating using a range of technologies (Conference Board of Canada).

35

GradeK-12

Reading the Developmental Continuum for Literacy with ICT

According to their 2008 declaration, CMEC’s (the Canadian Council of Ministers of Education) will be using the
Learn Canada 2020 document to enhance Canada’s educational systems, learning opportunities, and overall education
outcomes (CMEC, 2008). CMEC’s 98th meeting in September 2010, provided further opportunity for ministers tofocus on four priority areas of the Learn Canada 2010 framework. One focus, on international education, discusses
the global movement to integrate 21st Century competencies into public education. OECD and other global economic
and social think tanks have identified 21st Century competencies such as creativity, innovation, collaboration, anddigital competency as skills people will need in the knowledge economy (Bailey, 2010).
Also the International Reading Association stated their position on New Literacies and the 21st Century by saying thefoundational skills of reading, writing, and communication are being redefined by ICTs. “These ICTs will continue tochange in the years ahead, requiring continuously new literacies to successfully exploit their potential.” Their position
requires students to be literate not only with traditional texts and modes of communication of the 20th Century, butalso with a kind of literacy that is broad, contemporary, and responsive to changes in technology and the impacts thosechanges have on “successful civic participation in a global environment” (IRA, 2009).

Reading the Developmental Continuum for Literacy with ICTThe Developmental Continuum for Literacy with ICT is divided into two parts: the Cognitive Domain and the Affective Domain. Both parts follow the same three stages along the horizontal axis (Remembers-Understands, AnalyzesApplies, Creates-Evaluates). Along the vertical axis, there are four Inquiry Components in the Cognitive Domain andfour Inquiry Components in the Affective Domain.
Horizontal Axis: Cognitive and Affective Domains: Three Levels of Thinking and Attitude
The horizontal axis of the Cognitive Domain is composed of a developmental sequence of three levels of thinking(Figure 12) that follow Bloom’s taxonomy and Pearson and Gallagher’s “Gradual Release of Responsibility” Modelof Explicit Instruction. For the NWT, language has been used to make these levels of thinking more accessible to alllearners K-12 and beyond (Figures 13, 14).
Figure 12: Three levels of Thinking

Level 1:
Remembers-Understands
Becomes Aware

Level 2:Analyzes-Applies
Believes

Level 3:Creates-Evaluates
ValuesFigure 13: Three levels of Thinking

BEGINNING TO LEARN
I am just beginning; I like tohave lots of help

LEARNING AS I GO
I am remembering from before; I
still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

Level 1:
Cognitive Domain: Knows –– Comprehends –– Becomes Aware (“Beginning to Learn”)
The descriptors listed in the first stage, Knows – Comprehends – Becomes Aware, describe skills and knowledge
about which learners already have some prior understanding, or that they acquire as the result of direct instruction36

GradeReading the Developmental Continuum for Literacy with ICTSTUDENT SELF-ASSESSMENT: 7-9 LwICT SNAPSHOT

K-12Name _______________

Possible Ways to Use this Snapshot: check circles describing you; circle words describing your strengths; circle words about new things to learn

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

I am remembering from before;
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

PUTTING MY IDEAS ON THE COMPUTER OR TABLET (PLANNING AND QUESTIONING)
I know information about the
topic.
I type or show it using acomputer or tablet.

NOTES:

Sometimes with the teacher, I makechanges to the electronic assignment
given me.
I sometimes add new questions (eg.
“how” and “why” type) about the topic
using a computer or tablet.
NOTES:

I type or show my ideas right in the teacher’s
electronic assignment, or in another program.
I create criteria with the teacher for the inquiry.
I “open-up” my topic by typing in my hunches,
guesses, predictions, new questions, etc.
NOTES:

DECIDING ABOUT INFORMATION ON THE COMPUTER OR TABLET (GATHERING AND MAKING SENSE)
I ask if the information I am
using is real or true.

I ask if the information I am using isreal or true or has been changed.

I use online bibliographymakers to show where myinformation came from.

I find out who the author/creator of theinformation is and search that nameusing a search engine.

I judge if information is useful, makes sense, iscorrect, and can be trusted.

I take pictures to show myunderstanding of topics.

I use an online bibliography maker.

I electronically group my information.

I group information into categories withtools like mind mapping software.

I look for what permissions the author/creator gives
me in the text/picture/music’s license, as well as
creating my own pictures, sounds, music, videos

I collect my own data to better show mylearning (take or draw digital pictures,plot data, record sound and video)

I use online bibliography makers to give credit to theauthor/creator.
NOTES:NOTES

NOTES:

I decide to narrow or broaden my topic by using
search engine features such as “related searches”,“related questions”, “word clouds”, etc.

SHOWING MY LEARNING ON A COMPUTER OR TABLET (PRODUCING TO SHOW UNDERSTANDING)
I use a recommended programthat will help me get the work
done the way I want to do it.
I use my first work done as myfinal copy.

With assistance, I choose a
program/app that will make my work
clear (graphs, drawings, pictures, music,
video).
I use my beginning plan to change mywork (or change the program I am
using) to make it better to look at andlisten to.

I choose a program/application for my work thinking
about what is best for my audience.
I show the importance of my work and how it isconnected to other knowledge.
I judge how well my work measures up to mystudent-teacher-made plan and make changes if I needto.
I ask for suggestions from friends, teachers, andparents about how to make my work more
understandable and convincing.

NOTES:NOTES:NOTES:

Figure 14: Inquiry Components Across the Developmental Levels of Thinking (eg. Division 3 - Grade 7-9)

(continued)
37

GradeK-12

Reading the Developmental Continuum for Literacy with ICT

and teacher modelling. Level 1 in the Cognitive Domain involves acquiring knowledge, and beginning to develop
structured thinking about that knowledge. There are two basic types of knowledge: declarative knowledge—learning
about concepts such as community, honesty, or the rules of a game; and procedural knowledge—learning the steps orprocedures in a process such as shooting baskets, performing long division, or following the steps to capture an image
and insert it into a text document.
Affective Domain: Knows –– Comprehends –– Becomes Aware (“Beginning to Learn”)
The first level in the Affective Domain involves developing awareness of issues related to using ICT under conditions
that require external control.
Level 2:
Cognitive Domain: Analyzes –– Applies –– Believes (“Learning as I Go”)
The descriptors in the second stage, Analyzes – Applies – Believes, describe the thinking skills and knowledge learners apply, with teacher support, to new learning and experiences. Level 2 in the Cognitive Domain involves restructuring knowledge by applying higher-level thinking, including comparison, classification, recognizing patterns, inductive
reasoning, deductive reasoning, formulating opinions, persuasion, and arguing pro and con. Then it involves applying
the results to extend and deepen understanding.
Affective Domain: Analyzes –– Applies –– Believes (“Learning as I Go”)
The second level in the Affective Domain involves developing, analyzing, and applying intrinsic beliefs about the issues related to using ICT.
Level 3:
Cognitive Domain: Creates –– Evaluates –– Values (“Learning and Teaching”)
While the first two levels follow Bloom’s and other current thought on these initial levels of intellectual behavior,level three involves a kind of thinking that is under study. The order and kind of intellectual thought involved in
evaluating, sythesizing, and creating have been questioned since the mid 1990’s by Bloom’s student Lorin Anderson(Bloom, n.d.) to the more recent articulations of Gardner and Pink. Much of the discussion is about the extent thatsynthesizing is a creative act and in what order synthesizing and creativity follow each other. According to Gardner,
little is confidently known about the order that these levels of intellectual activity take.
In the LwICT continuum, “synthesizes” has been replaced with “creates” for the sake of consistent language eventhough arguments are being made for its current importance and predicted premium value in the future (Bellanca,2010). The ability to create transformations and innovations of existing knowledge and synthesis—“to think outsideof the box” (or ‘no –box’ (Jacobs, 2010)—is being viewed as a 21st Century skill within the Partnership for 21stCentury Skills Framework for 21st Century Learning (Bellanca and Brandt). The importance of synthesis is reflectedin the list of competencies (the orange component of the schematic shown earlier in Figure 2).

38

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Reading the Developmental Continuum for Literacy with ICT
Affective Domain: Creates – Evaluates – Values (“Learning and Teaching”)

The third level of the Affective Domain describes more complex thinking behaviours, such as creating, synthesizing,and evaluation, in which learners engage to create products and representations with increasing independence. Stage
3 in the Cognitive Domain involves evaluating and critiquing knowledge with at least a “rough and ready mastery”
of the discipline(s) in question, synthesizing by selecting crucial information from the copious amounts available andin turn arraying that information in ways that makes sense to self and others (Gardner). This kind of thinking sometimes creates by “going beyond existing knowledge and syntheses to pose (create) new questions, offer new solutions,fashion works that stretch existing genres or configure new ones” and “builds on one or more established disciplines
and requires and informed ‘field’ to make judgments of quality and acceptability” (Gardner) from transforming, andevaluating knowledge. Learners employ the higher-level critical and creative thinking skills, which they have begun
to develop in the previous stages, to complete and evaluate authentic learning tasks employing ICT. Learners produce
more complex representations by combining and transforming the understandings they construct in Stages 1 and 2,
through asking essential questions, solving problems, and creating original representations that express ideas, feelings,
and understandings for specific audiences.
Affective Domain: Synthesizes –– Evaluates –– Values
The third stage in the Affective Domain involves adhering to an internal value systemthat controls personal behaviour related to using ICT.
Vertical Axis –Cognitive and Affective Domains: – Eight Inquiry Components (Figures
15, 16, 17)
The Cognitive Domain consists of four Inquiry Components along the Vertical Axis:• Plan and question• Gather and make sense• Produce to show understanding• Communicate and reflect
The Affective Domain consists of four Inquiry Components along the Vertical Axis:• Responsibility and ethics• Social implications• Collaboration• Motivation and confidence

INQUIRYCOMPONENTS
PLANNING and
QUESTIONINGGATHERING and
MAKING SENSEPRODUCING TOSHOW
UNDERSTANDING
COMMUNICATE and
REFLECT
Figure 15: Inquiry
Components

Cognitive Domain
Inquiry Component: Plan and Question
The first inquiry component in the Cognitive Domain, Plan and Question, describes learners who, in:• Stage 1, follow given step-by-step plans and ask topic-related questions in
preparation for gathering information to engage in inquiry.
• Stage 2, modify given plans and pose essential questions in preparation forgathering information to engage in inquiry.
• Stage 3, develop their own original plans and ask probing questions in preparation
for gathering information to engage in inquiry.

39

GradeK-12

Reading the Developmental Continuum for Literacy with ICT
LITERACY WITH INFORMATION AND COMMUNICATION TECHNOLOGY ACROSS THE CURRICULUM (LwICT)(A Developmental Continuum)“Learning about and choosing ICT to critically, creatively, and ethically use, produce, and communicate meaning”

INQUIRYCOMPONENT

Planning andQuestioning

Remembering-Understanding

COGNITIVE DOMAIN

Applying-Analyzing

Evaluating-Creating

K-3

4-6

7-9

-Recalls and/or records
prior-knowledge/experiences-States preferences for new
learning and criteria required
1-Follows an electronic plan

-Recalls and/or records priorknowledge/experiences-Raises new topic related questions-Follows an electronic plan that1reflects co-created task criteria-Constructs questions, hunches, educatedguesses, predictions, hypotheses-Determines new information needs-Adapts the electronic plan to reflect co1
created task criteria-Evaluates the inquiry questions-Constructs new inquiry questions for thepresent and/or future-Designs new electronic plans that reflect co1
created task criteria

10-12-Finds/collects information
1
from given media sources-Questions if information is2real , useful, or is anadvertisement-Records sources: types andauthors-Records information andnotes into categories with3
given ICT
-Collects/creates primary13
4
data using ICT-Finds/collects information from given
5
media sources-Identifies sub-topics by using searchengines that offer “related searches/
questions” and word “clouds”
2-Questions if information is real ,useful, or is an advertisement
6
11-Records sources using ICT-Selects an ICT to record notes and7
categorize information
13-Collects/creates primary data using
4
ICT-Determines the author/sponsor/currency of
8
information by using online tools-Analyzes sub-topics/themes with ICT-Uses criteria to evaluate appropriateness of
information for audience and learning needs-Analyzes information’s purpose, depth,
9perspective, and truth or if it has been
10
manipulated-Categorizes and records notes with electronic
7
tools
13
4
-Collects/creates primary data using ICT
6
11-Records sources with ICT-Evaluates the purpose, motive, perspective,
9
bias, depth and accuracy of the information-Adjusts inquiry techniques as new
information is incorporated with priorknowledge
13
4-Collects/creates primary data using ICT-Assesses potential and appropriateness ofbroader sharing/use of collected primarydata for local audiences, specific online
communities, global audiences-Assesses possible connections between
12
personal work and known knowledge gaps

-Selects with guidance suitable2
3
applications and digital devices toshow learning with text, graphs,
pictures, sounds, and multimedia to aparticular audience
4-Revises and edits electronic work for
greater clarity and visual appeal
according to the co-created task
criteria-Selects suitable applications and digital
5
devices to analyze data/information and bestcommunicate to a particular audience theconnections made, conclusions reached,
8
problems solved, and solutions suggested
4-Revises and edits the message/ findings ofthe inquiry for greater clarity and visual appeal
according to co-created criteria, feedback, andpersonal preference-Designs and creates non-sequential
6
7
representations , simulations and models
that best convey the findings, meanings,
solutions, and syntheses of the inquiry
4-Self-assesses ICT representations according
to co-created criteria for enhanced meaning
and artistry, audience and context
8
appropriateness , and focus on message
9
without exaggerated use of ICT features

EXAMPLES: ( 1word processed rubrics, electronic storyboards, outlines, timelines, graphic organizers, science experiment reports...)Gathering and
Making Sense

EXAMPLES: ( 1within applications, CD-ROMs,...) ( 2 falsified digital images, banners, and/or pop-up advertisements...) ( 3tables, graphic organizers, spreadsheets, slides...) ( 4 digital cameras, audio recorders, microscopes,
email, video cameras, archived original artifacts, online surveys, Global Positioning System [GPS], probeware...) ( 5licensed and sharing sites on the Internet...) ( 6titles, authors, publication dates, URLs, standard bibliographic
formats...) ( 7tables, graphic organizers, spreadsheets, outlines, prioritized email, geographic information system layers, slides...) ( 8domain information searchers...) ( 9accuracy, credibility, validity, reliability, objectivity,
fairness, relevance...) ( 10bogus websites, bogus email, spam, graphs showing selected data, manipulated images...) ( 11online bibliography makers) ( 12databases, online collective intelligence such as blogs, microblogs, wikis
and forums, uploading images to photo sharing sites, editing Wikipedia with supervision…) ( 13digital still photos, video, audio, data in tables, etc.)

Produce toShow
Understanding

1-Uses given ICT to showlearning by creating texts,
graphs, pictures, and sounds-Revises and edits work until
co-created criteria is met

EXAMPLES: ( 1hyperlinked text in word processed documents and mind maps...) ( 2mindmapping, word processing, graphing, and presentation software...) ( 3interactive whiteboards, digital projectors, portable and smart
devices...) ( 4by creating and/or critically revising text, images, and/or sound to enhance electronic work; by revising audio/video clips or effects; by adjusting the pace, kinds and amounts transitions in multimedia
presentations; by adding animation to web pages...) ( 5graphing software, virtual manipulatives, animation, simulation software, simulation websites, spreadsheets, geographic information systems, probeware...) (6
hyperlinked web pages, slides, emails, layered graphic organizers, multiple-sheet spreadsheets, virtual realities, relational databases...) ( 7spreadsheet modelling of a real situation, animation of an abstract concept orprocess, computer-aided design of a real object...) (8portray genuine life circumstances, cultural authenticity, accurately reflecting the personal perspective of those represented ...) ( 9transitions, builds, animations, audio...)Communicating
and Reflecting-Shares, displays, discusses
1electronic work with a face
to face audience-Participates in guided
conversations about using
ICT to assist learning

2

2-Communicates learning with a face
to face audience or audience from a
distance using electronic
3
communication devices-Discusses and receives feedback
4
about ICT choices and future ICT
options in guided conversations
7-Discusses captured primary data

7

-Communicates learning and data createdwith a face to face audience or audience from3a distance using electronic tools-Asks for and shares specific and constructive
feedback related to the task criteria and theuse of ICT to communicate the inquiry’s
findings
8-Reflects on ICT as a learning tool3

-Adjusts communication processes and2
8products based on self-evaluation andfeedback from a local and global audience-Self-evaluates and monitors ICT’s influence
5
over the intended meaning-Plans future use of ICT during learning
6-Shares collected/created primary data as
appropriate for audience and purpose

EXAMPLES: ( 1text, images, sound, concept maps...) ( 2mindmaps, multimedia presentations, email, tables, spreadsheets, graphs, video, animation, web pages, wikis, blogs...) ( 3email, electronic whiteboards, web pages,
threaded discussions, teleconferences, web conferences, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards...) ( 4preferred ICT, familiar ICT from regular use, required ICT,
available ICT…) ( 5hearing only vs. hearing and seeing a speaker; text without images; images without much text; audience attention divided between medium and message; asynchronous vs. synchronous communications …)( 6assemblies, school’s Web site, photo sharing sites, Wikipedia,…) ( 7digital still photos, video, audio, data in graphs, etc.) ( 8audience understanding, time spent with ICT versus time spent with subject matter, etc.)

INQUIRYCOMPONENT

Ethics andResponsibility

Remembering-Understanding

AFFECTIVE DOMAIN

Applying-Analysing

Evaluating-Creating

K-3

4-6

7-9

10-12

-Respects certain beliefs,
1
rules, and guidelines about
using ICT
-Recognizes the need toacknowledge
authorship/ownership and2
the kind of permission given
to users by authors of3
intellectual property-Applies beliefs, rules, and guidelinesthat are created and held for fair,4
5healthy, responsible , safe use of ICT-Explains consequences for unsafe and6
unfair use of ICT with special attention
to online disrespect-Identifies possible health issues
7
associated with using ICT-Recognizes the need to acknowledge
8
authorship and licensed use of3
intellectual property-Explains consequences for unsafe and unfair
6
use of ICT with special attention to online
disrespect-Applies school division’s acceptable-use
policy-Applies safety guidelines whencommunicating electronically-Recognizes the need to acknowledge
8
authorship and licensed use of intellectual
3property-Evaluates effects of personal ICT behaviour
on others-Weighs personal benefits and risks of using
ICT-Recognizes the need to acknowledge
8
authorship and licensed use of intellectual
3property
8-Assesses use of licenses to sharepersonal/group primary data online with ageneral awareness of the provisions offered
9by Canadian copyright law-Understands the use of ICT for
recreation, communication, education,
collaboration, sales, health care, etc.
-Chooses times and places to use ICT
and explains choices-Understands how ICT influences1
relationships at school-Analyzes current trends in ICTs and predicts
effects of emerging technologies-Analyzes how personal career choices will
require various ICT competencies-Analyzes the advantages and disadvantages
2of ICT use in society and ICTs’ creation of3social and work behaviours

EXAMPLES: ( 1guidelines for Internet safety, security of user names and passwords, responsible use of email...) ( 2completely free, free but author’s name is required, free but make no changes, free but no selling...) ( 3text,
images, data, music, video...) ( 4respects others' privacy, protects personal information, follows security procedures, respects intellectual property and credits sources, uses licensed software, discourages cyberbullying,collects and analyzes data ethically...) ( 5email, web pages, threaded discussions, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards...) ( 6cyberbullying, promotion of
prejudice and hatred, copyright violations, plagiarism, wilful destruction/manipulation of data, hacking, propagation of viruses, spamming, software piracy, consumer fraud, identity theft...) ( 7ergonomic factors, inactivity,
carpal tunnel syndrome, repetitive stress injury, eye strain, addictive/obsessive behaviour...) ( 8All Rights Reserved, Some Rights Reserved, Creative Commons licenses...) ( 9Fair Dealing, Canadian Copyright Act, Sec. 29)

SocialImplications-Identifies uses of ICT athome, school, and thecommunity-Knows about and chooses
appropriate times and places
to use ICT

3-Evaluates current trends in ICT and weighs
future advantages and opportunities against
disadvantages and risks they have for4society-Makes reasoned judgments about society’s
right to information versus the right toindividual privacy

EXAMPLES: ( 1creating media that can be broadcasted and enjoyed by the school community; strengthening of relationships through extended communication after school; practice of skills and sharing information;
impacting of community members through the spreading of misinformation and inappropriate media...) ( 2lack of access, consequences of unethical use, ease of manipulating data, ease of communicating information; easeof duplication and repurposing of information, addictive/obsessive behaviour...) ( 3expressing and broadcasting private thought, personal preference and opinion; contributing to collective knowledge; sharing user
experiences with commercial products and services; accessing worldwide marketplaces; participating in online communities of like-minded people; self-publishing...) ( 4outsourcing jobs, reputation damage, access to data...)Collaboration-Works with others tocomplete a teacher–directed1
task using ICT-Helps others with ICT
knowledge and procedures

2

2

3

-Collaborates with others in various
self-directed learning contexts to posequestions, share knowledge, suggest
solutions, welcome individual expertise2-Collaborates from a distance using3
tools such as email or wikis
5-Distinguishes between public/private-Collaborates in various contexts to posequestions, share and pool expertise, bridge
ingenuity gaps, determine risks...
2-Collaborates from a distance using email,wikis, blogs, conferencing technologies, andother social media
5-Determines public/private boundaries-Leads and motivates group members in
4collaborative learning-Weighs the benefits and challenges oflearning with ICT-Judges benefits and risks of making group5
created work available for online sharing-Recognizes ICT problems and asks forhelp from peers and teachers-Attempts to solve ICT problems withprevious or new solutions-Investigates ICT problems and applies
1
strategies to solve them
-Perseveres by remaining open-minded,
precise and accurate as possible until asolution is found-Synthesizes knowledge and information for
unique problems that require multiple
approaches

EXAMPLES: ( 1listens actively to a partner, collaborates in creating ICT products, participates in team webquests...) ( 2assumes assigned group roles, sets group goals, suggests tools, solves group productivity issues...) ( 3email,
web pages, threaded discussions, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards...) ( 4motivates and values team members and their contributions; arranges andmaintains tools; manages group conflict; builds consensus...) ( 5self-determine privacy levels of one’s images/expressions; nature/quality/acceptability/consensus of subject’s representation; commercial potential of data...)Metacognition,
Motivation,
Confidence-Demonstrates motivationand confident when using ICT
alone and with others-Recognizes ICT problems
and seeks assistance

EXAMPLES: ( 1 consults peers, teachers, help menus, online supports, telephone helplines...)Figure 16: Three levels of Thinking, Four Divisions, Eight Inquiry Components

401GradeReading the Developmental Continuum for Literacy with ICT

K-12

Inquiry Component: Gather and Make Sense
The second inquiry component in the Cognitive Domain, Gather and Make Sense, describes learners who, in• Stage 1, find and collect information from given electronic and media sources; cite
sources of information; record data and make notes; as well as collect primarydata using digital devices.
• Stage 2, search for information from multiple electronic and media sources; evaluateinformati on for relevancy, accuracy, currency, and validity; organize and categorizeinformation using ICT; and collect pri
mary data using digital devices.
• Stage 3, assess all types of media and their sources, for relevancy, bias, motive, perspective, and context;
incorporate new information with prior knowledge; and collect primary data using digital devices.
Inquiry Component: Produce to Show Understanding
The third inquiry component in the Cognitive Domain, Produce to Show Understanding, describes learners who, in• Stage 1, compose text, record sound, sketch images, graph data and/or create video based on class discussion
and teacher modelling.
• Stage 2, compose and edit electronic work according to established criteria.
• Stage 3, create and refine non-sequential representations of their understanding, such as hyperlinked web
pages, layered graphic organizers, branching multimedia presentations, multiple sheet spreadsheets,
virtual realities, and relational databases.
Inquiry Component: Communicate and Reflect
The fourth inquiry component in the Cognitive Domain, Communicate, describes learners who, in• Stage 1, share and display information and ideas from their electronic work with face-to-face audiences andparticipate in guided conversations to think about using ICT to extend their learning.
• Stage 2, discuss information, ideas, and/or electronic work using electronic communication devices andinvite and share constructive feedback, related to established criteria, on their use of ICT to extend
their learning.
• Stage 3, adjust their communication based on self-evaluation and audience feedback and self-monitor theirlearning goals and reflect on the value of using ICT to extend theirlearning and their critical and creative thinking.
INQUIRYCOMPONENTS

Affective Domain
Inquiry Component: Ethics and Responsibility
The first Attitude of Learning in the Affective Domain, Responsibility and Ethics,
refers to knowing about, demonstrating beliefs about, and valuing policies, guidelines,
and behaviours for using ICT ethically, responsibly, and safely, including protection ofprivacy and of intellectual property. Learners are expected to demonstrate ethical andresponsible behaviour at all times when using ICT.
Inquiry Component: Social Implications
The second Attitude of Learning in the Affective Domain, Social Implications, refers
to awareness of, beliefs about, and values concerning the uses of ICT in society, thesocietal consequences of ethical and unethical use of ICT, and the benefits and risks tocommunities and societies of developing and using ICT.

41

ETHICS andRESPONSIBILITY
SOCIALIMPLICATIONSCOLLABORATIONMOTIVATION and
CONFIDENCE
Figure 17: Inquiry
Components

GradeK-12

Reading the Developmental Continuum for Literacy with ICT

Inquiry Component: Collaboration
The third Attitude of Learning in the Affective Domain, Social Implications, refers to students learning how to work in
face-to-face groups, how to work together over distance in cyber groups, and how to lead collaborative groups whiledeveloping literacy with ICT.
Inquiry Component: Motivation and Confidence
The fourth Attitude of Learning in the Affective Domain, Motivation and Confidence, refers to students’ interest, persistence, and engagement in using ICT to learn, and in solving unique problems related to the use of ICT.
Supporting Skills
The Supporting Skills are ICT skills that support student inquiry as shown in the developmental stages of cognitive
and affective development. The skills are displayed in the most likely division of their introduction or practiced use
and are shown in Part 2 of this document.
The Supporting Skills are divided into four categories:• Access and Communication Skills, such as transferring and saving data within and between applications
using toolbar icons, menu options, hyperlinks, and/or keyboard shortcuts• Input/Output Skills, such as capturing and manipulating data using digital audio recording devices, cameras, video recorders, microscopes, geographical positioning systems, and/or probeware• Tools and Text Skills, such as editing and formatting data using spell-check, dictionary, thesaurus, grammarcheck, and/or track changes• Vocabulary Skills, such as recalling and using ICT vocabulary in context
Students should acquire and apply supporting skills in context, based on their need for that skill to accomplish a specific learning task. The supporting skills are intended to connect with checklists of skills outlined by school divisions
based on their existing infrastructure and on students access to specific hardware and software configurations.
Examples include:
Access and Communication Skills (17 in total):• logs on and off ICT devices• opens applications and files• saves files• prints files• navigates within applications• navigates between applications
Input/Output Skills (4 in total):• manipulates input devices• recognizes and presses keys on the keyboard• captures digital data
Tools and Text Skills (10 in total)• moves text and images• draws images using electronic tools• inserts and edits text, data, images, sound, video, and/or formulas
42

GradeAssessing, Evaluating, and Reporting on Student Progress

K-12

Vocabulary (2 in total)• recalls ICT vocabulary in context• uses ICT vocabulary in context

Assessing, Evaluating, and Reporting on Student Progress
Meaningful assessment informs instruction by providing information about student learning to the learner, theteacher, and the parent. Assessment occurs in authentic contexts that allow students to show evidence of learningas they make progress and create performances or products. The ultimate goal of assessment is to develop selfdirected learners who regularly monitor and assess their own progress.
Assessment is an integral part of learning because it provides the ongoing feedback necessary for effective learningand teaching. This ongoing process, beginning with pre-teaching diagnostic assessment, provides evidence ofstudents acquiring knowledge as well as applying their knowledge and skills in authentic inquiry. Assessment
requires a variety of data-gathering methods, including observations, interviews, interim as well as end products,
performances, and collections of student work. Assessment is a spiralling process that involves both learners andteachers (Bruner, 1973).
Thus, authentic assessment begins with pre-assessment and with learners knowing and helping to develop
the criteria on which they will be assessed. It continues as students apply established criteria to the real world
performances/products they have created. In the most sophisticated learning context, students develop assessment
criteria and apply them independently to representations of their understandings, as components of overall
assessment for/as/of learning.
The Developmental Continuum for Literacy with ICT functions as both a planning tool and as assessment for/as/oflearning. By observing learners as they engage in inquiry using ICT, teachers determine which behaviours students
have demonstrated and those they are still working towards. This information helps teachers plan for instruction
as it indicates the nature of the learning contexts that will further develop student literacy with ICT (assessment“for” learning). There are three components in assessing student literacy with ICT: observations, portfolios, andconversations (see Figure 18 on next page).

ASSESSMENT

Observations
Throughout the school year, in curricular context, teachers use the inquiry process to focus their instruction on
one or more of the inquiry components in the continuum (see Figure 16, p. 40). They focus their observationsof student learning on their targeted cognitive or affective inquiry components to determine which descriptors
most accurately describe the learning of a particular student. Then, they involve students in the assessment bycollaborating with them in the creation of a profile using the student-friendly version (Snapshot) of the continuum(see Figure 14. p. 37, and Part 2 of this document) or the more detailed divisional standards intended forteacher use (also Part 2 of this document). This profile helps teachers and students set goals for further learning(assessment “as” and “for” learning).
Portfolios
As they learn, students use portfolios to accumulate evidence of their literacy with ICT. These portfolios may beprocess or product portfolios, or a combination of the two. They may be paper-based or electronic. First, students
43GradeK-12

Assessing, Evaluating, and Reporting on Student ProgressÒIÕll use thebaseline rubric torecord what I knowStudent
about my ICT
Responsibility
skillsÓ

ÒThe teacher
always helps mewith the rubricÓ

Observations
Observe how
students
conduct ICT
supported inquiry

Joint
ResponsibilityÒIÕll use thebaseline rubric toobserve thestudents in
SeptemberÓ
Teacher
Responsibility

Assessment of LwICTÒIÕll post thestudent work in
the wikis I madefor the studentsÓ

ÒThe teacher
and I usually login to the wiki
together and post
my productsÓ

Portfolios

create a proÞle ofcitizen-as-user/creatorof information that canbe used to grow theuserÕs skills and attitudes

Teacher
Responsibility

Collect information
products student
createJoint
ResponsibilityÒIÕll post myelectronic
products in mypersonal wikiÓ
Student
ResponsibilityÒIÕll use thebaseline rubric tospeak with each
student in
SeptemberÓ

Teacher
Responsibility

Conversations
Talk about how
citizens use andcreate information
products

ÒTheteacher and I
talk about how I
use ICT when weare doing projectworkÓÒIÕll use thebaseline rubric tospeak with mysmall groupmembersÓ
Student

Responsibility

Joint
Responsibility

Monday, March 7, 2011

Figure 18: Three Kinds of Assessment

and teachers decide on the type of portfolio they will create to demonstrate evidence of their learning; then, they
engage in an ongoing process of collection, selection, reflection, evaluation, and celebration. Artifacts selected fora portfolio may contain text, audio, video, data, and graphics, and each artifact is accompanied by a self-reflection(assessment “as” and “for” learning) about what it illustrates about the student’s learning. Once again, schools willencourage the use of such tools as wikis (simple websites) as places for individual students to develop a portfolio of
their learning. Files of various formats can be uploaded by students to their wikis over many years.
Conversations
Assessing student literacy with ICT involves conversations about learning destinations, criteria, descriptive feedback,and goal setting. These conversations may be self-reflective (assessment “as” and “for” learning), shared between
peers, shared between teacher and student, or they may be three-way student-led conferences involving parents. This
last type of conversation is an integral part of reporting to parents about their child’s literacy with ICT (assessment“of” learning).

44

GradeK-12

Assessing, Evaluating, and Reporting on Student Progress
EVALUATIONCONTINUUM for TEACHER ASSESSMENT of STUDENT LwICT SKILL

Evaluation Tools
Two tools are provided for evaluation and will
work for pre-testing and post-testing. Part 2 ofthis document includes “Continuum for Teacher
Assessement of Student LwICT Skill” (Figure 19),and “Student Self-Assessment: [division] LwICT
Snapshot” (Figure 14, p. 37). Each of these tools
express a continuum of development, or brief
descriptions of a cognitive, affective, and technicalliteracy using ICT: “Beginning to Learn”,“Learning as I Go”, and “Learning and Teaching.”
The goal is to move students throughout thedivisional years toward the “Learning andTeaching” stage where they confidently show
peers how to conduct critical, creative, and ethicalinquiry. It is anticipated that some students at theK-3 level, for example, will be accomplishingoutcomes at the 4-6 level. This illustrates thenature of a continuum based on what students cando.

Name: _________________

LITERACY WITH INFORMATION, COMMUNICATION AND TECHNOLOGY (LwICT)ONGOING ASSESSMENT CONTINUUM:SENIOR HIGH (10-12) ACROSS THE CURRICULUM
BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO
I am remembering from before;
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

INQUIRY COMPONENT SKILL LEVEL (each Inquiry Component is fully realized at the “Learning and Teaching” level)
INQUIRY COMPONENT. PLANNING AND QUESTIONING (see poster for “EXAMPLES”)
Evaluates the inquiry questions; Constructs new inquiry questions for the present and/or future; Designs new electronic plans thatreflect co-created task criteria-knows information about the
topic the teacher has given
electronically and has
experiences and personal
preferences to share in theelectronic assignment-broadens or narrows the topic byconstructing questions, hunches,
educated guesses, predictions, andhypotheses-sometimes adapts the language,
scope, or nature of the task to match
personal information needs during
the inquiry-identifies spaces or unanswered questions within theassigned inquiry topic, question, or problem-creates new questions and electronic plans that reflect
co-created criteria to address the gaps in creativity,
knowledge, and skill-assesses why these new questions are essential

INQUIRY COMPONENT. GATHERING AND MAKING SENSE (see poster for “EXAMPLES”)
Evaluates the purpose, motive, perspective, bias, depth and accuracy of the information; Adjusts inquiry techniques as new
information is incorporated with prior knowledge; Collects/creates primary data using ICT; Assesses potential and appropriatenessof broader sharing/use of collected/created primary data for specific online communities and/or global audiences; Assesses possible
connections between personal work and known knowledge gaps
-uses ICT to narrow information
search of multiple electronic andmedia sources-analyzes whether information
has been manipulated (is it real or
fake)-takes electronic notes-cites authors, titles, dates, URLs
in standard bibliography format
using an ICT-narrows or broadens search using
ICT-categorizes the information using
an ICT-uses criteria to analyze information
for its relevancy, context, validity(logical, real-world), accuracy,
authorship, currency (general
acceptance and use of the source),
credibility (trustworthiness), andreliability (dependableness for
future use)-applies criteria to determine the value of the information
being found - evaluates the purpose, motive, perspective,
bias, depth and accuracy of the information-judges whether topic needs narrowing and/or adjustment
as new information is incorporated with prior knowledge-evaluates the extent the findings/conclusions solve
systemic problems, fills gaps in creativity, knowledge,
and skill, and even determines courses of action whenavailable knowledge is incomplete;-evaluates whether any broader uses of captured primarydata are appropriate for specific communities and/or
global audiences

INQUIRY COMPONENT. PRODUCING TO SHOW UNDERSTANDING (see poster for “EXAMPLES”)
Designs and creates non-sequential representations, simulations and models that best convey the findings, meanings, solutions, andsyntheses of the inquiry; Self-assesses ICT representations according to co-created criteria for enhanced meaning and artistry,
audience and context appropriateness, and focus on message without exaggerated use of ICT features-revises information product fororganization and clarity,
enhanced content and artistry
according to given criteria andpersonal preferences-is willing to make a few changes
to work to make it easier tounderstand

Curricular Context-uses multimedia to create
information product and revises
work to go beyond initially provided
criteria--to make the topic and its
purpose more clear and artistic forthe audience-makes sure the message is accurate
and conclusions are balanced anddefensible-makes sure the features of the ICT
do not take the audience’s attention
away from the message-uses non-sequential representations with hyperlinks,
layered graphics, multiple spreadsheets, simulations, orvirtual realities that will engage a particular audience-judges digital work and messaging according to cocreated criteria for clarity and artistry and the extent
solutions, explanations, and proposals for action areconvincing with a minimum of electronic words andeffective images-assesses whether the message is the focus—not thefeatures of the ICT (eg. not overusing transitions, builds,
special effects, etc.)

Figure 19: Continuum for Teacher Assessement of Student LwICT Skill

Many descriptors on the continuum are connectedto specific curricular outcomes (see Figure 8, p.
28). This means that students and teachers can address and assess curricular outcomes and continuum descriptors at
the same time so that literacy with ICT becomes infused with curricular outcomes across the curriculum. As curricularoutcomes are grouped into learning sequences, so too are the continuum descriptors. Together, they become learning
experiences designed to assist students and teachers in using the continuum as a planning tool for learning, teaching,
and assessing. Sample learning experiences can be found on the ECE website and also on Manitoba’s website (http://
bit.ly/NaY69D). Also ICTs are sampled by grade in Part 3 of this document.
Summary: Assessing, Evaluating and Reporting
Evaluation and reporting are directly connected to assessment of literacy with ICT. While assessing means
systematically gathering evidence of student learning over time, and evaluating means interpreting the assessment
information using professional judgement, reporting means synthesizing and communicating student progress andachievement to all concerned.
Assessment of literacy with ICT occurs in curricular context through observations, conversations, and portfolios.
Evaluation of literacy with ICT is based on the targets in the continuum snapshots, the development of the individual
student profile, and the access to ICT infrastructure.
Reporting on literacy with ICT consists of informing parents about their child’s competency in three areas:• demonstrating critical thinking with ICT to plan and gather information• demonstrating creative thinking with ICT to produce and communicate information• demonstrating responsibility and ethics with ICT
45

GradeK-12

Bibliography

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à la protection de la vie privée du Canada. Retrieved July 8, 2011, from http://www.priv.gc.ca/aboutUs/index_e.cfm.
Arendt, H. (1954). The Crisis in Education. Scribd. Retrieved July 8, 2011 from http://www.scribd.com/
doc/4691954-the-Crisis-in-Education.
Bailey, C. (2010, September 24). Canadian Intergovernmental Conference Secretariat - News Release Ref:860579/006. Canadian Intergovernmental Conference Secretariat - Secrétariat desconférences intergouvernementales
canadiennes. Retrieved November 14, 2010, from http://www.scics.gc.ca/cinfo10/860579006_e.html.
Bellanca, J. A., & Brandt, R. S. (2010). 21st century skills: rethinking how students learn. Bloomington, IN: Solution
Tree Press.
Berger, P., & Trexler, S. (2010). Choosing Web 2.0 tools for learning and teaching in a digital world. Santa Barbara,
Calif.: Libraries Unlimited.
Bloom, B. (n.d.). Old Dominion University. Retrieved November 14, 2010, from http://www.odu.edu/educ/roverbau/
Bloom/blooms_taxonomy.htm.
CBC, (2011). CBC Connect with Mark Kelly [Television broadcast, February 23, 2011]. Toronto: CBC.
Brooks, J. G., & Brooks, M. G. (1999). In search of understanding the case for constructivist classrooms. Alexandria,
Va.: Association for Supervision and Curriculum Development.
Brockman, J. (2011). The Human Texture of Information. Is the Internet changing the way you think?: the net’s impact on our minds and future (pp. 83-85). New York: Harper Perennial.
Bruner, J. (1973). Beyond the Information Given. New York, NY: Norton.
CMEC - Programs & Initiatives (2008, April 15). Welcome to CMEC / Bienvenue au CMEC. Retrieved November
14, 2010, from http://www.cmec.ca/Programs.
Conference Board of Canada (2006). Employability Skills 2000+. 2005. Conference Board of Canada. 13 Jul. 2006.
Available online at: <www.conferenceboard.ca/education/learning-tools/employability-skills.htm>
Davidson, C. N., & Goldberg, D. T. (2009). The future of learning institutions in a digital age . Cambridge, Mass.:
MIT Press.
Davies, A., & Lithwick, D. (2010, April 15). Government 2.0 and Access to Information: 2. Recent Developments
in Proactive Disclosure and Open Data in the United States and Other Countries (2010-15E). Parliament of Canada
Web Site - Site Web du Parlement du Canada. Retrieved July 8, 2011, from http://www.parl.gc.ca/Content/LOP/
ResearchPublications/2010-15-e.htm.
Dene Kede: education : a Dene perspective (1993). Yellowknife, N.W.T.: Dept. of Education, Culture and Employment, Government of the Northwest Territories.

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Dene Kede: education : a Dene perspective. (2003). Curriculum Document: Grade 8. Yellowknife, N.W.T.: Dept. of
Education, Culture and Employment, Government of the Northwest Territories.
Education, Citizenship and Youth. (2008). Literacy with ICT Is for Me! | Manitoba Education, Citizenship and Youth.
Education and Literacy. Retrieved July 5, 2012, from http://www.edu.gov.mb.ca/k12/docs/parents/lict/index.html.
Federman, Mark: No Educator Left Behind. | Big Ideas. (Nov. 29, 2008). Big Ideas | OISE. TVO. U of T, Toronto.
Retrieved July 8, 2011, from http://www.tvo.org/TVOsites/WebObjects/TvoMicrosite.woa?bi?1227992400000.
Fischer, D. (2009, January 23). Program Research: A Gradual Release of Responsibility. Gradual Release of Responsibility | Literacy Leader. Retrieved March 6, 2011, from www.glencoe.com/glencoe_research/Jamestown/gradual_release_of_responsibility.pdf.
Frey, N., & Fisher, D. (2006). Language arts workshop: Purposeful reading and writing instruction.
Upper Saddle River, NJ: Merrill Education.
Gardner, H. (2008). Five minds for the future. Boston, Mass.: Harvard Business School Press.
GoodPlay Project, & New Media Literacies. (2011, November 21). Our Space: Being a Responsible Citizen of theDigital World | The GoodWork Project. The GoodWork Project | Excellence Ethics Engagement. Retrieved February
23, 2012, from http://www.goodworkproject.org/practice/our-space.
Gibson, R. (1998). Rethinking the Future. London: Nicholas Brealey Publishing.
Government of Alberta (2010). Inspiring Action on Education. Engage with Alberta Education. Retrieved July 8,
2011, from http://ideas.education.alberta.ca/engage.aspx.
Government of Canada/Gouvernement du. (2000). About the Office of the Privacy Commissioner. Office of the Privacy Commissioner of Canada / Commissariat Ã la protection de la vie privÃ©e du Canada. Retrieved July 5, 2012,
from http://www.priv.gc.ca/au-ans/index_e.asp.
Guiding Principles for WNCP Curriculum Framework Projects - Education - Government of Saskatchewan. (n.d.).
Education - Government of Saskatchewan. Retrieved July 8, 2011, from http://www.education.gov.sk.ca/Default.
aspx?DN=0583e277-654d-45c5-98fe-c791c85a118b.
Hamel, A. v. (2011). From Consumer to Citizen: Digital Media and Youth Civic Engagement. Home Page. Retrieved
February 24, 2012, from www.media-awareness.ca/english/corporate/media_kit/upload/Civic_Eng.pdf.
Harvey, S., & Goudvis, A. (2007). Strategies that work: teaching comprehension for understanding and engagement(2nd ed.). Portland, Me.: Stenhouse Publishers.
IRA. (2009, May). IRA Position Statements: New Literacies and 21st-Century Technologies. International Reading
Association home page. Retrieved November 17, 2010, from http://www.reading.org/General/AboutIRA/PositionStatements/21stCenturyLiteracies.asp.
ISTE. (2007). ISTE | NETS Student Standards 2007. International Society for Technology in Education | Home. Retrieved November 18, 2010, from http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx.
47

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Bibliography

Jacobs, H. H. (2010). Curriculum 21: essential education for a changing world. Alexandria, VA.: Association for supervision and Curriculum Development.
Jenkins, H. (2009). Confronting the challenges of participatory culture: media education for the 21st century. Cambridge, MA: The MIT Press.
Juhasz, A. (2009). Learning the 5 Lessons of YouTube: After Trying to Teach There, I Don’t Believe the Hype. International Journal of Learning and Media, 1(1), online.
Katz, L.G. (1985). “Dispositions in Early Childhood Education.” ERIC/EECE Bulletin 18, 2. Urbana, Ill.: ERIC
Clearinghouse or Elementary and Early Childhood Education.
Kolucki, B., & Lemish, D. (2011). Communicating with Children: Principles and Practices to Nurture, Inspire, Excite,
Educate and Heal. Resource Center on Child Protection and Child Rights. Retrieved February 28, 2012, from www.
unicef.org/cwc/files/CwC_Final_Nov-2011.pdf.
Leu, D. Jr., J. Castek, L.A. Henry, J. Coiro, and M. McMullan. “The Lessons That Children Teach Us: IntegratingChildren’s Literature and the New Literacies of the Internet.” The Reading Teacher 57.5 (Feb. 2004): 496–503.
Literacy with ICT | Welcome. (2006). Education and Literacy. Retrieved July 18, 2012, from http://www.edu.gov.
mb.ca/k12/tech/lict.
Manitoba Education and Youth. Kindergarten to Grade 8 Social Studies: Manitoba Curriculum Framework of Outcomes. Winnipeg, MB: (2003). Manitoba Education and Youth. Available online at: <www.edu.gov.mb.ca/k12/cur/socstud/framework/index.html>.
Marzano, Robert J. (1992). A Different Kind of Classroom: Teaching with Dimensions of Learning.
Alexandria, VA: ASCD.
Pearson, P.D. and M. Gallagher. (1983). “The Instruction of Reading Comprehension.” Contemporary Educational
Psychology 8.
Pink, D. (2009). Address at the Inspiring Education Fall Forum. (October 19, 2009). Public School Boards’ Association of Alberta. Retrieved February 16, 2012, from http://www.public-schools.ab.ca/schoolactblog/archives/178.
Premier’s Technology Council. (2010, December). Technology Council. Retrieved July 12, 2011, from www.gov.
bc.ca/premier/attachments/PTC_vision%20for_education.pdf.
Premier’s Technology Council. (2000, October 30). Government of British Columbia. Retrieved August 18, 2011,
from www.gov.bc.ca/premier/attachments/PTC_vision%20for_education.pdf.
Prensky, M. (2010). Teaching digital natives: partnering for real learning. Thousand Oaks, Calif.: Corwin.
Scherer, M. (2011). Screenagers: Making the Connections. Educational Leadership, 68(5), 7.
Small, G. W., & Vorgan, G. (2008). IBrain: surviving the technological alteration of the modern mind. New York: Collins Living.
48

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K-12

Sprenger, M. (2010). Brain-based teaching :) in the digital age. Alexandria, VA.: Association for supervision and Curriculum Development.
Steeves, V. (2012, Feb. 15). Media Awareness Network (MNet) | Reports and Publications. Media Awareness Network| Réseau éducation médias. Retrieved March 2, 2012, from http://www.media-awareness.ca/english/corporate/media_
kit/reports-publications.cfm#YCWWphaseIII.
Sterrett, W. (2011). Insights into action: successful school leaders share what works. Alexandria, Va.: ASCD.
Tardif, J. (2006). L’évaluation des compétences : Documenter le parcours de développement. Montréal, QE: Chenelière Éducation.
Taylor, C. (1996). The malaise of modernity (5. print. ed.). Concord, Ont.: Anansi.
The Common Curriculum Framework for Social Studies Kindergarten to Grade 9. (2002, January 1). WNCP. Retrieved February 16, 2012, from www.wncp.ca/media/38750/social.pdf.
Trilling, B., & Fadel, C. (2009). 21st century skills: learning for life in our times. San Francisco: Jossey-Bass.
Umphrey, J. (2008, April 1). News Leader. NASSP - Leading Schools. Retrieved July 17, 2012, from www.nassp.org/
portals/0/content/57233.pdf.
Weigel, M., James, C., & Gardner, H. (2009). Learning: Peering Backward and Looking Forward in the Digital Era.
IJLM, 1(1), 7.
Weinberger, D. (2009). Knowledge at the End of the Information Age | Big Ideas. (Feb. 7, 2009.). Big Ideas |. Retrieved July 5, 2012, from http://bigideas.tvo.org/episode/126616/david-weinberger%3A-knowledge-at-the-end-ofthe-information-age.
Wilhelm, J. D. (2007). Engaging readers & writers with inquiry: promoting deep understandings in language arts andthe content areas with guiding questions. New York: Scholastic.
WNCP - Projects. (2011). Guiding Principles for WNCP Curriculum Framework Projects WNCP. Retrieved July 17,
2012, from http://wncp.ca/english/subjectarea/projects.aspx.

49

50

GradeLiteracy with Information and Communication Technology

K-12

Part 2: ASSESSMENT TOOLSThe following three types of tools shown in Part 2 are each further divided by grade divisions K-3, 4-6, 7-9, 10-12:•••

Continuum for Teacher Assessment of Student LwICT Skills by Division
Student Self-Assessment: LwICT Divisional Snapshots
Teacher Preparation for LwICT : Divisional Snapshots

These tools are found on the CD that accompanies this paper version of the Infusion Guide. They will also be available in PDF format at the GNWT Education, Culture and Employment website in 2012-2013.

52

GradeCONTINUUMS FOR TEACHER ASSESSMENT OF LwICT SKILLCONTINUUM for TEACHER ASSESSMENT of STUDENT LwICT SKILL

K-12

Name: _________________

LITERACY WITH INFORMATION, COMMUNICATION AND TECHNOLOGY (LwICT)ONGOING ASSESSMENT CONTINUUM - EARLY ELEMENTARY (K-3) ACROSS THE CURRICULUM
BEGINNING TO LEARN
I am just beginning;
I like to have lots of help
(approximately Gr. K-1)

LEARNING AS I GO
I am remembering from before;
I still need help sometimes(approximately Gr. 2)

LEARNING AND TEACHING
I have lots of practice;
I can help others(approximately Gr. 3)

INQUIRY COMPONENT SKILL LEVEL (each Inquiry Component is fully realized at the “Learning and Teaching” level)
INQUIRY COMPONENT. PLANNING AND QUESTIONING (see poster for “EXAMPLES”)
Recalls and/or records prior-knowledge/experiences; States preferences for new learning and criteria required; Follows anelectronic plan-knows information about the topic
and watches as someone records it
electronically for them-knows information about topic and shares
it using typed words and electronic images-knows what new information he/she wants
to learn and states it-knows information about the topic teacher has assigned andshares it using typed words and electronic images-states own preferences for work goals (co-created criteria ina rubric) and applications to be used-can accurately help others

INQUIRY COMPONENT. GATHERING AND MAKING SENSE (see poster for “EXAMPLES”)
Finds/collects information from given media sources; Questions if information is real, useful, or is an advertisement; Records
sources: authors and titles; Records information and notes into categories with given ICT; Collects/creates primary data using ICT-can find information from electronic
and media sources with lots of help
-needs someone to type the findings-takes notes from text and picture
information collected; places it into groups
using an ICT-attends to source, author/creator of
information by recording titles, URLs, andnames- before notes are taken, asks if information is real anduseful or if it is just “made up” or an advertisement-attends to source, author/creator of information byrecording titles, URLs, and names-collects/creates primary data with simple devices such as
digital cameras

INQUIRY COMPONENT. PRODUCING TO SHOW UNDERSTANDING (see poster for “EXAMPLES”)
Uses given ICT to show learning by creating texts, graphs, pictures, and sounds; Revises and edits work until co-created criteria-shows preference for type of final
product (eg. book, slideshow,
hyperlinked story…)-watches someone build it-uses given ICT to create a product to showlearning using text, graphs, and pictures-selects an ICT and makes a product using words, graphs,
pictures, and sound-revises and edits electronic work according to work goals(co-created criteria in a rubric)

INQUIRY COMPONENT. COMMUNICATING AND REFLECTING (see poster for “EXAMPLES”)
Shares, displays, discusses electronic work with a face to face audience; Participates in guided conversations about using ICT toassist learning-learns to share electronic work bywatching how others share-shares digital work with another-explains the plan that was used when asks
for it in a conversation setting-shares electronic work in guided conversations-explains ICT choices and what other ICTs might be used
another time and why

INQUIRY COMPONENT. ETHICS and RESPONSIBILITY (see poster for “EXAMPLES”)-Respects certain beliefs, rules, and guidelines about using ICT; Recognizes the need to acknowledge authorship and the kind of
permission given by authors of intellectual property-respects the school’s ICT equipment
and the working space of other ICT
users-understands what an author or
creator of information is-uses ICT carefully-respects the working space of other ICT
users-knows that credit must be given to theowner of the information used

-respects the school’s ICT equipment and the working spaceof other ICT users-follows the rules about username and password privacy-shows others how to find the author/creator of theinformation being used

INQUIRY COMPONENT. SOCIAL IMPLICATIONS (see poster for “EXAMPLES”)
Identifies uses of ICT at home, school, and the community; Knows about and chooses appropriate times and places to use ICT-can tell how ICT is used at home-tells how ICT is used at home/school-aware of times and places ICT should not
be used53-can tell about how ICT is used at home, school, and thecommunity-can tell about the right times and places to use ICTGradeK-12

CONTINUUMS FOR TEACHER ASSESSMENT OF LwICT SKILLINQUIRY COMPONENT. COLLABORATION (see poster for “EXAMPLES”)
Works with others to complete a teacher–directed task using ICT; Helps others with ICT knowledge and procedures-watches others use ICT to complete
a teacher-led task-requires help from others to complete ateacher-led task with ICT-cooperates with and sometimes leads others to complete ateacher-led task using ICT

INQUIRY COMPONENT. META-COGNITION: MOTIVATION AND CONFIDENCE (see poster for “EXAMPLES”)
Demonstrates motivation and confident when using ICT alone and with others; Recognizes ICT problems and seeks assistance-is motivated to use ICT regardless of -is motivated, confident, and able to use ICT -is motivated, confident, and able to use ICT alone and withskill
alone and with others when it is appropriate others at the right times and in the right places
to do so-recognizes ICT problems; asks for help from peers andteachers

TECHNICAL SKILL LEVEL (each skill is fully realized at the “Learning and Teaching” level)
Understands and presses the keys on the keyboard (examples: using one finger, using both hands, hunting and pecking, using correct hand position
while watching the screen, demonstrating speed and accuracy...) (2. Input/Output)
Logs on and off of ICT devices (1. Access and Communication)
Opens applications and files (examples: PC: using Start Menu, My Computer, desktop icons etc.; APPLE: using the Finder Window, Dock, etc.)(2. Access and Communication)
Saves files (examples: follow a specific file path to a network, hard drive, flash memory device, CD-ROM, DVD,...)(3. Access and Communication)
Prints files (examples: selecting print options such as page range, number of copies, paper tray, fit to page, ...)
(4. Access and Communication)
Navigates within an application (examples: using icons, menus, keyboard shortcuts, ...) (5. Access and Communication)
Browses multimedia (examples: CD-ROMs, DVDs, flash memory devices, ...) (7. Access and Communication)
Navigates within a website (8. Access and Communication)
Searches the internet using teacher selected search engines and keywords (10. Access and Communication)
Manipulates input devices (examples: mouse buttons, keyboards, styluses, trackballs, touch screens, electronic whiteboards, adaptive devices...)(1.Input/Output)
Selects and uses peripherals to find, record, manipulate, save, print and/or display information (examples: microphones, digital cameras, video
cameras, electronic whiteboards, digital microscopes, joysticks, touch screens, flash memory devices, data projectors, TVs, printers...) (4.
Input/Output)
Inserts hyperlinks into electronic work that show electronic sources (6. Tools and Text)
Captures digital data (examples: with microphones, digital audio-recording devices, digital cameras, video cameras, GPS, probeware...) (3.
Input/Output)
Manages electronic files and folders (13. Access and Communication)

54

GradeCONTINUUMS FOR TEACHER ASSESSMENT OF LwICT SKILLCONTINUUM for TEACHER ASSESSMENT of STUDENT LwICT SKILL

K-12

Name: _________________

LITERACY WITH INFORMATION, COMMUNICATION AND TECHNOLOGY (LwICT)ONGOING ASSESSMENT CONTINUUM: MIDDLE ELEMENTARY (4-6) ACROSS THE CURRICULUM
BEGINNING TO LEARN
I am just beginning;
I like to have lots of help
(approximately Gr. 4)

LEARNING AS I GO
I am remembering from before;
I still need help sometimes(approximately Gr. 5)

LEARNING AND TEACHING
I have lots of practice;
I can help others(approximately Gr. 6)

INQUIRY COMPONENT SKILL LEVEL (each Inquiry Component is fully realized at the “Learning and Teaching” level)
INQUIRY COMPONENT. PLANNING AND QUESTIONING (see poster for “EXAMPLES”)
Recalls and/or records prior-knowledge/experiences; Raises new topic related questions; Follows an electronic plan that reflects cocreated task criteria-knows information about the
topic the teacher has given
electronically and shares it using
typed words and electronic
images-knows information about the topic the teacher
has given electronically and shares it using
typed words and electronic images-follows an electronic plan provided by theteacher that reflects student input-follows the teacher’s electronic study plan and sometimes
collaborates on changes to the ideas, language, and format-raises new “how” and “why” questions about the topic-creates by typing and illustrating ideas and questions
electronically

INQUIRY COMPONENT. GATHERING AND MAKING SENSE (see poster for “EXAMPLES”)
Finds/collects information from given media sources; Identifies sub-topics by using search engines that offer “related
searches/questions” and “word clouds”; Questions if information is real, useful, or is an advertisement; Records sources using ICT;
Selects an ICT to record notes and categorize information; Collects/creates primary data using ICT-takes notes from the text andpicture information the teacher
gives-records titles and authors-before taking notes, asks if the information isreal, useful, or is an advertisement-records titles and authors using online
bibliography makers-collects primary data related to topic withaudio and video devices-uses an ICT to record notes and categorize
information-discovers the subtopics of the inquiry using ICTs that show
related searches and questions and word clouds; decides
whether to narrow or broaden the inquiry question-checks information for accuracy and usefulness-uses ICT to record notes and categorize information;
records titles and authors using online bibliography makers-collects primary data with audio and video devices that
help the student and audience understand the topic better

INQUIRY COMPONENT. PRODUCING TO SHOW UNDERSTANDING (see poster for “EXAMPLES”)
Selects with guidance suitable applications and digital devices to show learning through text, graphs, pictures, sounds, andmultimedia to a particular audience; Revises and edits electronic work for greater clarity and visual appeal according to the cocreated task criteria-begins work using an application
the teacher provides using text
and images-is satisfied with draft work as
being the final work-selects with help a suitable application that will
best show the desired graphs, pictures, andsounds to be used-applies the criteria in the plan as the digital
work is built-is willing to make a few changes to make thework easier to understand-selects a suitable application (increasing withindependence) to show learning through use of various
media-revises ideas and edits notes by changing the way text,
graphs, pictures, sounds, and multimedia applications areused--according to the inquiry’s co-created criteria--so they
become more clear to an audience and pleasant to look atand listen to

INQUIRY COMPONENT. COMMUNICATING AND REFLECTING (see poster for “EXAMPLES”)
Communicates learning with a face to face audience or an audience from a distance using electronic communication devices;
Discusses and receives feedback about ICT choices and future ICT options in guided conversations; Discusses captured primarydata-shares learning with anotherperson-explains the plan used when theteacher asks for sharing in aconversation setting-uses ICT to share learning with a face to faceaudience-explains in guided conversations why aparticular ICT was chosen and what other ICTs
might be used another time
-invites others for constructive feedback

55-shares work using ICT with a face to face audience or an
audience from a distance-asks others to give constructive feedback on work and thecriteria used for the inquiry-offers feedback to others-discusses ICT choices and future options forcommunicating learning

GradeK-12

CONTINUUMS FOR TEACHER ASSESSMENT OF LwICT SKILL

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help
(approximately Gr. 4)

LEARNING AS I GO
I am remembering from before;
I still need help sometimes(approximately Gr. 5)

LEARNING AND TEACHING
I have lots of practice;
I can help others(approximately Gr. 6)

INQUIRY COMPONENT. ETHICS and RESPONSIBILITY (see poster for “EXAMPLES”)
Applies beliefs, rules, and guidelines that are created and held for fair, healthy, responsible, safe use of ICT; Explains consequences
for unsafe and unfair use of ICT with special attention to online disrespect; Identifies possible health issues associated with using
ICT; Recognizes the need to acknowledge authorship and licensed use of intellectual property-respects the school’s ICT
equipment and the ICT working
space of others-understands the need for rules
about internet safety such asusername and password privacy-knows that credit must be given
to the authors of the words andpictures used

-respects the school’s ICT equipment and the
ICT working space of others-understands the need for rules about internet
safety such as username and password privacy
and use of respectful words and ideas-knows that permission is required to use thewords, pictures, sounds, and videos of others,
and give credit to the authors/creators-respects the school’s ICT equipment and acceptable-use
policy-applies the rules about internet safety (username andpassword privacy)-understands healthy uses of ICT (eg. learning, sharing
ideas, building relationships…) and unhealthy uses (eg.
cyberbullying, hatred, hurting reputations…)-learns from the copyright license what permissions theauthor gives for the use of his/her words, pictures, sounds,
and videos-gives credit to the authors/creators of the work used

INQUIRY COMPONENT. SOCIAL IMPLICATIONS (see poster for “EXAMPLES”)
Understands the use of ICT for recreation, communication, education, collaboration, sales, health care, etc.; Chooses appropriate
times and places to use ICT; Understands how ICT influences relationships at school-can tell about how ICT is used athome and school-can tell about how ICT is used at home, school,
and the community for recreation,communication, and education-can tell about the right times and places to use
ICT-can tell about how ICT is used at home, school, and thecommunity for recreation, communication, education, sales,
and health care-chooses the appropriate times and places to use wirelessgames and/or communication devices-can tell about how cyberbullying away from school (or inschool) can affect the class and school community

INQUIRY COMPONENT. COLLABORATION (see poster for “EXAMPLES”)
Collaborates with others in various self-directed learning contexts to pose questions, share knowledge, suggest solutions, andwelcome individual expertise; Collaborates from a distance using tools such as email or wikis; Distinguishes between public/private-watches others use ICT tocomplete a teacher-led task andsometimes assists-collaborates with others in group roles toaccomplish self-directed learning with ICT invarious settings-collaborates with others in group roles to accomplish selfdirected learning with ICT in various settings-poses questions, shares knowledge, suggests solutions, andwelcomes individual expertise-sometimes collaborates from a distance using tools such as
email or wikis

INQUIRY COMPONENT. META-COGNITION: MOTIVATION AND CONFIDENCE (see poster for “EXAMPLES”)
Recognizes ICT problems and asks for help from peers and teachers; Attempts to solve ICT problems with previous or new
solutions-is motivated and confident to use
ICT with others-is motivated and confident to use ICT withothers and alone-recognizes problems and asks for help frompeers and teachers

56-is motivated and confident when using ICT alone and withothers-recognizes problems and asks for help from peers andteachers-attempts to solve ICT problems with previous or new
solutionsGradeCONTINUUMS FOR TEACHER ASSESSMENT OF LwICT SKILL

K-12

TECHNICAL SKILL LEVEL (each skill is fully realized at the “Learning and Teaching” level)
BEGINNING TO LEARN
I am just beginning;
I like to have lots of help
(approximately Gr. 4)

LEARNING AS I GO
I am remembering from before;
I still need help sometimes(approximately Gr. 5)

LEARNING AND TEACHING
I have lots of practice;
I can help others(approximately Gr. 6)

Understands and presses the keys on the keyboard (examples: using one finger, using both hands, hunting and pecking, using correct hand position
while watching the screen, demonstrating speed and accuracy...) (2. Input/Output)

Logs on and off of ICT devices (1. Access and Communication)

Opens applications and files (examples: PC: using Start Menu, My Computer, desktop icons etc.; APPLE: using the Finder Window, Dock, etc.)(2. Access and Communication)

Saves files (examples: follow a specific file path to a network, hard drive, flash memory device, CD-ROM, DVD,...)(3. Access and Communication)

Prints files (examples: selecting print options such as page range, number of copies, paper tray, fit to page, ...)
(4. Access and Communication)

Navigates within an application (examples: using icons, menus, keyboard shortcuts, ...) (5. Access and Communication)

Browses multimedia (examples: CD-ROMs, DVDs, flash memory devices, ...) (7. Access and Communication)

Navigates within a website (8. Access and Communication)

Searches the internet using teacher selected search engines and keywords (10. Access and Communication)

Sends and responds to text messages and electronic files using rules of etiquette (eg. not typing in all capital letters, filling in subject line...) (11.
Access and Communication)

Manipulates input devices (examples: mouse buttons, keyboards, styluses, trackballs, touch screens, electronic whiteboards, adaptive devices...)(1.Input/Output)

Selects and uses peripherals to find, record, manipulate, save, print and/or display information (examples: microphones, digital cameras, video
cameras, electronic whiteboards, digital microscopes, joysticks, touch screens, flash memory devices, data projectors, TVs, printers...) (4.
Input/Output)

Inserts hyperlinks into electronic work that show electronic sources (6. Tools and Text)

Captures digital data (examples: with microphones, digital audio-recording devices, digital cameras, video cameras, GPS, probeware...) (3.
Input/Output)

Manages electronic files and folders (13. Access and Communication)

57

58

GradeCONTINUUMS FOR TEACHER ASSESSMENT OF LwICT SKILLCONTINUUM for TEACHER ASSESSMENT of STUDENT LwICT SKILL

K-12

Name: _________________

LITERACY WITH INFORMATION, COMMUNICATION AND TECHNOLOGY (LwICT)ONGOING ASSESSMENT CONTINUUM: JUNIOR HIGH (7-9) ACROSS THE CURRICULUM
BEGINNING TO LEARN
I am just beginning;
I like to have lots of help
(approximately Gr. 7)

LEARNING AS I GO
I am remembering from before;
I still need help sometimes(approximately Gr. 8)

LEARNING AND TEACHING
I have lots of practice;
I can help others(approximately Gr. 9)

INQUIRY COMPONENT SKILL LEVEL (each Inquiry Component is fully realized at the “Learning and Teaching” level)
INQUIRY COMPONENT. PLANNING AND QUESTIONING (see poster for “EXAMPLES”)
Constructs questions, hunches, educated guesses, predictions, hypotheses; Determines new information needs; Adapts the electronicplan to reflect co-created task criteria-knows information about the
topic-shares knowledge by using
typed words and electronic
images-follows the language and format of theelectronic assignment but sometimes
changes it in collaboration with theteacher-asks new questions about the topic-types and illustrates ideas and questions
electronically-digitally asks questions, pursues hunches, makes
educated guesses and predictions, and hypothesizes
about the topic-sometimes changes the language, scope, or natureof task criteria to match personal, or group
information needs-judges when a gap in personal or existing
information needs filling

INQUIRY COMPONENT. GATHERING AND MAKING SENSE (see poster for “EXAMPLES”)
Determines the author/sponsor/currency of information by using online tools; Analyzes sub-topics/themes with ICT; Uses criteria toevaluate appropriateness of information for audience and learning needs; Analyzes information’s purpose, depth, perspective, andtruth or if it has been manipulated; Categorizes and records notes with electronic tools; Collects/creates primary data using ICT;
Records sources with ICT-asks if the information is real,
useful, or is an advertisement
before taking notes-records titles and authors-collects primary data related tothe topic with audio and video
devices- uses ICT to narrow or broaden searches
before recording information frommultiple electronic and media sources into
categories-analyzes whether information has been
manipulated (is it real or fake?)-determines who the author/sponsor of theinformation/website is and conducts asearch on that name-takes notes and cite authors, titles, dates,
URLs in standard bibliography format
using online bibliography makers-collects or creates relevant primary data-uses ICT to narrow or broaden my search ofelectronic sources to understand sub-topics and/or
broader themes-uses criteria to analyze the information for its
relevancy, context, validity (logical, real-world),
accuracy, authorship, currency (general acceptanceand use of the source), credibility (trustworthiness),and reliability (dependableness for future use)-learns what permission is given by the author touse his/her work and give credit to him/her-creates or collects primary data using ICT

INQUIRY COMPONENT. PRODUCING TO SHOW UNDERSTANDING (see poster for “EXAMPLES”)
Selects suitable applications and digital devices to analyze data/information and best communicate to a particular audience theconnections made, conclusions reached, problems solved, and solutions suggested; Revises and edits the message/findings of theinquiry for greater clarity and visual appeal according to co-created criteria, feedback, and personal preference-uses a recommended applicationthat best shows the graphs,
pictures, and sounds to be used-lets personal preferences guide
work and final product-selects an application that will best show
the digital work
-is willing to make a few changes to thelanguage and format of the digital work
according to the original task criteria so
the work is easier to understand59-judges the usefulness of devices and applications
that will best convince a particular audience of themessage (the analysis, conclusions, solutions of thework)-revises and edits message and media according tothe original task criteria and feedback that is askedof peers, parents, and teachers

GradeK-12

CONTINUUMS FOR TEACHER ASSESSMENT OF LwICT SKILL

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help
(approximately Gr. 7)

LEARNING AS I GO
I am remembering from before;
I still need help sometimes(approximately Gr. 8)

LEARNING AND TEACHING
I have lots of practice;
I can help others(approximately Gr. 9)

INQUIRY COMPONENT. COMMUNICATING AND REFLECTING (see poster for “EXAMPLES”)
Communicates learning and data created with a face to face audience or an audience from a distance using electronic tools; Asks forand shares specific and constructive feedback related to the task criteria and the use of ICT to communicate the inquiry’s findings;
Reflects on ICT as a learning tool
-shares learning with anotherperson-explains the plan used when theteacher asks to share it in aconversation setting-uses ICT to share learning with a face toface audience-explains ICT choices and considers futuretools that may be used as alternatives-asks others for constructive feedback on
the extent the work was based on the task
criteria-shares and displays learning with a face to faceaudience or an audience from a distance using
electronic communication devices-asks for and gives specific and constructive
feedback related to the task criteria and reflects on
ICT as a learning tool

INQUIRY COMPONENT. ETHICS and RESPONSIBILITY (see poster for “EXAMPLES”)
Explains consequences of unsafe and unfair use of ICT with special attention to online disrespect; Applies school division’s
acceptable-use policy; Applies safety guidelines when communicating electronically; Recognizes the need to acknowledge
authorship and licensed use of intellectual property-respects the school’s ICT
equipment and other’s working
space-understands the need for rules
about internet safety such asusername and password privacy
and careful use of words andideas-respects the school’s ICT equipment and -can identify possible health issues associated withacceptable-use policy
ICT-applies the rules about internet safety-follows the school boards acceptable–use of ICT(username and password privacy)
policy-understand healthy uses of ICT (eg.
-understands healthy and unhealthy uses of ICT;
sharing ideas, building relationships) andand how cyberbullying impacts the classroom andunhealthy uses (eg. cyberbullying, hatred, school community
hurting reputations)-learns how to deal fairly with the words, pictures,-knows that permission must be gained and sounds, and videos of others and to look for thecredit given when the words, pictures,
author’s intended use of the work as described in asounds, and videos of others are used
license-gives credit to the authors of the work use

INQUIRY COMPONENT. SOCIAL IMPLICATIONS (see poster for “EXAMPLES”)
Analyzes current trends in ICTs and predicts effects of emerging technologies; Analyzes how personal career choices will requirevarious ICT competencies; Analyzes the advantages and disadvantages of ICT use in society and ICTs’ creation of social and work
behaviours-can tell how ICT is used athome, school, and the community
for recreation, communication,and education-can tell about how technologies changed -analyzes current trends in ICT and predict effects
grandparents’ and parents’ livesof emerging technologies on people in both the-can tell about how technological changes developed and developing world
have been helpful/ unhelpful to one’s- analyzes the advantages and disadvantages of ICT
cultureuse in society-analyzes and discusses how people work, socialize,
and change according to new ICT-can tell about how personal career choices will
require ICT competencies

INQUIRY COMPONENT. COLLABORATION (see poster for “EXAMPLES”)
Collaborates in various contexts to pose questions, share and pool expertise, bridge ingenuity gaps, determine risks…; Collaborates
from a distance using email, wikis, blogs, conferencing technologies, and other social media; Determines public and private
boundaries-collaborates with others inassigned group roles toaccomplish teacher-directed
and/or self-directed learning withICT in various settings-collaborates with others in various grouproles to set goals and accomplish selfdirected learning with ICT in various
settings

60-sometimes collaborates with others from a
distance to pose questions, share and poolexpertise, bridge ingenuity gaps, and determine
risks using email, wikis, blogs, conferencing
technologies, and other social media

GradeCONTINUUMS FOR TEACHER ASSESSMENT OF LwICT SKILL
BEGINNING TO LEARN
I am just beginning;
I like to have lots of help
(approximately Gr. 7)

LEARNING AS I GO
I am remembering from before;
I still need help sometimes(approximately Gr. 8)

K-12

LEARNING AND TEACHING
I have lots of practice;
I can help others(approximately Gr. 9)

INQUIRY COMPONENT. META-COGNITION: MOTIVATION AND CONFIDENCE (see poster for “EXAMPLES”)-Investigates ICT problems and applies strategies to solve them; Perseveres by remaining open-minded, precise and accurate as
possible until a solution is found-is motivated and confident to use
ICT with others-lets other people solve personal
computer problems-is motivated and confident when using
ICT alone and with others-recognizes problems and asks for help
from peers and teachers-attempts to solve ICT problems withprevious or new solutions-investigates ICT problems seeking help frompeers, teachers, and help menus-persists by applying previous learned and/or new
strategies for problems that require multiple
approaches-remains open-minded, precise and accurate as
possible until a solution is found

TECHNICAL SKILL LEVEL (each skill is fully realized at the “Learning and Teaching” level)
Understands and can press the keys on the keyboard (examples: using one finger, using both hands, hunting and pecking, using
correct hand position while watching the screen, demonstrating speed and accuracy...) (2. Input/Output)
Can log on and off of ICT devices (1. Access and Communication)
Can open applications and files (examples: PC: using Start Menu, My Computer, desktop icons APPLE: using the Finder Window,
Dock) (2. Access and Communication)
Can save files (examples: follow a specific file path to a network, hard drive, flash memory device, CD-ROM, DVD,...)(3. Access and Communication)
Can print files (examples: selecting print options such as page range, number of copies, paper tray, fit to page, ...)
(4. Access and Communication)
Can navigate within an application (examples: using icons, menus, keyboard shortcuts, ...) (5. Access and Communication)
Can navigate between applications (6. Access and Communication)
Can browse the internet (9. Access and Communication)
Can choose and use search engines using own keywords (15. Access and Communication)
Can refine searches using Boolean logic (16. Access and Communication)
Can investigate the currency and/or authorship of electronic sources such as websites, email, CD-ROMs, syndications, blogs, wikis,
podcasts, and broadcast media (examples: checking date last modified, analyzing the meta-web information of a URL...) (17.
Access and Communication)

61

GradeK-12

CONTINUUMS FOR TEACHER ASSESSMENT OF LwICT SKILL

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help
(approximately Gr. 7)

LEARNING AS I GO
I am remembering from before;
I still need help sometimes(approximately Gr. 8)

LEARNING AND TEACHING
I have lots of practice;
I can help others(approximately Gr. 9)

Can insert hyperlinks into my electronic work that show my electronic sources (6. Tools and Text)
Can moves data between applications (14. Access and Communication)
I can select and use peripherals to find, record, manipulate, save, print and/or display information (examples: microphones, digital
cameras, video cameras, electronic whiteboards, digital microscopes, joysticks, touch screens, flash memory devices, data
projectors, TVs, printers...) (4. Input/Output)
Draws images using electronic tools (2. Tools and Texts)
Can analyze the intended use of images/video, and edits images/video using photo/video-editing software (examples: adjusting the
cropping, resolution, compression, number of colours, file size...) (9. Tools and Text)
Can construct graphic organizers, tables, spreadsheets, databases, multimedia presentations and/or web pages (10. Tools and Text)
Can send and receive text messages and electronic files using rules of etiquette (examples” not typing in all capital letters, filling insubject line...) (11. Access and Communication)

62

GradeCONTINUUMS FOR TEACHER ASSESSMENT OF LwICT SKILLCONTINUUM for TEACHER ASSESSMENT of STUDENT LwICT SKILL

K-12

Name: _________________

LITERACY WITH INFORMATION, COMMUNICATION AND TECHNOLOGY (LwICT)ONGOING ASSESSMENT CONTINUUM:SENIOR HIGH (10-12) ACROSS THE CURRICULUM
BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO
I am remembering from before;
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

INQUIRY COMPONENT SKILL LEVEL (each Inquiry Component is fully realized at the “Learning and Teaching” level)
INQUIRY COMPONENT. PLANNING AND QUESTIONING (see poster for “EXAMPLES”)
Evaluates the inquiry questions; Constructs new inquiry questions for the present and/or future; Designs new electronic plans thatreflect co-created task criteria-knows information about the
topic the teacher has given
electronically and has
experiences and personal
preferences to share in theelectronic assignment-broadens or narrows the topic byconstructing questions, hunches,
educated guesses, predictions, andhypotheses-sometimes adapts the language,
scope, or nature of the task to match
personal information needs during
the inquiry-identifies spaces or unanswered questions within theassigned inquiry topic, question, or problem-creates new questions and electronic plans that reflect
co-created criteria to address the gaps in creativity,
knowledge, and skill-assesses why these new questions are essential

INQUIRY COMPONENT. GATHERING AND MAKING SENSE (see poster for “EXAMPLES”)
Evaluates the purpose, motive, perspective, bias, depth and accuracy of the information; Adjusts inquiry techniques as new
information is incorporated with prior knowledge; Collects/creates primary data using ICT; Assesses potential and appropriatenessof broader sharing/use of collected/created primary data for specific online communities and/or global audiences; Assesses possible
connections between personal work and known knowledge gaps
-uses ICT to narrow information
search of multiple electronic andmedia sources-analyzes whether information
has been manipulated (is it real or
fake)-takes electronic notes-cites authors, titles, dates, URLs
in standard bibliography format
using an ICT-narrows or broadens search using
ICT-categorizes the information using
an ICT-uses criteria to analyze information
for its relevancy, context, validity(logical, real-world), accuracy,
authorship, currency (general
acceptance and use of the source),
credibility (trustworthiness), andreliability (dependableness for
future use)-applies criteria to determine the value of the information
being found - evaluates the purpose, motive, perspective,
bias, depth and accuracy of the information-judges whether topic needs narrowing and/or adjustment
as new information is incorporated with prior knowledge-evaluates the extent the findings/conclusions solve
systemic problems, fills gaps in creativity, knowledge,
and skill, and even determines courses of action whenavailable knowledge is incomplete;-evaluates whether any broader uses of captured primarydata are appropriate for specific communities and/or
global audiences

INQUIRY COMPONENT. PRODUCING TO SHOW UNDERSTANDING (see poster for “EXAMPLES”)
Designs and creates non-sequential representations, simulations and models that best convey the findings, meanings, solutions, andsyntheses of the inquiry; Self-assesses ICT representations according to co-created criteria for enhanced meaning and artistry,
audience and context appropriateness, and focus on message without exaggerated use of ICT features-revises information product fororganization and clarity,
enhanced content and artistry
according to given criteria andpersonal preferences-is willing to make a few changes
to work to make it easier tounderstand-uses multimedia to create
information product and revises
work to go beyond initially provided
criteria--to make the topic and its
purpose more clear and artistic forthe audience-makes sure the message is accurate
and conclusions are balanced anddefensible-makes sure the features of the ICT
do not take the audience’s attention
away from the message

63-uses non-sequential representations with hyperlinks,
layered graphics, multiple spreadsheets, simulations, orvirtual realities that will engage a particular audience-judges digital work and messaging according to cocreated criteria for clarity and artistry and the extent
solutions, explanations, and proposals for action areconvincing with a minimum of electronic words andeffective images-assesses whether the message is the focus—not thefeatures of the ICT (eg. not overusing transitions, builds,
special effects, etc.)

GradeK-12

CONTINUUMS FOR TEACHER ASSESSMENT OF LwICT SKILL

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO
I am remembering from before;
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

INQUIRY COMPONENT. COMMUNICATING AND REFLECTING (see poster for “EXAMPLES”)
Adjusts communication processes and products based on self-evaluation and feedback from a local and global audience; Selfevaluates and monitors ICT’s influence over the intended meaning; Plans future use of ICT during learning; Sharescollected/created primary data as appropriate for audience and purpose-uses electronic communication
tools to discuss learning withanother person-uses electronic communication tools
to discuss learning with a face to faceaudience or possibly a global
audience-uses this learning and thecommunication process to help planand share future electronic work-communicates and discusses the meaning of the digital
work with a face to face audience or an audience from a
distance using ICT-uses the audience’s responses during and after thecommunications to evaluate the ICT’s influence over theintended meaning and make appropriate adjustments-reflects upon the value of ICT as future work andcommunications are planned-assesses the value and purpose of sharing
collected/created primary data with a selected and/or
global audience using media sharing sites and other ICT

INQUIRY COMPONENT. ETHICS and RESPONSIBILITY (see poster for “EXAMPLES”)
Evaluates effects of personal ICT behaviour on others; Weighs personal benefits and risks of using ICT; Recognizes the need toacknowledge authorship and licensed use of intellectual property; Assesses use of licenses to share personal/group primary data
online, and the protections offered by Canadian copyright law-respects other’s ICT equipment
and working space-understands the need for rules
about internet safety such asusername and password privacy
and careful use of words andideas-knows that permission must be
gained and credit given for theuse of other’s words, pictures,sounds, music, and videos-understands possible health issues
associated with ICT such (eg.
inactivity, eye strain, and addictive
behaviors-applies the school division’s
acceptable-use of ICT policy todigital work
-understands healthy uses of ICT (eg.
sharing ideas, building relationships)
and unhealthy uses (eg.
cyberbullying, hatred, hurting
reputations)-gives credit for the words, ideas,
pictures, sounds, and videos of others-personally evaluates the effects, benefits and risks ofeach communication and interaction when using ICT tolearn and share-learns how to deal fairly with the intellectual andartistic property of others by reading the author’s
intended use of the work described in the license

INQUIRY COMPONENT. SOCIAL IMPLICATIONS (see poster for “EXAMPLES”)
Evaluates current trends in ICTs and weighs future advantages and opportunities against disadvantages and risks they have forsociety; Makes reasoned judgments about society’s right to information versus the right to individual privacy-can tell about some current
trends of ICT use in society-analyzes the advantages anddisadvantages of ICT use in society-analyzes the trend of sharing
information in a socially networked
world

64

-studies current trends in ICT and predicts and weighs
future advantages and opportunities against the potential
disadvantages and risks for society of creating new ICTs
-makes reasoned judgments about society’s right toinformation versus the right to individual privacy

GradeCONTINUUMS FOR TEACHER ASSESSMENT OF LwICT SKILL

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO
I am remembering from before;
I still need help sometimes

K-12

LEARNING AND TEACHING
I have lots of practice;
I can help others

INQUIRY COMPONENT. COLLABORATION (see poster for “EXAMPLES”)
Leads and motivates group members in collaborative learning; Weighs the benefits and challenges of learning with ICT; Judges
benefits and risks of making group-created work available for online sharing-collaborates with others in grouproles to set goals and accomplish
self-directed learning with ICT invarious settings-sometimes collaborates from a
distance using email or wikis-collaborates with others in grouproles to set goals, accomplish selfdirected learning, and solve
productivity issues using ICTs invarious settings-sometimes collaborates from a
distance using email, wikis, blogs,
conferencing technologies, and othersocial media-weighs the benefits of using various kinds of ICT toaccomplish collaborative work
-leads group collaborations using ICT by motivating
members and valuing their contributions, managing
group conflicts and technical difficulties, and developing
consensus to be reflected in the final information product-assesses, in collaborative settings, the value, purpose,and ethics of sharing community generated primary dataon media sharing sites-makes individual/group primary data available forsharing with an online community by uploading it to a
media sharing site under a “some rights reserved” type
copyright license-helps the group understand the extent of the “fairdealing” rights the public have to use group data placed
online by using Sec. 29 of the Canadian Copyright Act

INQUIRY COMPONENT. META-COGNITION: MOTIVATION AND CONFIDENCE (see poster for “EXAMPLES”)
Synthesizes knowledge and information for unique problems that require multiple approaches-is motivated and confident to use
ICT with others or alone-relies on others to solve personal
ICT problems-recognizes and investigates ICT-persists in applying a synthesis of previously learned
problems by seeking help from peers, and/or new strategies for common and unique ICT
teachers, and online sources
problems-remains open-minded, precise, andpersistent in applying previously
learned and/or new strategies insolving an ICT problem

65

66

GradeSTUDENT SELF-ASSESSMENTS: DIVISIONAL LWICT SNAPSHOTS

K-12

STUDENT SELF-ASSESSMENT: K-3 LwICT SNAPSHOT (with adult assistance) Name ____________
Possible Ways to Use this Snapshot: check circles describing you; circle words describing your strengths; circle words about new things to learn

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO
I am remembering from before;
I still need help sometimes

PUTTING MY IDEAS ON THE COMPUTER OR TABLET
I like watching someone use thecomputer or tablet.
Sometimes I try to use thecomputer or tablet by myself.

LEARNING AND TEACHING
I have lots of practice;
I can help others(PLANNING AND QUESTIONING)

With help, I can open the teacher’s
assignment on my computer or tablet.
I can type my ideas inside the assignment.

I can type my ideas right in the teacher’s
assignment, or in another program.
I tell the teacher what I want my work to look like.

DECIDING ABOUT INFORMATION ON THE COMPUTER OR TABLET (GATHERING AND MAKING SENSE)
With people helping me, I finddigital information.

Using the computer or tablet, I put myinformation into groups.
I type where I find information and who
the author is.

I ask if the information is real and true.
I help others find the source and author of theirinformation.
I group information in mind maps, tables, etc.
I take pictures/videos to help my study.

SHOWING MY LEARNING ON A COMPUTER OR TABLET(PRODUCING TO SHOW UNDERSTANDING)

I tell others what I like to makeon the computer or tablet.

I chose how to make my ideas look goodon a computer or tablet.
I make my ideas look good with pictures,words, drawings, sounds, …

SHOWING OTHERS MY COMPUTER OR TABLET WORK
I watch others show their
computer or tablet work.

I use ICT safely and carefully.
I am respectful when my classmate isusing the computer or tablet.
I get help to find out who owns the words
and pictures I use.

I am careful and respectful with a computer ortablet and I respect my classmates’ computer ortablet space.
I turn my head when my friend enters his/her
private password on the computer or tablet.
I show others how to find who owns the words andpictures they want to use.

(SOCIAL IMPLICATIONS)With some help, I can tell how computersor tablets are used at home and school.
I can tell of a place and time when I
should not use these electronics.

WORKING TOGETHER WITH COMPUTERS OR TABLETS
I like to watch others in mygroup complete the assignmenton the computer or tablet.

I share and explain my computer or tablet work.
I think and talk about my future computer or tablet
work.

(ETHICS and RESPONSIBILITY)PEOPLE AND COMPUTER OR TABLETS
I can tell how computers ortablets are used at home.

(COMMUNICATING AND REFLECTING)

With help, I share my electronic work
I explain the choices I made.

COMPUTER OR TABLET RULES
I learn that computers or tablets
are expensive.
I know my friends need spacewhen using the computer ortablet.
I learn that people can own
words and pictures.

I use text, pictures, audio, video, etc. to show mylearning.
I change my work to make it better by looking at
what my teacher and I first thought would make it
good.

I like help from my group on my parts ofthe computer or tablet assignment.

I can tell how computer or tablets are used at home,school, and in the community.
I can tell about three or more times and places
when I should not use electronics.

(COLLABORATION)
I am a good worker in my group.
I sometimes lead the group in completing theassignment on the computer or tablet.

WHAT I DO WHEN I HAVE COMPUTER OR TABLET PROBLEMS (MOTIVATION and CONFIDENCE)
I like trying to use the computeror tablet.

I know how to use the computer or tablet
with others and sometimes try it alone.

67

I notice when I am having a computer or tablet
problem and ask for help from friends or teachers.

GradeK-12

STUDENT SELF-ASSESSMENTS: DIVISIONAL LWICT SNAPSHOTSBEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

I am remembering from before
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

Possible Ways to Use this Snapshot: check circles describing you; circle words describing your strengths; circle words about new things to learn

USING THE COMPUTER OR TABLET
I understand and can press the keys on keyboards or virtual keyboards.

I can log on and off of computer or tablet.

I can open programs and files.

I can choose a certain place to save my computer or tablet files.

I can print files by choosing what pages I want to print and the way my work will look on the page.

I can use the menus in the programs I use.

I can browse DVDs/CDs/memory sticks and other media I put into the computer or tablet.

I can find the things I want when at website on the internet.

I can search the internet using a search engine and keywords.

I can use things connected to the computer or tablet like the mouse, keyboards, whiteboards, SD card reader…

I can choose the right things to connect to the computer or tablet so I can play, show, change, save, and record information.

I can put hyperlinks into my computer or tablet work to show how it is connected to the internet.

I can make new information by recording sounds and taking picture using special tools.

I can keep all my files in order and placed in the correct folder on the computer or tablet, portable memory stick, or server.

68GradeSTUDENT SELF-ASSESSMENTS: DIVISIONAL LWICT SNAPSHOTSSTUDENT SELF-ASSESSMENT: 4-6 LwICT SNAPSHOT

K-12Name _______________

Possible Ways to Use this Snapshot: check circles describing you; circle words describing your strengths; circle words about new things to learn

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

I am remembering from before;
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

PUTTING MY IDEAS ON THE COMPUTER OR TABLET (PLANNING AND QUESTIONING)
I know information about the
topic and with lots of help, I typeor show it using a computer ortablet.

I type or show what I know about a
topic using a computer or tablet.
I follow a study plan on the computer ortablet that I had input on.

I type or show my ideas/experiences right in theteacher’s electronic assignment, or in anotherprogram.
I decide with the teacher the criteria for good work.
I add new “how” and “why” questions about the
topic-using a computer or tablet.

NOTES:NOTES:NOTES:

DECIDING ABOUT INFORMATION ON THE COMPUTER OR TABLET (GATHERING AND MAKING SENSE)
With people helping me, I takenotes from websites, books, or
pictures given to me.
I type the titles and authors.

I ask if the information I am using isreal or true.
I type what I know and learn into an
application that helps me group mylearning.
I use online bibliography-makers toshow where my information came from.
I take pictures and record video andsounds to show my understanding of
topics.

I discover subtopics by using the “related searches”,“questions”, “word clouds”, etc. that my searchengine gives.
I check if information is true before recording andgrouping it into categories using a computer or tablet
I show where I find information by using online
bibliography makers.
I take pictures and record video and sounds that will
make my topic the most clear to an audience.

NOTES:NOTES:NOTES:SHOWING MY LEARNING ON A COMPUTER OR TABLET (PRODUCING TO SHOW UNDERSTANDING)
I like to be told what I will makeon the computer or tablet.
I use the computer or tablet theway the teacher tells me to.
I use the first thing I make on thecomputer or tablet as my final
work.

With some help, I choose a programthat will help me get the work done.
I “build” my work on the computer ortablet the way I first planned it to be.
I make some changes to my work
before I am done.

I choose my own application from the selection madeavailable to me—to present my work.
I change my computer or tablet work until it is as
good as we (me, the teacher, group) first planned it tobe.
I make sure it looks and sounds clear for myaudience.

NOTES:NOTES:NOTES:SHOWING OTHERS MY COMPUTER OR TABLET WORK (COMMUNICATING AND REFLECTING)
I like to share my computer ortablet work with one other person.
If the teacher asks me questions, I
will tell how I made the work.

I share my work with a face-to-faceaudience.
In a conversation, I tell how I made thework.
I ask others for feedback.

I share my work with an audience that may be in myschool—or from far away.
I explain to the audience what my “rules” were forgood work.
I explain my technology choices to the audience
using the correct words and talk about my future
choices.
I ask for feedback from others; give feedback toothers.

NOTES:NOTES:NOTES:(continued)
69GradeK-12

STUDENT SELF-ASSESSMENTS: DIVISIONAL LWICT SNAPSHOTS

Possible Ways to Use this Snapshot: check circles describing you; circle words describing your strengths; circle words about new things to learn

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

LEARNING AND TEACHING

I am remembering from before
I still need help sometimes

I have lots of practice;
I can help others

COMPUTER OR TABLET RULES (ETHICS and RESPONSIBILITY)
I try to be careful and respectfulwith computer or tablets and myclassmates’ computer or tablet
space.
I turn my head when my friend
enters his/her private password
on the computer or tablet.
I know that somebody owns the
pictures, sounds, and music I
want to use.

I take care of technology.
I respect my classmate’s computer ortablet space and username and password
privacy.
I find out who owns the words,
pictures, sounds, video, etc. I want touse and use them only with permission.

I am careful and respectful with computers or tablets
and other’s work spaces.
I show others how to keep usernames and passwords
private—and to use technology safely/respectfully.
I show others how to find out and give credit to theowners/creators of the words, pictures, sounds, video,
etc. they want to use and the permissions that thelicense gives.

NOTES:NOTES:NOTES:PEOPLE AND COMPUTER OR TABLETS (SOCIAL IMPLICATIONS)
I can tell how computer or tablets
are used at home and school.
I like to have someone explain
how computer or tablets can hurt
people.

I can tell how computer or tablets areused at home, school, and in thecommunity.
I can tell of a place and time when I
should not use computer or tablets orelectronics.
I know that computer or tablets can hurt
people.

I can tell how computers or tablets are used forlearning, connecting, and receiving the things people
want.
I can tell about ways that cyberbullying isdisrespectful and dangerous to relationships in myclass or school.

NOTES:NOTES:NOTES:

WORKING TOGETHER ON COMPUTER OR TABLETS (COLLABORATION)
I like to watch others in mygroup complete the assignmenton the computer or tablet.

I use computer or tablets with others.
Sometimes with help, I try to use
computer or tablets by myself.

NOTES:NOTES:

I sometimes lead the group assignment on thecomputer or tablet—answering questions and taking
suggestions.
Sometimes, we use technology to work with others
who are far away.
I understand a group needs to decide how private thework is—or if it should be shared publicly.
NOTES:

WHAT I DO WHEN I HAVE COMPUTER OR TABLET PROBLEMS (MOTIVATION and CONFIDENCE)
I like using computer or tabletswith others.

I notice when I am having a computer ortablet problem and ask for help fromfriends or teachers.

When I am having a computer or tablet problem, I try
to solve it the way I did in the past or even try new
ways.

NOTES:NOTES:NOTES:TECHNICAL SKILLSUSING THE COMPUTER OR TABLET
I understand and can press the keys on keyboards or virtual keyboards.

70GradeSTUDENT SELF-ASSESSMENTS: DIVISIONAL LWICT SNAPSHOTS

K-12(continued)
Possible Ways to Use this Snapshot: check circles describing you; circle words describing your strengths; circle words about new things to learn

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

I am remembering from before
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

I can log on and off of the computer or power up or down the tablet.

I can open programs and files.

I can choose a certain place to save my computer or tablet files.

I can print files by choosing what pages I want to print and the way my work will look on the page.

I can use the menus in the programs I use.

I can browse DVDs/CDs/memory sticks and other media I put into the computer or browse media choices on the tablet.

I can find the things I want when at a website on the internet.

I can search the internet using a search engine and keywords.

I send and respond to text messages and electronic files by using certain rules such as filling in the subject line and not typing in all
capital letters.

I can use things connected to the computer or tablet like the mouse, keyboards, whiteboards, SD card reader…

I can choose the right things to connect to the computer or tablet so I can play, show, change, save, and record information.

I can put hyperlinks into my computer or tablet work to show how it is connected to the internet.

I can make new information by recording sounds and taking picture using special tools.

I can keep all my files in order and placed in the correct folder on the computer or tablet, portable memory stick, or server.

71

72

GradeSTUDENT SELF-ASSESSMENTS: DIVISIONAL LWICT SNAPSHOTSSTUDENT SELF-ASSESSMENT: 7-9 LwICT SNAPSHOT

K-12Name _______________

Possible Ways to Use this Snapshot: check circles describing you; circle words describing your strengths; circle words about new things to learn

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

I am remembering from before;
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

PUTTING MY IDEAS ON THE COMPUTER OR TABLET (PLANNING AND QUESTIONING)
I know information about the
topic.
I type or show it using acomputer or tablet.

NOTES:

Sometimes with the teacher, I makechanges to the electronic assignment
given me.
I sometimes add new questions (eg.
“how” and “why” type) about the topic
using a computer or tablet.
NOTES:

I type or show my ideas right in the teacher’s
electronic assignment, or in another program.
I create criteria with the teacher for the inquiry.
I “open-up” my topic by typing in my hunches,
guesses, predictions, new questions, etc.
NOTES:

DECIDING ABOUT INFORMATION ON THE COMPUTER OR TABLET (GATHERING AND MAKING SENSE)
I ask if the information I am
using is real or true.

I ask if the information I am using isreal or true or has been changed.

I use online bibliographymakers to show where myinformation came from.

I find out who the author/creator of theinformation is and search that nameusing a search engine.

I judge if information is useful, makes sense, iscorrect, and can be trusted.

I take pictures to show myunderstanding of topics.

I use an online bibliography maker.

I electronically group my information.

I group information into categories withtools like mind mapping software.

I look for what permissions the author/creator gives
me in the text/picture/music’s license, as well as
creating my own pictures, sounds, music, videos

NOTES:

I decide to narrow or broaden my topic by using
search engine features such as “related searches”,“related questions”, “word clouds”, etc.

I collect my own data to better show mylearning (take or draw digital pictures,plot data, record sound and video)

I use online bibliography makers to give credit to theauthor/creator.

NOTES

NOTES:SHOWING MY LEARNING ON A COMPUTER OR TABLET (PRODUCING TO SHOW UNDERSTANDING)
I use a recommended programthat will help me get the work
done the way I want to do it.
I use my first work done as myfinal copy.

With assistance, I choose a
program/app that will make my work
clear (graphs, drawings, pictures, music,
video).
I use my beginning plan to change mywork (or change the program I am
using) to make it better to look at andlisten to.

I choose a program/application for my work thinking
about what is best for my audience.
I show the importance of my work and how it isconnected to other knowledge.
I judge how well my work measures up to mystudent-teacher-made plan and make changes if I needto.
I ask for suggestions from friends, teachers, andparents about how to make my work more
understandable and convincing.

NOTES:NOTES:NOTES:(continued)

73GradeK-12

STUDENT SELF-ASSESSMENTS: DIVISIONAL LWICT SNAPSHOTS

Possible Ways to Use this Snapshot: check circles describing you; circle words describing your strengths; circle words about new things to learn

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

LEARNING AND TEACHING

I am remembering from before
I still need help sometimes

I have lots of practice;
I can help others

SHOWING OTHERS MY COMPUTER OR TABLET WORK (COMMUNICATING AND REFLECTING)
I like to share my computer ortablet work with one otherperson.
If the teacher asks me questions,
I will tell how I made the work.

NOTES:

I share my work with a face-to-faceaudience.

I share and explain both my work and the technology
I used with an audience that may be in my school—orin another part of the NWT or world.

I tell how I made the work and why I
made it the way I did.

I ask for and give certain kinds of feedback that talkabout an inquiry’s original plan.

I ask others for feedback.

I judge the usefulness of the technology I used formore work in the future.

NOTES:NOTES:COMPUTER OR TABLET RULES (ETHICS and RESPONSIBILITY)
I take care of technology.
I turn my head when my friend
enters a username and password
on the computer or tablet.
I respect that somebody owns
the pictures, sounds, and music I
want to use.

NOTES:I am careful and respectful withcomputer or tablets and my classmate’s
computer or tablet space.
I respect my classmate’s computer ortablet space and username and password
privacy.
I accept that technology can be used tohelp or hurt others.

I learn and decide how to take care of technology.
I judge and explain the health risks that come withtechnology.
I decide if any of my online work andcommunications will help or hurt my or someone
else’s reputation.
I judge how authors/creators want me to use theirwork by reading their license for each piece of work.

I accept that I must gain permission to
use the words, pictures, sounds, video,of others.

I learn about Creative Commons licenses where I canlicense my own creations for sharing.

I accept that I must give credit to theauthors and owners of online ideas,
words, and creations.

I accept the fairness of giving credit to theauthor/creator for the use of his/her words, pictures,videos, etc.

NOTES:NOTES:PEOPLE AND COMPUTER OR TABLETS (SOCIAL IMPLICATIONS)
I can tell how computer ortablets are used at home, school,
and in the community.

I can tell how technology has changed
my grandparents’ and parents’ lives.

I can tell about how new technologies are being used
to work and socialize.

I can tell how technology has been
helpful and hurtful to society.

I predict the good and bad ways certain newtechnologies will affect people in rich and poor
countries.
I tell about how personal career choices will needtechnology skills.

NOTES:NOTES:NOTES:(continued)
74GradeSTUDENT SELF-ASSESSMENTS: DIVISIONAL LWICT SNAPSHOTS

K-12

Possible Ways to Use this Snapshot: check circles describing you; circle words describing your strengths; circle words about new things to learn

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

I am remembering from before
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

WORKING TOGETHER ON COMPUTERS OR TABLETS (COLLABORATION)
I like to be told and shown what
to do with technology whenworking with others.

I work with others to plan our learningand the technology we will use.

Using technology, I work with others nearby andfaraway.

I accept that different members in thegroup will use the technology indifferent ways and at different times.

As a group member, I help judge whether the groupneeds to raise questions, share or keep knowledge
private, find a missing piece of information, or decideon the risk of communicating with certain
technologies.

NOTES:NOTES:NOTES:

WHAT I DO WHEN I HAVE COMPUTER OR TABLET PROBLEMS (MOTIVATION and CONFIDENCE)
I like using computer or tabletswith others.
I like other people to solve any
computer or tablet problem I
have.
NOTES:

I try one way to solve a technology
problem before asking for help fromothers.

NOTES:

I try to solve computer or tablet problems byremembering how I solved the problem last time.
I keep trying with an open mind by using “helpmenus” in the program, online communities, blogs,
and “forums” to find solutions—as well as discussing
options with peers, teachers, etc.
NOTES:TECHNICAL SKILLSUSING THE COMPUTER OR TABLET
I can log on and off of the computer or power up or down the tablet.

I can open programs and files.

I can keep all my files in order and placed in the correct folder on the computer or tablet, portable memory stick, or server.

I can choose a certain place to save my computer or tablet files.

I can print files by choosing what pages I want to print and the way my work will look on the page.

I can use the menus, buttons, and shortcuts in the programs I use.

75

GradeK-12

STUDENT SELF-ASSESSMENTS: DIVISIONAL LWICT SNAPSHOTS(continued)

Possible Ways to Use this Snapshot: check circles describing you; circle words describing your strengths; circle words about new things to learn

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

I am remembering from before
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

I can go back and forth between different applications.

I can use internet browsers.

I can search the internet using a search engine and keywords.

I can use AND, OR, NOT (Boolean logic) to narrow my search.

I can investigate who is behind a website, wiki, podcast, email or other media message.

I can put hyperlinks into my text.

I can move information/data between applications/programs.

I can make new information by recording sounds, capturing video, and taking pictures using special tools.

I can choose the right things to connect to the computer or tablet so I can play, show, change, save, and record information.

I can draws images using electronic tools.

I can edit my media for the audience that will see it.

I can construct graphic organizers, tables, spreadsheets, databases, multimedia presentations and/or web pages.

I send and respond to text messages and electronic files by using certain rules such as filling in the subject line and not typing in all
capital letters.

76

GradeSTUDENT SELF-ASSESSMENTS: DIVISIONAL LWICT SNAPSHOTSSTUDENT SELF-ASSESSMENT: 10-12 LwICT SNAPSHOT

K-12Name _______________

Possible Ways to Use this Snapshot: check circles describing you; circle words describing your strengths; circle words about new things to learn

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

I am remembering from before;
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

PUTTING MY IDEAS ON THE COMPUTER (PLANNING AND QUESTIONING)
I know information about the
topic.
I type or show it using acomputer.

I use the electronic assignment
provided.
I sometimes adapt the electronic
assignment by making the topic
broader, or, more specific to what I
want to learn.

NOTES:NOTES

I assess where there are gaps in knowledge in the topic
being studied.
I create and defend the need for new questions.
I create new electronic plans that are based on cocreated criteria (qualities that must be present in good
work; qualities that are chosen in conversations withothers)NOTES:

DECIDING ABOUT INFORMATION ON THE COMPUTER (GATHERING AND MAKING SENSE)
I use ICT to help me narrow or
broaden my study.
I check to make sure theinformation is real and is notjust an advertisement.
I take my notes electronically.
I use online bibliography
makers to give credit toauthors/creators.

NOTES:

I use criteria to show what good workwith this topic will look like in theend.
I find out who the author/creator of
the information is using a domain
finder and search that name using asearch engine.
I use an online bibliography maker.
I group information into categories
with tools like mind mapping software.
I check if the information is real,
logical, accepted by many people,
trustworthy, and dependable.
NOTES:

I assess the motive behind the information, as well as its
perspective, bias, depth and accuracy.
I judge whether to change the focus of my original topic
in light of new information.
I use an online bibliography maker to show my sources.
I assess how my work is connected to knowledge
already known or how it fills gaps in knowledge.
I determine what could/should be done when online
resources for the question are incomplete.
I capture pictures, videos, and sounds and judge
whether there could/should be wider uses of thembeyond the specific task.
NOTES:SHOWING MY LEARNING ON A COMPUTER (PRODUCING TO SHOW UNDERSTANDING)
I follow the guidelines given me
for the work I create.
I choose to make a few edits andrevisions to make my work more
understandable.

I choose a program/app that will makemy work (graphs, drawings, pictures,music, video) clear.
I use the qualities in the original plan
to change my work (or change theprogram I am using) to make it betterto look at and listen to.

NOTES:NOTES:

I choose a program/application for my work that easily
allows me to change the order and linking of myinformation as I respond to the audience’s needs.
I ask for suggestions from friends, teachers, and parents
about how to make my work more understandable,
convincing, and artistic.
I judge how well my work measures up to my firststudent-teacher-made plan and make changes to theplan--or my work if I need to.
I emphasize the message—not the features of the ICT.
NOTES:SHOWING OTHERS MY COMPUTER WORK (COMMUNICATING AND REFLECTING)
I share my work with a face-toface audience.
I tell how I made the work andwhy I made it the way I did.
I ask others for feedback.

NOTES:

I share my work with an audience that
may be in my school—or in anotherpart of the NWT or world.
I ask for certain kinds of feedback thattalks about the things in my plan. I
give others the same kind of feedback.
I judge the usefulness of thetechnology I used for more work in the
future.
NOTES:

77

I judge whether to change the way I communicate when
I notice how the local or global audience is reacting.
I judge whether the ICT changed the meaning of myoriginal message.
I plan future uses of ICT.
I judge whether it is appropriate to share original data
(images, audio clips, video, etc.) online with a local or
global audience.
NOTES:

GradeK-12

STUDENT SELF-ASSESSMENTS: DIVISIONAL LWICT SNAPSHOTS

Possible Ways to Use this Snapshot: check circles describing you; circle words describing your strengths; circle words about new things to learn

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

LEARNING AND TEACHING

I am remembering from before
I still need help sometimes

I have lots of practice;
I can help others

COMPUTER RULES (ETHICS and RESPONSIBILITY)
I am careful and respectfulwith computers and classmate’s
computer space.
I respect my classmate’s
computer space and username
and password privacy.
I accept that technology can beused to help or hurt others.
I accept that I must gain
permission to use other’s words,
pictures, sounds, video
I accept that I must give credit
to the authors and owners of
online ideas, words, andcreations.
NOTES:

I judge and explain the health risks
that come with technology.
I decide if any of my online work andcommunications will help or hurt myor someone else’s reputation.
I judge how authors/creators want me
to use their work by reading theirlicense for each piece of work.
I learn about Creative Commonslicenses where I can license my own
creations for sharing.
I accept the fairness of giving credit to
the author/creator for the use of his/herwords, pictures, videos, etc.

I evaluate the effects of my own computer use on
others.
I judge the personal benefits and risks of using ICT for
work, pleasure, and communications.
I assess whether intellectual property (text, images,
music, video, etc.) is copyrighted with “all rights
reserved” or “some rights reserved” licenses (eg.
“Creative Commons”) and use it accordingly.
I assess the range of sharing licenses available to me andthe protection provided by Canadian copyright law
before I share my own or group’s intellectual property
online.

NOTES:NOTES:PEOPLE AND COMPUTERS (SOCIAL IMPLICATIONS)
I can tell how technology has
NOTES:
changed my grandparents’ andparents’ lives.
I can tell how technology has
been helpful and hurtful tosociety.
NOTES:

I can tell about how new technologies
are being used to work and socialize.
I predict the good and bad ways
certain new technologies will affectpeople in rich and poor countries.
I tell about how personal career
choices will need technology skills.
NOTES:NOTES:
I evaluate current technology trends and weigh futureadvantages/opportunities against the disadvantages andrisks they have for local and global societies.
I assess my right and society’s right to information--andthe right to privacy.
NOTES:

WORKING TOGETHER ON COMPUTERS (COLLABORATION)
I work with others to plan ourlearning and the technology wewill use.
I accept that different membersin the group will use thetechnology in different ways andat different times.
NOTES:

Using technology, I work with others
nearby and faraway.
As a group member, I help judge
whether the group needs to raisequestions, share knowledge, find a
missing piece of information, or
decide on the risk of communicatingwith certain technologies.
NOTES:

I lead and motivate group members when we areworking with ICT collaboratively.
As a group, we judge whether using ICT for our work
has more or less advantages than challenges.
We assess the benefits and risks of sharing our own
creative work online.
NOTES:HOW I FEEL ABOUT COMPUTERS AND PROBLEMS WITH COMPUTERS (MOTIVATION and

CONFIDENCE)

I try one way to solve atechnology problem before
asking for help from others.

NOTES:

I try to solve computer problems byremembering how I solved the problem
last time.
I keep trying by using “help menus”
in the program.
I use online communities, blogs, and“forums” to find solutions.
I keep my mind open to other ways tosolve the problem and discuss options
with peers, teachers, etc.
NOTES:

78

I synthesize or blend my technology experience withnew information to solve unique problems--or meet new
requirements that require several approaches.

NOTES:

Grade
TEACHER PREPARATION: DIVISIONAL LWICT SKILLS

K-12

TEACHER PREPARATION for LwICT: K-3 DIVISIONAL SNAPSHOT(LANGUAGE FROM STUDENT SELF-ASSESSMENT SNAPSHOT)

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO
I am remembering from before;
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others(ICT TO BE FAMILIAR WITH PLACED AT POSSIBLE FIRST OCCURANCE) (“PUTTING MY IDEAS ON THE COMPUTER OR TABLET OR TABLET
I like watching someone use thecomputer or tablet or tablet.
Sometimes I try to use thecomputer or tablet by myself.
(WORD PROCESSING)

With help, I can open the teacher’s
assignment on my computer or tablet ortablet.
I can type my ideas inside the assignment.
(MIND MAPPING)” MEANS ONGOING USE)
(PLANNING AND QUESTIONING)

I can type my ideas right in the teacher’s
assignment, or in another program.
I tell the teacher what I want my work to look like.

DECIDING ABOUT INFORMATION ON THE COMPUTER OR TABLET (GATHERING AND MAKING SENSE)
With people helping me, I finddigital information.
(LICENSED DATABASES,REPOSITORIES)

Using the computer or tablet, I put myinformation into groups.
I type where I find information and who
the author is.
(INTERNET BROWSERS,SEARCH ENGINES)SHOWING MY LEARNING ON A COMPUTER OR TABLET
I tell others what I like to makeon the computer or tablet.

I chose how to make my ideas look goodon a computer or tablet.
I make my ideas look good with pictures,words, drawings, sounds, …
(TABLES and RUBRICS,SHARED IMAGE/SOUND SITES)SHOWING OTHERS MY COMPUTER OR TABLET WORK
I watch others show their
computer or tablet work.

With help, I share my electronic work
I explain the choices I made.
(DIGITAL PROJECTION)COMPUTER OR TABLET RULES
I learn that computers or tablets
are expensive.
I know my friends need spacewhen using the computer ortablet.
I learn that people can own
words and pictures.

I use ICT safely and carefully.
I am respectful when my classmate isusing the computer or tablet.
I get help to find out who owns the words
and pictures I use.
(DOUBLE CLICKING SHAREABLE
IMAGES FOR INFORMATION)

I use text, pictures, audio, video, etc. to show mylearning.
I change my work to make it better by looking at
what my teacher and I first thought would make it
good.

(COMMUNICATING AND REFLECTING)
I share and explain my computer or tablet work.
I think and talk about my future computer or tablet
work.

I am careful and respectful with computer ortablets and my classmates’ computer or tablet
space.
I turn my head when my friend enters his/her
private password on the computer or tablet.
I show others how to find out who owns the words
and pictures they want to use(SOCIAL IMPLICATIONS)With some help, I can tell how computeror tablets are used at home and school.
I can tell of a place and time when I
should not use electronics.

WORKING TOGETHER WITH COMPUTERS OR TABLETS
I like to watch others in mygroup complete the assignmenton the computer or tablet.

(PRODUCING TO SHOW UNDERSTANDING)(ETHICS AND RESPONSIBILITY)PEOPLE AND COMPUTER OR TABLETS
I can tell how computer or tablets
are used at home.

I ask if the information is real and true.
I help others find the source and author of theirinformation.
I take pictures/videos to help my study.
(DOMAIN FINDERS; HYPERLINKING TEXT)DIGITAL CAMERAS)

I like help from my group on my parts ofthe computer or tablet assignment.

I can tell how computer or tablets are used at home,school, and in the community.
I can tell about three or more times and places
when I should not use electronics.

(COLLABORATION)
I am a good worker in my group and sometimes
lead the assignment on the computer or tablet.

WHAT I DO WHEN I HAVE COMPUTER OR TABLET PROBLEMS (MOTIVATION AND CONFIDENCE)
I like trying to use the computeror tablet.

I know how to use the computer or tablet
with others and sometimes try it alone.

79

I notice when I am having a computer or tablet
problem and ask for help from friends or teachers.

Grade

K-12

TEACHER PREPARATION: DIVISIONAL LWICT SKILLSBEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

I am remembering from before
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others(GENERAL ICT SKILLS)USING THE COMPUTER OR TABLET
I understand and can press the keys on the keyboard.

I can log on and off of computer or tablets.

I can open programs and files.

I can choose a certain place to save my computer or tablet files.

I can print files by choosing what pages I want to print and the way my work will look on the page.

I can use the menus in the programs I use.

I can browse DVDs/CDs/memory sticks and other media I put into the computer or tablet.

I can find the things I want when at website on the internet.

I can search the internet using a search engine and keywords.

I can use things connected to the computer or tablet like the mouse, keyboards, whiteboards, …

I can choose the right things to connect to the computer or tablet so I can play, show, change, save, and record information.

I can put hyperlinks into my computer or tablet work to show how it is connected to the internet.

I can make new information by recording sounds and taking picture using special tools.

I can keep all my files in order and placed in the correct folder on the computer or tablet, portable memory stick, or server.

80Grade
TEACHER PREPARATION: DIVISIONAL LWICT SKILLS

K-12

TEACHER PREPARATION for LwICT: 4-6 DIVISIONAL SNAPSHOT(LANGUAGE FROM STUDENT SELF-ASSESSMENT SNAPSHOT)
Note: for full wording, see “Continuum for Teacher Assessment of Student”

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

I am remembering from before;
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

INQUIRY COMPONENT SKILL LEVEL (ICT TO BE FAMILIAR WITH) (“” MEANS ONGOING USE)

PUTTING MY IDEAS ON THE COMPUTER OR TABLET
I know information about the
topic and with lots of help, I typeor show it using a computer ortablet.

I type or show what I know about a
topic using a computer or tablet.
I follow a study plan on the computer ortablet that I had input on.

WORD PROCESSING
MIND MAPPINGTABLES, RUBRICS, GRAPHS

I type or show my ideas/experiences right in theteacher’s electronic assignment, or in anotherprogram.
I decide with the teacher the criteria for good work.
I add new “how” and “why” questions about the
topic-using a computer or tablet.

DECIDING ABOUT INFORMATION ON THE COMPUTER OR TABLET
With people helping me, I takenotes from websites, books, or
pictures given to me.
I type the titles and authors.

DATABASES, REPOSITORIESI ask if the information I am using isreal or true.
I type what I know and learn into an
application that helps me group mylearning.
I use online bibliography-makers toshow where my information came from.
I take pictures and record video andsounds to show my understanding of
topics.
DOMAIN FINDERSONLINE BIBLIOGRAPHY-MAKERS
DIGITAL CAMERASVIDEO CAMERAS AND

I discover subtopics by using the “related searches”,“questions”, “word clouds”, etc. that my searchengine gives.
I check if information is true before recording andgrouping it into categories using a computer or tablet
I show where I find information by using online
bibliography makers.
I take pictures and record video and sounds that will
make my topic the most clear to an audience.
INTERNET BROWSERS,SEARCH ENGINESAUDIO SOFTWAREVIDEO EDITING SOFTWARE
GRAPHING APPLICATIONSSHOWING MY LEARNING ON A COMPUTER OR TABLET
I like to be told what I will makeon the computer or tablet.
I use the computer or tablet theway the teacher tells me to.
I use the first thing I make on thecomputer or tablet as my final
work.

With some help, I choose a programthat will help me get the work done.
I “build” my work on the computer ortablet the way I first planned it to be.
I make some changes to my work
before I am done.
HYPERLINKING TEXTCARTOONING APPLICATIONSBLOGGING APPLICATIONS

I choose my own application from the selection madeavailable to me—to present my work.
I change my computer or tablet work until it is as
good as we (me, the teacher, group) first planned it tobe.
I make sure it looks and sounds clear for myaudience.

SHOWING OTHERS MY COMPUTER OR TABLET WORK
I like to share my computer ortablet work with one other person.
If the teacher asks me questions, I
will tell how I made the work.

I share my work with a face-to-faceaudience.
In a conversation, I tell how I made thework.
I ask others for feedback.

I share my work with an audience that may be in myschool—or from far away.
I explain to the audience what my “rules” were forgood work.
I explain my technology choices to the audience
using the correct words and talk about my future
choices.
I ask for feedback from others; give feedback toothers.

DIGITAL PROJECTION
AUDIO AMPLIFICATIONINTERNET-BASED COMMUNICATION TOOLSFOR VOICE, VIDEO AND INSTANTMESSAGING,

81

Grade

K-12

TEACHER PREPARATION: DIVISIONAL LWICT SKILLSBEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

I am remembering from before
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

COMPUTER OR TABLET RULES
I try to be careful and respectfulwith computers or tablets and myclassmates’ work space.
I turn my head when my friend
enters his/her private password
on the computer or tablet.
I know that somebody owns the
pictures, sounds, and music I
want to use.

I take care of technology.
I respect my classmate’s computer ortablet space and username and password
privacy.
I find out who owns the words,
pictures, sounds, video, etc. I want touse and use them only with permission.
MEDIASMARTS

I am careful and respectful with computers or tablets
and other’s work spaces.
I show others how to keep usernames and passwords
private—and to use technology safely/respectfully.
I show others how to find out and give credit to theowners/creators of the words, pictures, sounds, video,
etc. they want to use and the permissions that thelicense gives.

PEOPLE AND COMPUTER OR TABLETS
I can tell how computers ortablets are used at home andschool.
I need to have someone explain
how computers or tablets can hurt
people.

I can tell how computers or tablets areused at home, school, and in thecommunity.
I can tell of a place and time when I
should not use computers or tablets orelectronics.
I know that computers or tablets canhurt people.

I can tell how computers or tablets are used forlearning, connecting, and receiving the things people
want.
I can tell about ways that cyberbullying isdisrespectful and dangerous to relationships in myclass or school.

WORKING TOGETHER WITH COMPUTERS OR TABLETS
I like to watch others in mygroup complete the assignmenton the computer or tablet.

I use computers or tablets with others.
Sometimes with help, I try to use
computers or tablets by myself.

I sometimes lead the group assignment on thecomputer or tablet—answering questions and taking
suggestions.
Sometimes, we use technology to work with others
who are far away.
I understand a group needs to decide how private thework is—or if it should be shared publicly.

HOW I FEEL ABOUT COMPUTERS OR TABLETS AND PROBLEMS WITH COMPUTER OR TABLETS
I like using computers or tabletswith others.

I notice when I am having a computer ortablet problem and ask for help fromfriends or teachers.

When I am having a computer or tablet problem, I try
to solve it the way I did in the past or even try new
ways.
HELP MENUS INSIDE APPLICATIONSONLINE COMMUNITY FORUMSTECHNICAL SKILLS (GENERAL ICT SKILLS)USING THE COMPUTER OR TABLET
I understand and can press the keys on keyboards or virtual keyboards.

I can log on and off of the computer or power up or down the tablet.

I can open programs and files.

82

Grade
TEACHER PREPARATION: DIVISIONAL LWICT SKILLSBEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

I am remembering from before
I still need help sometimes

K-12

LEARNING AND TEACHING
I have lots of practice;
I can help others

I can choose a certain place to save my computer or tablet files.

I can print files by choosing what pages I want to print and the way my work will look on the page.

I can use the menus in the programs I use.

I can browse DVDs/CDs/memory sticks and other media I put into the computer or browse media choices on the tablet.

I can find the things I want when at a website on the internet.

I can search the internet using a search engine and keywords.

I send and respond to text messages and electronic files by using certain rules such as filling in the subject line and not typing in all
capital letters.

I can use things connected to the computer or tablet like the mouse, keyboards, whiteboards, SD card reader…

I can choose the right things to connect to the computer or tablet so I can play, show, change, save, and record information.

I can put hyperlinks into my computer or tablet work to show how it is connected to the Internet.

I can make new information by recording sounds and taking picture using special tools.

I can keep all my files in order and placed in the correct folder on the computer or tablet, portable memory stick, or server.

83

84

Grade
TEACHER PREPARATION: DIVISIONAL LWICT SKILLS

K-12

TEACHER PREPARATION for LwICT: 7-9 DIVISIONAL SNAPSHOT(LANGUAGE FROM STUDENT SELF-ASSESSMENT SNAPSHOT)
Note: for full wording, see “Continuum for Teacher Assessment of Student”

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

I am remembering from before;
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

INQUIRY COMPONENT SKILL LEVEL (ICT TO BE FAMILIAR WITH) (“” MEANS ONGOING USE)

PUTTING MY IDEAS ON THE COMPUTER OR TABLET
I know information about the
topic.
I type or show it using acomputer or tablet.

WORD PROCESSING
MIND MAPPINGNOTES:

Sometimes with the teacher, I makechanges to the electronic assignment
given me.
I sometimes add new questions (eg.
“how” and “why” type) about the topic
using a computer or tablet.

I type or show my ideas right in the teacher’s
electronic assignment, or in another program.
I create criteria with the teacher for the inquiry.
I “open-up” my topic by typing in my hunches,
guesses, predictions, new questions, etc.

TABLES AND GRAPHSNOTES:NOTES:

DECIDING ABOUT INFORMATION ON THE COMPUTER OR TABLET
I ask if the information I am
using is real or true.

I ask if the information I am using isreal or true or has been changed.

I use online bibliographymakers to show where myinformation came from.

I find out who the author/creator of theinformation is and search that nameusing a search engine.

I judge if information is useful, makes sense, iscorrect, and can be trusted.

I take pictures to show myunderstanding of topics.

I use an online bibliography maker.

I electronically group my information.

I group information into categories withtools like mind mapping software.

I look for what permissions the author/creator gives
me in the text/picture/music’s license, as well as
creating my own pictures, sounds, music, videos

DATABASES, REPOSITORIESONLINE BIBLIOGRAPHYMAKERS
DIGITAL CAMERASNOTES:

I collect my own data to better show mylearning (take or draw digital pictures,plot data, record sound and video)
DOMAIN FINDERSWORD PROCESSED TABLES
AUDIO SOFTWAREVIDEO CAMERAS AND EDITINGSOFTWARE
GRAPHING APPLICATIONSNOTES:

I decide to narrow or broaden my topic by using
search engine features such as “related searches”,“related questions”, “word clouds”, etc.

I use online bibliography makers to give credit to theauthor/creator.
INTERNET BROWSERS,SEARCH ENGINES
WORD CLOUDSCREATIVE COMMON LICENSESNOTES:SHOWING MY LEARNING ON A COMPUTER OR TABLET
I use a recommended programthat will help me get the work
done the way I want to do it.
I use my first work done as myfinal copy.

With assistance, I choose a
program/app that will make my work
(graphs, drawings, pictures, music,
video) clear.
I use my beginning plan to change mywork (or change the program I am
using) to make it better to look at andlisten to.
HYPERLINKING TEXTCARTOONING APPLICATIONSBLOGGING APPLICATIONSNOTES:NOTES:

85

I choose a program/application for my work thinking
about what is best for my audience.
I show the importance of my work and how it isconnected to other knowledge.
I judge how well my work measures up to mystudent-teacher-made plan and make changes if I needto.
I ask for suggestions from friends, teachers, andparents about how to make my work more
understandable and convincing.

NOTES:

Grade

K-12

TEACHER PREPARATION: DIVISIONAL LWICT SKILLSSHOWING OTHERS MY COMPUTER WORK
I like to share my computer workwith one other person.
If the teacher asks me questions, I
will tell how I made the work.

I share my work with a face-to-faceaudience.
I tell how I made the work and why I
made it the way I did.
I ask others for feedback.

DIGITAL PROJECTION
AUDIO AMPLIFICATIONNOTES:BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

NOTES:

I share my work with an audience that may be in myschool—or in another part of the NWT or world.
I explain my plan and the work that came from it, andmy technology choices.
I ask for certain kinds of feedback that talks about thethings in my plan. I give others the same kind of
feedback.
I judge the usefulness of the technology I used formore work in the future.
INTERNET-BASED COMMUNICATION TOOLSFOR VOICE, VIDEO AND INSTANTMESSAGING,NOTES:LEARNING AS I GO

LEARNING AND TEACHING

I am careful and respectful withcomputers and my classmate’s computer
space.
I respect my classmate’s computer
space and username and password
privacy.
I accept that technology can be used tohelp or hurt others.
I accept that I must gain permission to
use the words, pictures, sounds, video,of others.
I accept that I must give credit to theauthors and owners of online ideas,
words, and creations.

I learn and decide how to take care of technology.
I judge and explain the health risks that come withtechnology.
I decide if any of my online work andcommunications will help or hurt my or someone
else’s reputation.
I judge how authors/creators want me to use theirwork by reading their license for each piece of work.
I learn about Creative Commons licenses where I canlicense my own creations for sharing.
I accept the fairness of giving credit to theauthor/creator for the use of his/her words, pictures,videos, etc.

I am remembering from before
I still need help sometimes

I have lots of practice;
I can help others

COMPUTER RULES
I take care of technology.
I turn my head when my friend
enters a username and password
on the computer.
I respect that somebody owns
the pictures, sounds, and music I
want to use.

NOTES:MEDIASMARTS NOTES:ONLINE MEDIA SHARING AND LICENSINGSITES
NOTES:PEOPLE AND COMPUTERSI can tell how computers areused at home, school, and in thecommunity.

I can tell how technology has changed
my grandparents’ and parents’ lives.
I can tell how technology has been
helpful and hurtful to society.

NOTES:NOTES:

I can tell about how new technologies are being used
to work and socialize.
I predict the good and bad ways certain newtechnologies will affect people in rich and poor
countries.
I tell about how personal career choices will needtechnology skills.
NOTES:

WORKING TOGETHER ON COMPUTERS
I like to be told and shown what
to do with technology whenworking with others.

I work with others to plan our learningand the technology we will use.
I accept that different members in thegroup will use the technology indifferent ways and at different times.

NOTES:NOTES:

86

Using technology, I work with others nearby andfaraway.
As a group member, I help judge whether the groupneeds to raise questions, share knowledge, find a
missing piece of information, or decide on the risk ofcommunicating with certain technologies.
SOCIAL BOOKMARKING (TAGGING,
ANNOTATING) APPLICATIONSCOLLABORATIVE WIKISNOTES:

Grade

K-12

TEACHER PREPARATION: DIVISIONAL LWICT SKILLSHOW I FEEL ABOUT COMPUTERS AND PROBLEMS WITH COMPUTERS
I like using computers withothers.
I like other people to solve any
computer problem I have.

I try one way to solve a technology
problem before asking for help fromothers.

NOTES:NOTES:

I try to solve computer problems by remembering
how I solved the problem last time.
I keep trying by using “help menus” in the program.
I use online communities, blogs, and “forums” to findsolutions.
I keep my mind open to other ways to solve theproblem and discuss options with peers, teachers, etc.
HELP MENUS INSIDE APPLICATIONSONLINE COMMUNITY FORUMSNOTES:TECHNICAL SKILL LEVEL (GENERAL ICT SKILLS)

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

I am remembering from before
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

USING THE COMPUTER OR TABLET
I can log on and off of computers and other technology.
1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

I can open programs and files.
1

2

3

4

5

I can keep all my files in order and placed in the correct folder on the computer, portable memory stick, or server.
1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

5

1

2

3

4

5

I can choose a certain place to save my computer or tablet files.
1

2

3

4

5

1

2

3

4

I can print files by choosing what pages I want to print and the way my work will look on the page.
1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

I can use the menus, buttons, and shortcuts in the programs I use.
1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

I can go back and forth between different applications.
1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

4

5

1

2

3

4

5

5

1

2

3

4

5

I can use internet browsers.
1

2

3

4

5

I can search the internet using a search engine and keywords.
1

2

3

4

5

1

2

3

I can use AND, OR, NOT (Boolean logic) to narrow my search.
1

2

3

4

5

1

2

3

4

87

Grade

K-12

TEACHER PREPARATION: DIVISIONAL LWICT SKILLSI can investigate who is behind a website, wiki, podcast, email or other media message.
1

2

3

4

5

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

1

2

3

4

5

LEARNING AS I GO

I am remembering from before
I still need help sometimes

1

2

3

4

5

LEARNING AND TEACHING
I have lots of practice;
I can help others

I can put hyperlinks into my text.
1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

4

5

1

2

3

4

5

3

4

5

I can move information/data between applications/programs.
1

2

3

4

5

1

2

3

I can make new information by recording sounds, capturing video, and taking pictures using special tools.
1

2

3

4

5

1

2

3

4

5

1

2

I can choose the right things to connect to the computer so I can play, show, change, save, record, and print information.
1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

2

3

4

5

1

2

3

4

5

4

5

I can draws images using electronic tools.
1

2

3

4

5

I can edit my media for the audience that will see it.
1

2

3

4

5

1

I can construct graphic organizers, tables, spreadsheets, databases, multimedia presentations and/or web pages.
1

2

3

4

5

1

2

3

4

5

1

2

3

I send and respond to text messages and electronic files by using certain rules such as filling in the subject line and not typing in all
capital letters.
1

2

3

4

5

1

2

3

4

5

88

1

2

3

4

5

Grade
TEACHER PREPARATION: DIVISIONAL LWICT SKILLS

K-12

TEACHER PREPARATION for LwICT: 10-12 DIVISIONAL SNAPSHOT(LANGUAGE FROM STUDENT SELF-ASSESSMENT SNAPSHOT)
Note: for full wording, see “Continuum for Teacher Assessment of Student”

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

I am remembering from before;
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

INQUIRY COMPONENT SKILL LEVEL (ICT TO BE FAMILIAR WITH) (“” MEANS ONGOING USE)

PUTTING MY IDEAS ON THE COMPUTERI know information about the
topic.
I type or show it using acomputer.

I use the electronic assignment
provided.
I sometimes adapt the electronic
assignment by making the topic
broader, or, more specific to what I
want to learn.

WORD PROCESSING
MIND MAPPINGTABLES AND GRAPHSNOTES:NOTES:

I assess where there are gaps in knowledge in the
topic being studied.
I create and defend the need for new questions.
I create new electronic plans that are based on cocreated criteria (qualities that must be present in good
work; qualities that are chosen in conversations withothers)NOTES:

DECIDING ABOUT INFORMATION ON THE COMPUTER
I use ICT to help me narrow or
broaden my study.
I check to make sure theinformation is real and is not justan advertisement.
I take my notes electronically.
I use online bibliography makers
to give credit to authors/creators.

DATABASES, REPOSITORIESONLINE BIBLIOGRAPHYMAKERS
DIGITAL CAMERASNOTES:

I use criteria to show what good workwith this topic will look like in the end.
I find out who the author/creator of theinformation is using a domain finderand search that name using a searchengine.
I use an online bibliography maker.
I group information into categories withtools like mind mapping software.
I check if the information is real,
logical, accepted by many people,
trustworthy, and dependable.
DOMAIN FINDERSWORD PROCESSED TABLES
GRAPHING APPLICATIONSNOTES:

I assess the motive behind the information, as well as
its perspective, bias, depth and accuracy.
I judge whether to change the focus of my original
topic in light of new information.
I judge the practical value of the ongoingwork/findings with the question.
I assess how my work is connected to knowledge
already known or how it fills gaps in knowledge.
I determine what could/should be done when online
resources for the question are incomplete.
I capture pictures, videos, and sounds and judge
whether there could/should be wider uses of thembeyond the specific task.
DIGITAL CAMERAS and PHOTO-EDITINGSOFTWARE, AUDIO CAPTURING and EDITINGSOFTWARE
VIDEO CAMERAS AND EDITING SOFTWARENOTES:SHOWING MY LEARNING ON A COMPUTER
I follow the guidelines given me
for the work I create.
I choose to make a few edits andrevisions to make my work more
understandable.

NOTES:

I choose a program/app that will makemy work (graphs, drawings, pictures,music, video) clear.
I use the qualities in the original plan tochange my work (or change theprogram I am using) to make it better tolook at and listen to.

HYPERLINKING TEXTCARTOONING APPLICATIONSBLOGGING APPLICATIONSCREATING WORD CLOUDS,NOTES:

89

I choose a program/application for my work thateasily allows me to change the order and linking of
my information as I predict the audience’s needs.
I ask for suggestions from friends, teachers, andparents about how to make my work more
understandable, convincing, and artistic.
I judge how well my work measures up to my firststudent-teacher-made plan and make changes to theplan or my work if I need to.
I emphasize the message—not the features of the
ICT.
HYPERLINKED SLIDES, SOCIAL
BOOKMARKINGCREATIVE COMMON LICENSESWIDGETS, EMBEDDED CODE, BARCODESNOTES:

Grade

K-12

TEACHER PREPARATION: DIVISIONAL LWICT SKILLSSHOWING OTHERS MY COMPUTER WORK
I share my work with a face-toface audience.
I tell how I made the work andwhy I made it the way I did.
I ask others for feedback.

I share my work with an audience that
may be in my school—or in another partof the NWT or world.
I ask for certain kinds of feedback thattalks about the things in my plan. I giveothers the same kind of feedback.
I judge the usefulness of the technology
I used for more work in the future.
DIGITAL PROJECTION
AUDIO AMPLIFICATIONNOTES:BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

NOTES:

I judge whether to change the way I communicate
when I notice how the local or global audience isreacting
I judge whether the ICT changed the meaning of myoriginal message.
I plan future uses of ICT.
I judge whether it is appropriate to share original data
(images, audio clips, video, etc.) online with a local or
global audience.
INTERNET-BASED COMMUNICATION TOOLSFOR VOICE, VIDEO AND INSTANTMESSAGING,NOTES:LEARNING AS I GO

LEARNING AND TEACHING

I judge and explain the health risks thatcome with technology.
I decide if any of my online work andcommunications will help or hurt my orsomeone else’s reputation.
I judge how authors/creators want me touse their work by reading their license
for each piece of work.
I learn about Creative Commonslicenses where I can license my own
creations for sharing.
I accept the fairness of giving credit to
the author/creator for the use of his/herwords, pictures, videos, etc.
MEDIASMARTSNOTES:

I evaluate the effects of my own computer use on
others.
I judge the personal benefits and risks of using ICT
for work, pleasure, and communications
I assess whether intellectual property (text, images,
music, video, etc.) is copyrighted with “all rights
reserved” or “some rights reserved” licenses (eg.
“Creative Commons”) and use it accordingly.
I assess the range of sharing licenses available to me
and the protection provided by Canadian copyrightlaw before I share my own/group intellectual property
online.

I am remembering from before
I still need help sometimes

I have lots of practice;
I can help others

COMPUTER RULES
I am careful and respectful withcomputers and classmate’s
computer space.
I respect my classmate’s
computer space and username
and password privacy.
I accept that technology can beused to help or hurt others.
I accept that I must gain
permission to use other’s words,
pictures, sounds, video
I accept that I must give credit to
the authors and owners of online
ideas, words, and creations.
NOTES:ONLINE MEDIA SHARING AND LICENSINGSITES
NOTES:PEOPLE AND COMPUTERSI can tell how technology haschanged my grandparents’ andparents’ lives.
I can tell how technology has
been helpful and hurtful tosociety.
NOTES:

I can tell about how new technologies
are being used to work and socialize.
I predict the good and bad ways certain
new technologies will affect people inrich and poor countries.
I tell about how personal career choices
will need technology skills.

NOTES:NOTES:

I evaluate current technology trends and weigh futureadvantages/opportunities against the disadvantages
and risks they have for local and global societies.
I assess my right and society’s right to informationand the right to privacy.
NEWS FEEDS (Twitter experts such as David
Warlick at @mashabletech and Bill Ferriter at@plugusin; news apps such as “Pulse” with Top
Stories in Technology, All Things Digital
NOTES:

WORKING TOGETHER ON COMPUTERS
I work with others to plan ourlearning and the technology wewill use.
I accept that different members in
the group will use the technology
in different ways and at different
times.

Using technology, I work with others
nearby and faraway.
As a group member, I help judge
whether the group needs to raisequestions, share knowledge, find a
missing piece of information, or decideon the risk of communicating withcertain technologies.

NOTES:NOTES:

I lead and motivate group members when we areworking with ICT collaboratively.
We judge as a group whether using ICT for our work
has more advantages than challenges.
We assess the benefits and risks of sharing our own
creative work online.

SOCIAL BOOKMARKING APPLICATIONS (TAGGING,
ANNOTATING)
COLLABORATIVE WIKISBLOGSNOTES:

90

Grade

K-12

TEACHER PREPARATION: DIVISIONAL LWICT SKILLSHOW I FEEL ABOUT COMPUTERS AND PROBLEMS WITH COMPUTERS
I try one way to solve atechnology problem before asking
for help from others.

I try to solve computer problems byremembering how I solved the problem
last time.
I keep trying by using “help menus” inthe program.
I use online communities, blogs, and“forums” to find solutions.
I keep my mind open to other ways tosolve the problem and discuss options
with peers, teachers, etc.
NOTES:NOTES:I synthesize or blend my technology experience withnew information to solve unique problems or meet
new requirements that require several approaches.

HELP MENUS INSIDE APPLICATIONSONLINE COMMUNITY FORUMSNOTES:TECHNICAL SKILL LEVEL (GENERIC ICT SKILLS)

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

LEARNING AS I GO

I am remembering from before
I still need help sometimes

LEARNING AND TEACHING
I have lots of practice;
I can help others

USING THE COMPUTER
I can log on and off of computers and other technology.
1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

I can open programs and files.
1

2

3

4

5

I can keep all my files in order and placed in the correct folder on the computer, portable memory stick, or server.
1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

3

4

5

1

2

3

4

5

I can choose a certain place to save my computer files.
1

2

3

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1

2

I can print files by choosing what pages I want to print and the way my work will look on the page.
1

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I can use the menus, buttons, and shortcuts in the programs I use.
1

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I can go back and forth between different applications.
1

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I can use Internet browsers.
1

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5

I can search the Internet using a search engine and keywords.
1

2

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1

2

3

I can use AND, OR, NOT (Boolean logic) to narrow my search.
1

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91

Grade

K-12

TEACHER PREPARATION: DIVISIONAL LWICT SKILLSI can investigate who is behind a website, wiki, podcast, email or other media message.
1

2

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5

BEGINNING TO LEARN
I am just beginning;
I like to have lots of help

1

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5

LEARNING AS I GO

I am remembering from before
I still need help sometimes

1

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5

LEARNING AND TEACHING
I have lots of practice;
I can help others

I can put hyperlinks into my text.
1

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I can move information/data between applications/programs.
1

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5

1

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I can make new information by recording sounds, capturing video, and taking pictures using special tools.
1

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1

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1

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I can choose the right things to connect to the computer so I can play, show, change, save, record, and print information.
1

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I can draws images using electronic tools.
1

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I can edit my media for the audience that will see it.
1

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1

I can construct graphic organizers, tables, spreadsheets, databases, multimedia presentations and/or web pages.
1

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5

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5

1

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3

I send and respond to text messages and electronic files by using certain rules such as filling in the subject line and not typing in all
capital letters.
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92

5

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Grades

Literacy with Information and Communication Technology
Part 3: ICT-SUPPORTED LEARNING - K-12

K-12

The following pages display only a small sample of the kinds of information and communication technologies available for K-12 students. None of the ICTs displayed should be considered commercial endorsements but only examples of ICT categories. The grade designations of these ICTs should not be considered fixed. The hyperlinks shown
throughout Part 3 are live in the electronic PDF version of the Infusion Guide to provide further exploration andlinkages to other similar concepts and ICTs. Please note the following educational concepts demonstrated in Part 3’s
design, layout, and choice of ICTs:
ICTs chosen for display are meant to place:• Emphasis on applications for culture-based learning using broad primary concepts from Dene Kede K-6
and Inuuqatigiit K-12.
• Emphasis on program support and applications that accommodate diversity.
• Emphasis on the four core subjects: Social Studies, Science, Math, ELA.
Within each subject area, the reader will find:• Linkages to NWT curriculum (eg. the reason “why” ICT is used).
• Framing of outcomes as open-ended “Essential Questions” (from an “understanding by design” perspective on curriculum design).
• The broad student learning needs that the ICT is intending to serve (eg. “Pedagogical Need”).
• How ICTs can meet those pedagogical needs.
• Attention to collective knowledge and sharing that is consistent with using Wikipedia articles for overviews (eg. “Teacher Overviews”).
• Awareness of categories of ICT.
• Key words or “Tag” samples for further investigation of similar technologies through use of “nwtcurriculumlinks”, a social bookmarking site for NWT teachers• Appropriate handling of intellectual property - the illustrating images (eg. “attribution” of images).

GradeK-12

ICT-SUPPORTED LEARNINGGRADE K – RELATIONSHIP WITH THE LAND + PLAY & INQUIRY

Gr. K

Pedagogical Need
In Context

Culture-based Learning Themes: Geography and Land Use (Dene Kede, 27); Land (Inuuqatigiit, 93)
Kindergarten Key Competencies: Relationship with the land: taking care of the environment/land/North; Playand Inquiry: expresses self creatively in a variety of ways
Essential Question: eg. There are a lot of trees in our world. Does it matter how many we cut?
Technology can help children experience ideas and contexts virtually when the real experience is inaccessible.
Young children are tactile and enjoy multi-sensorial experiences. Tablet applications can help with this.

ICT Support

Merge wonder, play, and love for land in an interactive iPad story.

Curriculum

Pedagogicalbenefits of using aninteractive iPadapp

Teacher’s Overview
Tablet apps
See more at
nwtcurriculumlinks- child associates text with theimage or object that it signifies- the storytelling pace and depth ofinteraction is controlled by thestudent’s sense of touch- text is associated with sounds
called “words”
Concept of interactive media,
Concept of multimedia, Concept of“app”
The Lorax (Mac and Android);
BestKidsApps
TAG samples: GrKCulture-basedlearning, K-3, multimedia, app,
northstar-connected

This screenshot from the iTunes app store is used by permission of TM & © DSE.

GRADE K – LITERACY + CREATIVITY + DIVERSITY + CONVERSATIONSCurriculum

Pedagogical Need
In Context
ICT Support

Pedagogicalbenefits of using acustomizable iPadapp
Teacher’s Overview
iPad apps
See more at
nwtcurriculumlinks

Gr. K

Culture-based Learning Themes: Geography and Land Use (Dene Kede, 27); Land (Inuuqatigiit, 93)
Kindergarten Key Competencies: Literacy: applies literacy capacities to explore the world through inquiry andplay; Creativity: expresses self creatively in a variety of ways; Diversity: embraces diversity; Conversations:participates in reciprocal conversations and communicates confidently
Essential Question: eg. What are the names of the objects around me in school and at home; what are theyused for?
Technology can help children make sense of school and home environments as they pertain to people. Youngchildren learn best through multi-sensorial experiences. Tablet applications can help with this.
With assistance, students can learn to take digital photos of their diverse contexts. These images can begrouped into a displayed theme in an application and “deepened” with self-recorded audio “hotspots” of thesignificance of that scene.
- see and hear school/home
contexts (scenes) in digital stills- grows receptive language andconversation in a context- pre-digital presentation andexpository skills- multi-ability; across curriculum
Concept of “app”
Scene Speak, others found at(eg. BestKidsApps
TAG samples: GrKCulture-basedlearning, K-5, receptivelanguage, visual-memory,northstar-connected

This screenshot of Scene Speak application is used by permission of
goodkarmaapplications.com.

94GradeICT-SUPPORTED LEARNINGGRADE K – IDENTITY + RELATIONSHIPS WITH OTHERS + CREATIVITY + CITIZENSHIP

Curriculum

Pedagogical Need
In Context

ICT Support

Pedagogicalbenefits of online
sticker making

K-12
Gr. K

Culture-based Learning Themes: Family (Dene Kede, 139); Family and Kinship (Inuuqatigiit, 39)
Kindergarten Key Competencies: Identity: has a positive sense of identity; Relationships with Others: feels
connected to others; Creativity: expresses self creatively in a variety of ways; Citizenship: contributes tocommunity(ies) as engaged citizen
Essential Question: eg. What is my whole name? What do I like to do? Who do I like to be with? What can I
give to others?
Young children like to share in multi-sensorial experiences. Technology can help children capture and publish
their ideas and experiences. Print-on-demand companies do this well.
Students learn to take digital photos of
their favourite personal interests. With
teachers/ volunteers assistance, students
can creatively design stickers from theirphotos using a print-on-demand company.
-students enjoy images and the activity ofcreating their own primary data
-many students have interests that can be
the catalyst to increased literacy-student-created images on stickers canbe given to authentic audiences tostrengthen/create good relations

Teacher’s Overview

Concept of print-on-demand;

Print-on-demands
companies

Moo, Blurb, MyPublisher

See more at
nwtcurriculumlinks

TAG samples: GrKCulture-based-learning,
K-3, publishing, authentic-audience,
northstar-connected

This screenshot from the Moo sticker page is used by permission.

GRADE K – SELF-REGULATION + DIVERSITY
Curriculum

Pedagogical Need
In Context
ICT Support
Pedagogicalbenefits of using acustomizable iPadapp
Teacher’s
Overview

Gr. K

Culture-based Learning Themes: Geography and Land Use (Dene Kede, 27); Land (Inuuqatigiit, 93)
Kindergarten Key Competencies: Self-regulation: self-regulates emotionally and cognitively; Diversity:
embraces diversity
Essential Question: eg. What happens next? How do you do this?
Technology can help children make sense of school (and home) experiences (eg. school routines andexpectations). Young children learn best through multi-sensorial experiences. Tablet applications can help.
Students can learn to take digital photos and videos of their favourite activities. With assistance ofteachers/volunteers, routines can be photographed and placed in visual order.
- children see and hear school/home
activities in digital stills and videos and use
as checklists- order of visual schedules are easilychangedConcept of “app”

iPad apps
See more at
nwtcurriculumlinks

First Then (Mac and Android), others at
goodkarmaapplications.com
TAG samples: GrKCulture-based-learning,
K-3, visual-schedules, northstar-connected

This screenshot of First Then application is used by permission of
goodkarmaapplications.com.

95GradeK-12

ICT-SUPPORTED LEARNINGGRADE 1 – CULTURE-BASED LEARNING
Curriculum
Pedagogical Need
In Context
ICT Support

Pedagogicalbenefits of drawing
applications

Teacher’s
Overview
Tablet drawing
apps
See more at
nwtcurriculumlinks

Gr. 1

Dene Kede: “Getting Along” (p. 177); Inuuqatigiit: ”Family and Kinship” (p. 40)
Essential Question: eg. How should I act around visitors (eg. elders, strangers, newcomers, etc.)?
Kinship/friendship requires smiles and handshakes and a willingness to be respectful toward any older person.
Students need to practice concepts to gain skill—the more engaging the practice—the greater the relevance.
Media-rich drawing tool for tablets where students can draw, edit pictures they take, save and send. Students
take pictures of themselves and visitors/elders with permission. These images can be enhanced with student
designs. Themes can emerge for a class project (eg. “How we treat elders…”; “How to …”).
-students “show” their knowledge and priorexperiences-images can be captured with a cameraenabled tablet and imported into thedrawing app for editing-drawings can be emailed-drawings can be imported into
presentation software
Concept of drawing
Drawing Pad (Mac); Drawing Pad (Android)
TAG samples: Grade1Culture-basedlearning, K-4, drawing, art, collage, Culturebased-learningThis image is made available for sharing by author, MichaelMaggs in Wikipedia article,“Coloring Book”.

GRADE 1 – TOOLS FOR DIVERSITY

Gr. 1

SupportEssential Question: Is there a tool to assist students with expressive communication difficulties?

ICT Support

Text to speech applications

Pedagogicalbenefits of text-tospeech
applications-alternative communication aide forstudents with expressive communicationdifficulties-visual schedule production-organizational aide

Teacher’s
Overview
Expressive
communication
apps
See more at
nwtcurriculumlinks

Concept of technology acccommodation
iCommunicate (iPad)
TAG samples: inclusion, visual schedules,
communication, autism, Asperger Syndrome

This image is from iCommunicate app and is used with permission of Lisa Brandolo Johnson at
Grembe Support.

96

GradeICT-SUPPORTED LEARNINGGRADE 1 – SOCIAL STUDIES
Curriculum

K-12
Gr. 1

Social Studies: Grade 1 (1.1.3 Connections to the Past)
Essential Question: eg. What traditions do I like the most in my community?

Pedagogical Needin Social Studies
Grade 1Students need to have a visual of their own and other’s knowledge and experiences regarding traditions andcommunity heroes. Students learn better with visuals.

ICT Support

mind mapping tools (Gr1-12)

Pedagogicalbenefits of mind
mapping

Teacher’s Overview
Mind mapping
softwareSee more at
nwtcurriculumlinks-“show” students their knowledge
and prior experiences-images can be imported into
mindmap-mind maps can exported as JPEG
images and placed in word
processing document-mind maps can be projected andused as a presentation to the classConcept of mind mapping
XMind, Kidspiration, Inspiration,
Bubbl.us, Mindmeister, Idea
Sketch, iThoughtsHDTAG samples:
Grade1SocialStudies,brainstorming, mindmapping,planning-and-questioning

This image is made available for sharing by Nicoguaro in Wikipedia article, “Mindmap”

GRADE 1 - SCIENCE
Curriculum
Pedagogical Needin Science Grade 1
ICT Support

Pedagogicalbenefits ofshareable media

Teacher’s
Overview
Shareable audio
and visualapplications/ sites
See more at
nwtcurriculumlinks

Gr. 1
Science: Grade 1 (Life Systems)
Essential Question: eg. from Specific Learning Outcome #1 (pg. 22 in Science curriculum):
Can Northern plants and animals be grouped by using our sense of smell, colour, texture, size, sound, smell?
Students need to use their visual and auditory senses when grouping Northern life systems. Students learn
better with sensory media: audio and visuals.
free shareable images; free sounds that are shareable-students learn that media is increasingly being made by everyday individuals like themselves, teachers, andparents-students learn that shareable media is owned by the creator/artist-students learn that permission has to be given in order to use other’s media and then credit given to thatcreator-students learn that more and more people want to share their media and they tell users what amount ofsharing they are willing to do (eg. Creative Commons license)
concept of free shareable sounds ; concept of free shareable images ; concept of Creative Commons licenses
freesound, morguefile,
flickr, wikimedia commons,
Wikipedia
TAG samples: images,
photos, some-rightsreserved, shareable,
gathering-making-sense,sounds, auditory-learners

This image is a screenshot of a hit at freesound.org with the searchterm “wolf”. Used with permission of bram delong at freesound.

97

GradeK-12

ICT-SUPPORTED LEARNINGGRADE 1 – MATH
Curriculum
Pedagogical Needin Mathematics
Grade 1

Gr. 1
Mathematics: Grade 1 Strand: Shape and Space (3-D Objects and 2-D Shapes)
Essential Question from KT-017: eg. How can I make so many shapes from the same pieces?
Students are asked to replicate 2-D shapes and 3-D objects. This specific outcome enables the mathematicalprocesses of making connections, problem-solving and visualization. Students learn better with visual andauditory stimuli.

ICT Support

Tablet application: Electronic tangram game (Gr1-12)

Pedagogicalbenefits of using agame to build 2-D
shapes-student is control of own
learning making game element
choices-provides immediate feedback-provides a relaxing
background sounds/music-supports but does not replace
the experience of working withreal manipulatives

Teacher’s
Overview

concept of tangrams

Tangram software

See more at
nwtcurriculumlinks

Tangrams (iPad); My First
Tangrams (Android app),
ABCYA.com,
TAG samples:
Grade1SocialStudies,brainstorming, mindmapping,planning-and-questioning

Screenshot of a tablet and iPod app by Brian Wurster.

GRADE 1 – ENGLISH LANGUAGE ARTS

Gr. 1

Pedagogical Needin English Language
Arts Grade 1

English Language Arts: Grade 1 General Learning Outcome 4: (Clarify and enhance oral, written, and visualforms of communication, through a process)Essential Question: eg. What stories can I tell and illustrate and then share to an audience?
Students are being asked to generate and focus ideas for original texts that attend to conventions, engage an
audience, and develop through an enhancing and improving process. Students learn better when their senses
are engaged in a learning activity.

ICT Support

Electronic storytelling application (Gr K-3)

Pedagogicalbenefits ofelectronic
storytelling-create and store stories in one place-tactile sense engaged by tapping towrite, edit, read, share and delete from apersonal bookcase-self-directed development of the story
with many element choices-makes use of primary data such as
personal photos; this encourages criticalthinking about how illustrations arechosen in our image rich culture

Curriculum

Teacher’s
Overview
Story writing
softwareSee more at
nwtcurriculumlinks

Concept of storytelling
Story Buddy, Dragon Diction (speech totext), iCommunicate
TAG samples: digitalstorytelling, tabletapp, collecting-primary-data, Gr1“Boyhood of Raleigh” by John Everett Millais is in the public domain, and made available
for sharing in Wikipedia article “Storytelling” by Rednblu.

98

GradeICT-SUPPORTED LEARNINGGRADE 2 – CULTURE-BASED LEARNING
Curriculum

Pedagogical Need
In Context

ICT Support

Pedagogicalbenefits of mind
mapping

Teacher’s Overview
Mind mapping
softwareSee more at
nwtcurriculumlinks

K-12
Gr. 2

Dene Kede: “Family” (p. 140); Inuuqatigiit: ”Family and Kinship” (p. 44)
Essential Question: eg. Who are the people in my family and do they have special names?
Understanding their relationships tofamily members, their names and specialnames is a significant part of a student’s
identity. “Seeing” these relationships asa web may be helpful for them toconceptualize “family” better.
Mind mapping software-“show” students their knowledge andprior experiences-images can be imported into a mind
map
-mind maps can be exported as JPEG
images and placed in word processed
document-mind maps can be projected and used asa presentation to the classConcept of mind mapping
XMind, Kidspiration, Inspiration,
Bubbl.us, Mindmeister, Idea Sketch,
iThoughtsHDTAG samples: Grade2Culture-basedlearning, K-4, mindmapping, family,
culture-based-learning

GNWT image made using reproduced photo from Dene Kede imported into a mind map
made with XMind. Mind map was exported as JPEG image and inserted into this Word
document

GRADE 2 – TOOLS FOR DIVERSITY

Gr. 2

SupportEssential Question: What might I use tosupport the teaching of functional social
skills?

ICT Support

Videos via applications

Pedagogicalbenefits of video
applications-supports teaching of key social skills:
requesting assistance, greetings,
manners, etc.

Teacher’s Overview
Video applications
See more at
nwtcurriculumlinks

Concept of social skills; Concept ofPeople Skills
EverydayHD (iPad); Conversation Builder(iPad)TAG samples: inclusion, social skills,
communication, Autism, Asperger
Syndrome

This image is used with permission of Conover Company.

99

GradeK-12

ICT-SUPPORTED LEARNINGGRADE 2 – SOCIAL STUDIES

Gr. 2

Pedagogical Needin Social Studies
Grade 2Social Studies: Grade 2 (Cluster 2 Communities in Canada): Diversity of People; Features of CanadianCommunities; Natural Resources; Work, Goods and Services; Diversity and Change
Essential Question: eg. How has my community changed from the time of my parents and grandparents, andhow has it stayed the same?
Students need to see how their communities resemble and differ from others in Canada especially in the areaof change and innovation over time. Students learn better when connecting to the outside world, especiallyin real time.

ICT Support

iEARN (Gr1-12)

Pedagogicalbenefits ofconnecting andcollaborating
within an
International (andNational) projectbased network.

-“show” other Canadian students theirknowledge and prior experiences-collaborate on a common project withstudents of communities with diverse
populations: one community-two cultures or
two communities each with a dominate
culture (Aboriginal, French, etc.)-develop a sense of belonging and inclusion toa larger culture-develop a sense of empathy and a solutionbased attitude for human problems

Teacher’s Overview

Concept of an education network

ICT Support
Education network

iEARN

See more at
nwtcurriculumlinks

TAG samples: Grade2SocialStudies,brainstorming, planning-and-questioning,
active-citizenship, education-network

Curriculum

Screenshot of the International Education and Resource Network (iEARN) homepage used withpermission

GRADE 2 - SCIENCE
Curriculum
Pedagogical Needin Science Grade 2
ICT Support
Pedagogicalbenefits ofPowerpoint files inthe study ofscience;effectiveness of aquestion-based
search engine
Teacher’s Overview
Onlinepresentations
See more at
nwtcurriculumlinks

Gr. 2
Science: Grade 2 (Life Systems)
Essential Question: eg. How do animals manage the cold extremes of this planet?
Students need to see images and text together in presentations about animal adaptations. Students need tosee the many types of animal adaptations that can be searched. Students learn better with sensory-rich texts(media). Students learn better with sub-topics displayed.
Online PowerPoint Presentations; Effective
browsers that search questions-students become familiar with the medium ofdigital presentations by using the work ofothers in that medium-students become introduced to the vast
number of hits that a search engine return andhow these can be grouped with a good engine.
Concept of presentation software and slide
shows; Concept of web browsers“Animals adaptations at pppst.com”;
Slideshare; Ask.com
TAG samples: Grade2Science, planning-andquestioning; search engines

This image is a screenshot from a website called “Animals adaptations at pppst.com”. Used withpermission of creator, Phillip Martin.

100

GradeICT-SUPPORTED LEARNING

K-12

GRADE 2 – MATH

Gr. 2

Curriculum

Mathematics: Grade 2 Strand: Shape and Space (Measurement)
Essential Question from KT-017: eg. How many more months until…? How many more days until…?

Pedagogical Needin Mathematics
Grade 2Students are asked to understand the significance of 7 days and 12 months and how adjacent days andmonths relate to each other. Students learn better with visual and auditory stimuli.

ICT Support

Online videos

Pedagogicalbenefits of using
videos to learndays of the week
and months of theyear.

-digital video is a powerful medium that can beeasily replayed for reinforcement and review-video hosting sites such as YouTube make iteasy to share the video links with others (eg.
parents) and copy and embed code in your own
blog, wiki, Web site, etc.
-students can share their calendar learning witha real audience by uploading their own video

Teacher’s Overview

Concept of video hosting services

Video-hosting sites

Vimeo, YouTube
TAG samples: Grade2Mathematics, music,
Mathematics2-Shape-SpaceSee more at
nwtcurriculumlinks

This image is a screenshot of an educational video made available for viewing on YouTube

GRADE 2 – ENGLISH LANGUAGE ARTS
Curriculum
Pedagogical Needin English Language
Arts Grade 2

Gr. 2

English Language Arts: Grade 2 General Learning Outcome 2: (Comprehend and respond personally andcritically to oral, print, and other media texts, through a process)Essential Question: eg. What kind of stories do I like to hear and read about?
Students are being asked to discuss anticipated meaning of oral, print, and other media texts; usecomprehension strategies to construct, confirm, revise, and explain understanding (Gr. 2 SO 2.1.2). Students
learn better when they have choices.

ICT Support

Online children’s book libraries

Pedagogicalbenefits of online
libraries-often free samples are available without
memberships-students can choose from a wide variety of texts-self-directed reading for pleasure means
engagement with only texts they enjoy-once licensed, books are accessible at home,school, anywhere there is internet-often present are value-added puzzles andgames to extend learning

Teacher’s Overview

Concept of interactive children’s books

Children’s e-books

Tumble Books, Raz-Kids Books, Magic Keys Books
TAG samples: reading, books, online-book, Gr2,EnglishLanguageArts2-reading

See more at
nwtcurriculumlinks

Image made available for sharing at Wikimedia Commons by author, Linda Spashett101GradeK-12

ICT-SUPPORTED LEARNINGGRADE 3 – CULTURE-BASED LEARNING

Gr. 3

Pedagogical Need
In Context

Dene Kede: “Shrews and Mice” (p. 116); Inuuqatigiit: ”Laws and Leadership” (p. 76)
Essential Question. Eg. Does a leader have to look a certain way? What does a leader look like?
Everyone is skilled at something—no matter how small or insignificant they look. These undeveloped skills
need to be noticed and supported by the community.

ICT Support

Digital photography

Curriculum

Pedagogicalbenefits of digital
photography
Teacher’s
Overview-students can show through a few digital images a process they are skilled at, a product they can build, etc.
-these images are downloadable to computers and tablets
Concept of digital photography, concept of SD card

Digital cameras

See more at
nwtcurriculumlinks

Many brand names.
Look for compact kind—some of which arewaterproof/shockproof;
use SD card readerswhenever possible tosave camera’s battery
power
TAG samples:
Grade3Culture-basedlearning, Gr3-12, digitalphotography, skills,
culture-based-learning,
talents

Image made available for sharing by user, woodleywonderworks
at Flickr’s Creative Commons-licensed content requiring
attribution; search term, “first camera”

GRADE 3 – TOOLS FOR DIVERSITY
SupportPedagogical Need

ICT Support

Speech producing applications

Pedagogicalbenefits speech
producing apps

-increases independence andpromotes communication skills

Teacher’s Overview
Video applications
See more at
nwtcurriculumlinks

Gr. 3

Essential Question: Is there a tool toassist students with expressive
communication difficulties andpromotes independence?
Students may have intact receptive
language skills, but may requireaides to promote expressive
language skills. Allows students tocommunicate basic needs withteachers and peers.

Concept of augmentative andalternative communication
TapToTalk (iPad, Android)
TAG samples: inclusion,communication, Autism, Asperger
Syndrome

This image is used with permission.

102

GradeICT-SUPPORTED LEARNING

K-12

GRADE 3 – SOCIAL STUDIES
Curriculum
Pedagogical Needin Social Studies
Grade 3
ICT Support
Pedagogicalbenefits of online
databases andhosting services.

Teacher’s Overview
Databases andHosting Services
See more at
nwtcurriculumlinks

Gr. 3

Social Studies: Grade 3 (3.3.2 Living with the Land)
Essential Question from KL-017, KL-019: eg. What kinds of land on this Earth would be the easiest to live on
and use? What country would you consider has the best land and climate?
Students are required to describe the influence of
natural phenomena on ways of life in communities
studied. Students learn better with sensory-rich media.
Online databases of images and videos of natural
phenomena organized by country.
-practically unlimited in variety and quantity allowing for
maximum study choice-many images are available for public use with a Creative
Commons license-downloading is enriching; uploading images according
to same licences is engaging-conveniently searchable
Concept of online databases, list of online databases (eg.
Wikipedia), concept of hosting service, concept of video
hosting service, concept of image hosting service
Wikipedia, Wikimedia Commons, Vimeo (video), Flickr(image),TAG samples: Gr3SocialStudies, living-with-land,
environment, SocialStudies

This image is made available for sharing by Lizzy Biggs Photography in Flickr Creative Commons.

GRADE 3 - SCIENCE
Curriculum

Pedagogical Needin Science Grade 3
ICT Support
Pedagogicalbenefits of rich
web sources

Teacher’s Overview
Sub-categorizing
search engine
See more at
nwtcurriculumlinks

Gr. 3
Science: Grade 3 (Stability)
Essential Question SLO#1-5 (pg. 82 in Science curric.): eg. How can I build a structure that will withstandcompression or folding as it holds up small objects or organisms that are important to me?
Students need to use as many senses as possible toprepare them for an active inquiry and appreciate how
the stability of a structure depends on its design andconstruction materials. Students learn better withintegrated media: text, games, illustrations
Websites ordered into subcategories by search engines-hyperlinks enable students to participate in the newliteracy--that of reading from left to right and down, toreading deeper through hyperlinks-rich web sources offer images, simulations, and video ofreal life experiences-this same hyperlinking technology can be employed by
students in their synthesis
concept of hyperlinking (integral to the internet);concept of hyperlinking in Word
Ask.com (eg. of search engine that allow an inquiry
question to be asked, and return hits in the form of
related searches and questions)
TAG samples: images, photos, some-rights-reserved,
shareable, gathering-making-sense, sounds, auditorylearners

Image is a screenshot of hits returned by ask.com from the question, “how can I build a structure from straws?”

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GradeK-12

ICT-SUPPORTED LEARNINGGRADE 3 – MATH
Curriculum
Pedagogical Needin Mathematics
Grade 3
ICT Support
Pedagogicalbenefits of using
integrated
softwareTeacher’s Overview

Gr. 3
Mathematics: Grade 3 Strand: Statistics and Probability (Data Analysis)
Essential Question from SO#1 and 2: eg. What data can I collect, analyze, and display that would satisfy mycuriosity about some part of my daily life?
Students need to see that many patterns in daily life can be displayed—sometimes with surprising results. Bycollecting data on a pattern or event, analyzing and displaying it, students will begin to see how importantsocial, financial, political, etc. decisions can be made in life. Students need to see the connection between
their daily lives and math concepts.
Integrated software-data needs to be displayed in a context thatmakes sense to students-students can create that context throughshareable media or primary data they create-integrated software (could be called an “officesuite”) is a one-stop shop for creating andmerging text, image, and graph
Concept of integrated software; Concept ofoffice suites

Integrated
SoftwareMicrosoft Office, iWork

See more at
nwtcurriculumlinks

TAG samples: Grade3Mathematics,
Mathematics3-Statistics-Probability, integratedsoftware, bar-graphs, data-analysis, producingshow-understanding

This image is made available by Blake Wile.

GRADE 3 – ENGLISH LANGUAGE ARTS
Curriculum

Pedagogical Needin English
Language Arts
Grade 3
ICT Support
Pedagogicalbenefits of blogs
for students
Teacher’s
Overview
Children’s blogs
See more at
nwtcurriculumlinks

Gr. 3

English Language Arts: Grade 3 General Learning Outcome (1: Access and explore prior knowledge andexperiences of self and others); (2: Comprehend and respond personally and critically to oral, print, and othermedia texts, through a process)Essential Question: eg. How can my friends and I understand and grow a good idea we have about ourfavourite topic by blogging about it in class?
Students learn better when they can collaborate with others on real matters of importance to them. Students
can share their prior experiences, knowledge, and impressions in response to images, video, print, and manyother texts. To do this they can band together in interest communities.
Children’s blogging applications-individualized blogs within a safe and closed classroom environment-designed for elementary age students-publishing blog posts may be easier for students who are reticent to speak-students can join blog discussions that interest them-digital literacy for life is practiced as students learn writing etiquette “online”
Concept of blogging (in general); list of blogs (not necessarily forkids)
Kidblog.org
TAG samples: blog, producing-showing-understanding, onlinereading, EnglishLanguageArts3-exploring-responding, video, Gr3-6

Image made available for sharing at Flickr by author, xtranoise.

104

GradeICT-SUPPORTED LEARNING

K-12

GRADE 4 – CULTURE-BASED LEARNING
Curriculum
Pedagogical Need
In Context
ICT Support
Pedagogicalbenefits of digital
camera use andstorytelling
softwareTeacher’s
Overview
Digital Storytelling
softwareSee more at
nwtcurriculumlinks

Gr. 4

Dene Kede: “Fish” (p. 91); Inuuqatigiit: ”Fish” (p. 125)
Essential Question: eg. How much does my community depend upon fish (eg. food for people and animals,commerce, etc.)?
Students need to “see” examples of the breadth and depth of dependence that northern communities haveon this aspect of the environment—fish.
Using a digital camera and storytelling software, students collect primary data of experiences, locations,
events, etc. that support them in the presentation of the purposes of fish in their communities-digital cameras are small, affordable, easy to use, and download to a computer-digital cameras enable a student to capture their own personalized view of the world without technical andlogistical restriction-digital storytelling software is ubiquitous in NWT schools in the form of PowerPoint and Movie Maker-digital storytelling software is also on line and free (Photo Story)
Concept of digital cameras,
Concept of digital storytelling
Concept of fishing for food,
Concept of fish for foodPhoto Story, Movie Maker,
iMovie, PowerPoint, Keynote
TAG samples: Grade4Culturebased-learning, Gr3-12, digitalstorytelling, skills, culture-basedlearning, talents, survival,
environment

GNWT image of a digital presentation started with PowerPoint.

GRADE 4 – TOOLS FOR DIVERSITY
SupportPedagogical Need

ICT Support

Pedagogicalbenefits speech
producing apps

Gr. 4

Essential Question: What tool might I use to track, record, and assist in the design of a behaviour support
plan?
Eliminating inappropriate
behaviour requires data tounderstand the root cause.
Application based on popular
text, that provides a link to a
database to record and track
behaviour, as well as act as aresource for possible strategies.
-increases independence andpromotes communication skills

Teacher’s
Overview
Applications
See more at
nwtcurriculumlinks

Concept of social control,
Concept of behaviour
management
No More Meltdowns (iPad)
TAG samples: inclusion,
behaviour-support-plan

Image used with permission.

105

GradeK-12

ICT-SUPPORTED LEARNINGGRADE 4 – SOCIAL STUDIES
Curriculum
Pedagogical Needin Social Studies
Grade 3
ICT Support

Pedagogicalbenefits of digital
camera use andstorytelling
softwareTeacher’s Overview
Digital Storytelling
softwareSee more at
nwtcurriculumlinks

Gr. 4Social Studies: Grade 4 (General Learning Outcomes: Citizenship and Identity)
Essential Question from Theme 4 “Living in the NWT”: eg. Whether you were born here in the NWT or moved
here, what would you really miss the most about the North if you left?
Students are required to explain from a personal perspective what it means to be a citizen in the NWT.
Students learn best through experiences from their daily lives.
Using a digital camera and storytelling software,students collect primary data of experiences,locations, events, etc. that support them in thepresentation of their Northern identity.
-digital cameras are small, affordable, easy to use,and download to a computer.
-digital cameras enable a student to capture theirown personalized view of the world without
technical and logistical restriction-digital storytelling software is ubiquitous in NWT
schools in the form of PowerPoint-digital storytelling software is also on line andfree.
Concept of digital cameras, Concept of digitalstorytelling
Photo Story, Movie Maker, iMovie, PowerPoint,
KeynoteTAG samples: Gr3SocialStudies, living-with-land,
environment, SocialStudies

Image courtesy Blake Wile.

GRADE 4 - SCIENCE
Curriculum

Pedagogical Needin Science Grade 4
ICT Support

Pedagogicalbenefits of rich
web sources (allstill needing abenefits check)

Teacher’s Overview
Edutainment Web
sites
See more at
nwtcurriculumlinks

Gr. 4
Science: Grade 4 (Structures and Mechanisms)
Essential Question from Specific Learning Outcomes #1-5 (pg. 84 in Science curriculum): eg. What can be done
to make a one speed bicycle easier ride?
Students need to see images and video of background pieces about gears to better prepare them for an active
inquiry as they simulate the gear system of a bicycle. Students learn better with integrated media: text, video,
illustrations
Video and animation content-YouTube hosts thousands of videos
explaining science principles—many
appropriate for children-The Web provides synthesis of images, text,
simulations that would be very difficult forteachers to build-Some television programming thatspecializes in education and knowledge has
Web site counterparts that open their“archives” to rich resources. This category ofsite could be called “edutainment.”
Concept of “edutainment”
howstuffworks.com, eHow, wikiHow, How
It’s MadeTAG samples: video, gears, Gr4Science,
Science4-Structure-Mechanisms, gatheringmaking-sense, sounds, visual-learners

This image is made available for sharing by user kevinrosseel at morgueFile.com.

106GradeICT-SUPPORTED LEARNINGGRADE 4 – MATH
Curriculum

Pedagogical Needin Mathematics
Grade 3

Gr. 4
Mathematics: Grade 4 Strand: Number (Developing Number Sense)
Essential Question from SO#1 and 2: eg. What is the easiest way to understand parts and wholes: fractions or
decimals?
To support concrete and symbolic descriptions andrepresentations, students need pictorial support to see theconnection between fractions and their life experience withwholes and parts. Increasingly our culture is relying on and
expecting images to convey meaning. “Screens” and theirimages are a part of students’ daily life.

ICT Support

Tablet applications

Pedagogicalbenefits of using
inexpensive
applications-student is in control of own learning pace-provides immediate feedback-provides for aural-learners-provides assessment piece

Teacher’s Overview

Concept of tablet computers; Concept of fractions

Tablet apps

“Understanding Fractions”(iPad); “Fractions” (Android)
TAG samples: Grade4Mathematics, Mathematics4-Number,apps, fractions, producing-show-understanding

See more at
nwtcurriculumlinks

K-12This image is used by permission.

GRADE 4 – ENGLISH LANGUAGE ARTS
Curriculum

Pedagogical Needin English Language
Arts Grade 4

ICT Support

Gr. 4

English Language Arts: Grade 4 General Learning Outcome 3: (Plan and Focus an inquiry or research andinterpret and analyze information and ideas, through a process)Essential Question from SO 3.3.2: eg. What is the easiest way to give credit to the intellectual property ofothers?
Students are required to create a bibiliography—to begin to cite references of the intellectual property ofothers—showing at least the author’s name and title of publication. Students need to understand ideas andinformation originate from people—like themselves—who are very interested in a subject. By showing
sources, they help others follow up on these people’s ideas. If the student creates its data (primary) others
can follow up with them. If the data they use is someone else’s (either primary or secondary), thebibliography points to the creator for further information. By remaining silent on their sources, students
actually take for themselves the authority of the ideas, and credit, as though they were the creators, andprovide no direction to the reader to conduct further research.
Online bibliography maker

Pedagogicalbenefits of online
bibliography
makersTeacher’s Overview-provides students automatically with either
author’s name and title of work and otherrequired information-provides choice of MLA, APA, etc. formatting-allows students to copy and paste the citation totheir word processed work
Concept of online bibliography, or citation
makersBibliography
makersbibme.org; easybib.com; citationmachine.net

See more at
nwtcurriculumlinks

TAG samples: bibliography-maker, citationcreator, intellectual-property,
EnglishLanguageArts4-organize-record-evaluate,
video, Gr4-12

Image of bibme.org homepage used with permission.

107

GradeK-12

ICT-SUPPORTED LEARNINGGRADE 5 – CULTURE-BASED LEARNING
Curriculum
Eg. Essential
Question
Pedagogical Needin Context
ICT Support

Pedagogicalbenefits of blogs
for students

Teacher’s Overview
Children’s blogs
See more at
nwtcurriculumlinks

Gr. 5

Dene Kede: “Bear” (p. 91); Inuuqatigiit: ”Bear” (p. 125)
Essential Question: eg. What can humans learn from bears? How ought humans behave around bears (eg.
when sharing the same space; when hunting them…)?
Students learn better when they can collaborate with others on common interests. Students can share theirprior experiences, knowledge, and impressions of wildlife through (and in response to) storytelling, images,
video, print. In this case example, they can blog (or web log) in protected school environments about themeaning of bears in the NWT and beyond.
Children’s blogging applications-individualized blogs within a safe and closed
classroom environment-designed for elementary age students-publishing blog posts may be easier for
students who are reticent to speak-students can join blog discussions thatinterest them-digital literacy for life is practiced as students
learn writing etiquette “online”
Concept of blogging (in general); list of blogs(not necessarily for kids)
Kidblog.org
TAG samples: blog, producing-showingunderstanding, online-reading, Grade5culture-based-learning, video, Gr3-6

Image by Beeblebrox, entitled, “Bearmailbox”, was made available for sharing in Wikipedia
article, “American black bear.” The incidence of bear attacks in parks and campgrounds declined
at Lake Louise State Park, Alaska after the introduction of bear-resistant garbage cans and otherreforms.

GRADE 5 – TOOLS FOR DIVERSITY
SupportPedagogical Need
ICT Support
Pedagogicalbenefits of using
flash card
applications
Teacher’s
Overview

Gr. 5

Essential Question: How can teachers assist
students develop study skills?
Students need to take ownership for theirown learning.
Applications in a flash card format—cards
that students can design.
-promotes independent study skill
development and organizational work skills
Concept of study software; Concept of study
skillsApplications

Flashcards Deluxe (iPad); Flux Cards (Android)

See more at
nwtcurriculumlinks

TAG samples: study-skills, organization, apps

Image used by permission.

108

GradeICT-SUPPORTED LEARNINGGRADE 5 – SOCIAL STUDIES
Curriculum

Pedagogical Needin Social Studies
Grade 5

ICT Support
Pedagogicalbenefits of Web
portals
Teacher’s Overview
Web portals in
education
See more at
nwtcurriculumlinks

K-12
Gr. 5

Social Studies: Grade 5, Canada: The Peoples and Stories of this Land
Essential Questions (p. 37-39): eg. Which origin story best shows how important the land is in people’s lives?
Which criteria did you use in order to make your choice?
Students need a “one-stop shop” tosearch questions and develop
positions on Canadian historicalevents. Students learn best throughweb experiences that are age/grade
appropriate.
Using a Web portal that is easily
searchable and rich.
-portals take some of the challengeout of having to use Boolean logic insearch engines to find appropriate
resources
Concept of Web portals
Historytrek, Teacher Tap
TAG samples: Gr5SocialStudies,
SocialStudies, webportal

Screenshot used with permission.

GRADE 5 - SCIENCE
Curriculum

Pedagogical Needin Science Grade 5

ICT Support
Pedagogicalbenefits of online
weather
services/databases
Teacher’s Overview
Weather services

See more at
nwtcurriculumlinks

Gr. 5
Science: Grade 5 (Earth and Space Systems)
Essential Question from Specific Learning Outcomes #1-5 (pg. 102 in Science curriculum): eg. How well canweather be predicted?
Students need to see the connection
between weather as reported andtheir own observations. Students
learn better when investigating withreal time data.
Online national weather officesearchable by region.
-a national sense of geography isreinforced when searching forregional weather predictions-cross-curricular opportunities tocollect, analyze, and display data at a
specific time over many years is
possible
Concept of weather/meteorologicalservices
weatheroffice.gc.ca (CAN) ,weather.gov (USA),theweathernetwork.com
TAG samples: video, weather,
Gr5Science, Science5-weather,gathering-making-sense, realtimedata

Screenshot of a government website.

109

GradeK-12

ICT-SUPPORTED LEARNINGGRADE 5 – MATH
Curriculum

Pedagogical Needin Mathematics
Grade 3
ICT Support

Pedagogicalbenefits of using
online games

Teacher’s Overview
Internet resource
See more at
nwtcurriculumlinks

Gr. 5
Mathematics: Grade 5 Strand: Number (Developing Number Sense)
Essential Question from SO#1 and 2: eg. What is the easiest way to understand parts and wholes: fractions or
decimals?
To support concrete and symbolic descriptions and representations, students need pictorial support to see theconnection between fractions and their life experience with wholes and parts. Increasingly our culture isrelying on and expecting images to convey meaning. “Screens” and their images are a part of students’ daily
life.
Integrated internet game-student is control of own learning pace-provides immediate feedback-provides for aural-learners-provides assessment piece-seamless integration of two importantmath concepts (wholes/parts, andestimation)
Concept of estimation; Concept ofdecimals. Concept of fractions“Chicken Coop”, Death to Decimals
TAG samples: Grade5Mathematics,
Mathematics5-Number, decimals, fractions,producing-show-understanding
This image is used by permission.

GRADE 5 – ENGLISH LANGUAGE ARTS

Gr. 5

Pedagogical Needin English Language
Arts Grade 4

English Language Arts: Grade 5 General Learning Outcome 4: (Clarify and enhance oral, written, and visualforms of communication, through a process)Essential Question from SO 4.1.3: eg. What is the best way for me to share my poem or story--through atalking book, an audio recording or reading my work out loud to the class?
Students can be offered the choice of “performing” their work out loud or “programing” PowerPoint to tell it
for them using the student’s voice, chosen images, and text. Students need choice of expression. They needto personalize sharing their creative products.

ICT Supports

Integrated software (eg. PowerPoint); audio recording app (eg. “Voice Memos”)

Curriculum

Pedagogicalbenefits of using
integrated
software; andaudio recording
applications

Teacher’s Overview-digital storytelling software is ubiquitous
in NWT schools in the form of PowerPoint-digital storytelling software is also on line
and free (eg. Photostory)-audio recording software allows a shy
student to record work without having to
publicly perform-audio recording apps are already on most
portal media players (eg. iPod) or is free
online (eg. Audacity)
Concept of digital cameras, Concept ofdigital storytelling

Digital Storytelling
software

Photo Story, Movie Maker, iMovie,
PowerPoint, Voice Memos, Audacity

See more at
nwtcurriculumlinks

TAG samples: presentation, digital-storytelling, EnglishLanguageArts5-clarify-enhance, video, Gr5-12, audiosoftware, visual-learners, digital-voice-recorders
Image used with permission by Blake Wile.

110

GradeICT-SUPPORTED LEARNINGGRADE 6 – CULTURE-BASED LEARNING
Curriculum

Pedagogical Needin Context

ICT Support
Pedagogicalbenefits of
podcasting
Teacher’s Overview
Podcasting
softwareSee more at
nwtcurriculumlinks

K-12
Gr. 6

Dene Kede: “Drum” (p. 15); Inuuqatigiit: ”Chanting and Drumming” (p. 79)
Essential Question: eg. How come the drum seems to be used where lots of people are gathered? Why does
the drum make people happy?
The drum is worth studying because it is thought to be a scared gift that creates Aboriginal unity, helps
student prayers, assists recreational enjoyment and helps people forget their worries for a while. Students
can actively create knowledge about drums and drumming through reflecting on their own experience as a
drummer; recording and thinking about those who do drum and sing; or by creating audio information about
drums that they learn from research and interviewing.
Audio recording and editing software resulting in a
“podcast”-limitless creative freedom-merging recorded sounds of others (or themselves) with
their own commentary—hence learning the first steps ofsynthesizing knowledge in an engaging way-an end product which is reproducible and shareable
Concept of audio recording, Concept of podcasting
Voice memos (iPod), Audacity (cross platform, free internetbased), Garageband (Mac)TAG samples: podcasting, producing-showingunderstanding, audio, recording, Gr6Culture-basedlearning, culture-based-learningThis image in the public domain entitled, "Blackfoot Chief, Mountain Chief making phonographic record at
Smithsonian, 2/9/1916”, was made available for sharing by the Library of Congress in Wikipedia article, “Sound
recording and reproduction.” This is a featured picture, which means that members of the community have identified
it as one of the finest images on the English Wikipedia, adding significantly to its accompanying article.

GRADE 6 – TOOLS FOR DIVERSITY

Gr. 6

SupportEssential Question: What can be done to help students share and show their prior knowledge and experience?

Pedagogical Need

Students are visually oriented and benefit from “seeing” their and others’ knowledge.

ICT Support

Pedagogicalbenefits of using
mind mapping
softwareTeacher’s
Overview
Applications
See more at
nwtcurriculumlinks

Mind mapping software can provide graphic support and self-directed control of how students collect andshow their knowledge and experiences.
-assists students withorganization of ideas forstudy, writing, project
development-enables students toelectronically share andproject their mind maps
-the maps provide an“outline” of research
processes and final student
synthesis that can bepresented
Concept of mind map;
Concept of study software
Idea Sketch (iPad); Flux
Cards (Android)
TAG samples: study-skills,organization, presenting,gather-make-sense

GNWT image made on an iPhone.

111

GradeK-12

ICT-SUPPORTED LEARNINGGRADE 6 – SOCIAL STUDIES
Curriculum

Pedagogical Needin Social Studies
Grade 5
ICT Support

Gr. 6

Social Studies: Grade 6, Our Place in the Nation
Essential Questions (B) from SS curric. guide, “Major Understandings” (p. 28, 29): eg. What, if any, does themovie “Avatar” have to do with Canada? Alberta? Sustainability? “The One Who Circles the Earth?”eg. How does the land of Canada shape our identities and how do we in turn shape the land?
Students have an opportunity to analyze instances where Canadians have attempted to preserve theirenvironment or modify and adapt to a changing environment. Students learn best when producing to show
their understanding for a real audience.
While conducting an inquiry through personal research or by participating in education networks tounderstand the broader Canadian context (see Teacher’s Overview below), students also create images of
their own local examples of sustainability and publish these using online minicard or postcard making
software.

Pedagogicalbenefits of online
card making-students enjoy images and the active nature of creating their own primary data
-many students enjoy depth over breath if given the time to specialize (eg. using less text but making it
compelling –carefully chosen descriptions for each image)

Teacher’s Overview

Concept of print-on-demand;
Concept of an education network

Print-on-demands
companies;
education
networks
See more at
nwtcurriculumlinks

Moo, Blurb, MyPublisher
iEARN
TAG samples: print-on-demands,
self-publishing, card-marking,
Gr6SocialStudies, SocialStudies

Image by Blake Wile. Example of a mini-card created using Moo.

GRADE 6 - SCIENCE
Curriculum

Pedagogical Needin Science Grade 6
ICT Support
Pedagogicalbenefits of rich
web sources (allstill needing abenefits check)

Teacher’s Overview

Gr. 6
Science: Grade 6 (Earth and Space Systems)
Essential Questions (SLO #1-5): eg. What happened to Pluto? Is it a planet anymore? What conditions would
have to exist for an asteroid to impact the earth?
Students learn better with images and simulations. Students need to see the connection between theacronym, MVEMJSUNP (my very eager mother just served us nine pizzas—for Mercury, Venus, Earth,...) andimages and simulations of that factual order.
Web site resource-The Web provides synthesis of images,
text, simulations very difficult forteachers to find time to build themselves-The Web can provide supplementaryaudio/video support to print-based
resources authored by the sameorganizations—in this case National
Geographic Society
Concept of non-profit, scientific, cultural,
educational institutions (in USA)
(Canada)Rich websites fromlarge non-profit
institutions

National Geographic Society, Royal
Canadian Geographic Society, CanadianSpace Agency, NASASee more at
nwtcurriculumlinks

TAG samples: Gr6Science, Science6earth-space, gathering-making-sense,
planets, images, visual-learners
This first-time image is in the public domain and made available in Wikipedia by NASA/Paolo Nespoli.

112

GradeICT-SUPPORTED LEARNINGGRADE 6 – MATH
Curriculum

Pedagogical Needin Mathematics
Grade 6

Gr. 6
Mathematics: Grade 6 Strand: Number (Number Operations)
Essential Question from Across the Strands: eg. How can I create and send my teacher/friends/parents mybest math ideas?
Students need to demonstrate an understanding of wholes and parts (improper fractions, ratios, decimals,
percents…) and increasing and decreasing of quantities (integers, multiplication, divisions…) and order ofoperations in solving a multistep problem. Students live and work in an integrated fashion; schools could
integrate play, work, art, and math to increase the intuitiveness of learning.

ICT Support

A drawing/notetaking tablet application

Pedagogicalbenefits ofelectronic notetaking in math.

-student provides doodles/illustrations that assist them toward a problem’s support-student has unlimited “paper” space to work
-student can send one “sheet” of the “notebook” or the whole notebook by email-students draft explanations/computations/supports can be digitally projected

Teacher’s Overview
Notetaking Apps

See more at
nwtcurriculumlinks

K-12

Concept of notetaking
and notetaking software
Penultimate (iPad);
Evernote (Android)
TAG samples:
Grade6Mathematics,
Mathematics6-Number,decimals, fractions,percentage, producingshow-understanding,emailing-work, art-math,intuitive

Image GNWT, created with Penultimate.

GRADE 6 – ENGLISH LANGUAGE ARTS
Curriculum

Pedagogical Needin English Language
Arts Grade 6

Gr. 6

English Language Arts: Grade 6 General Learning Outcome 3: (Plan and focus an inquiry or research andinterpret and analyze information and ideas, through a process).
Essential Questions from SO 3.2.1, 3.2.2: eg. How fictional are “facts”? How “factual” is fiction? Isn’t theinternet just “made up”?
Students are required to identify sources of information and evaluate those sources according to criteria. Thisskill is particularly employed across the curriculum. Students need to know that information exists as an
ecology. While students relish control over and choice in their learning, they need critical skills to makeinformed decisions about “facts” on the Web.

ICT Supports

Online game

Pedagogicalbenefits of using
online instructional
games
Teacher’s Overview-learning from a game can be more engaging than a lecturesince interaction is often required-high quality instructional games often exist as part of alarger network of cross-curricular games-students learn at their own pace
Concept of Cybersafety

Online games

Privacy Playground, CyberSense and Nonsense

See more at
nwtcurriculumlinks

TAG samples: cybersafety, across-the-curriculum,
EnglishLanguageArts6-analyze-interpret, video, Gr5-12,
free, critical-thinking, media-awareness-network

Screenshot used with permission.

113

GradeK-12

ICT-SUPPORTED LEARNINGGRADE 7 – CULTURE-BASED LEARNING
Curriculum

Pedagogical Needin Context

ICT Support
Pedagogicalbenefits ofcartooning
Teacher’s Overview
Comic-creating
softwareSee more at
nwtcurriculumlinks

Gr. 7

Dene Kede: “Leaders” (p. 179); Inuuqatigiit: ”Elders” (p. 47)
Essential Question: eg. What is a K’aawo? Can the differences be shown between these roles: Elders, Chiefs,
Leaders, K’aawo? For which of these leadership roles can young people “apprentice”? What are the newkinds of government leaders in my community?
Younger generations will acquire Dene pride andidentity by “apprenticing” Dene-style leadership in
their lives. Learning from past and present Denerole models will prepare them to help their own
and future generations work together to survive.
Expanding the role of “leader” is increasingly
important with changing levels of government.
Cartooning-limitless creative freedom-merging practical experience with elders andtechnology-an end product which is reproducible andshareable
Concept of cartoonist; Concept of digital
cartooning, Concept of comics; Concept of comicuse in education
Pixton.org (internet), Comic Life (Mac),
bitstripsforschools (internet)
TAG samples: cartoon, comics, Gr7Culture-basedlearning, culture-based-learning,

GNWT image. Photo credit Tessa Macintosh.

GRADE 7 – TOOLS FOR DIVERSITY
SupportGr. 7

Essential Question: What can be done to help students understand the effects of violence on relationship?
Students need to understand the alternatives in conflict situations. They need to know that choosing violence
significantly impacts relationships.
Tools for Change Educator's Website: a comprehensive listing of resources that promote healthy, equal
relationships, reviewed and critiqued using a strengths-based model. Each resource is matched to grade levels(3 -9) and the Ontario curriculum. A pedagogical review will help educators choose resources for their own
teaching style. This website has been developed by the Centre for Research and Education on Violence Against
Women and Children at the University of Western Ontario with funding from the Ontario Women's
Directorate.
-elementary lesson plans: JK-1; Gr. 23, Gr. 4-6, Gr. 7-8-secondary lesson plans: Canadianpolitics and citizenship; leadership andpeer support, media studies from asafe relationships perspective-resources for parents andadministrators

Pedagogical Need

ICT Support

Benefits of thisresource

Teacher’s
Overview

Concept of violence against women

Online resource
See more at
nwtcurriculumlinks

www.toolsforchange.ca
TAG samples: relationships, media,
conflict-resolution, violence-againstwomen

Screenshot used with permission.

114

GradeICT-SUPPORTED LEARNINGGRADE 7 – SOCIAL STUDIES
Curriculum
Pedagogical Needin Social Studies
Grade 7
ICT Support
Pedagogicalbenefits ofmultiple media use
Teacher’s
Overview
VideosOnline atlases
See more at
nwtcurriculumlinks

K-12
Gr. 7

Social Studies: Grade 7, The Circumpolar World
Essential Question (Topic C): eg. How challenging is it for indigenous peoples to take political leadership in
their circumpolar countries?
Through use of images, video, and possibly sound, students are expected to compare Canada’s geography,social changes, and current issues to other circumpolar countries. Students learn best when they canpersonalize learning through use of multiple forms of media.
Videos of international families;
online atlases; online articles-students can choose themedium they best learn by inaccessing circumpolar
information
Concepts of Circumpolar,
Concept of Arctic andCircumpolar North, Concept ofindigenous peoples“Families of the World”
worldatlas.com
TAG samples: Gr7SocialStudies,circumpolar-issues, atlas

Public domain image made available for sharing by user Trondtr in Wikipedia
article, “Indigenous Peoples”. Image depicts the first three presidents of theNorwegian Sami Parliament.

GRADE 7 - SCIENCE
Curriculum

Pedagogical Needin Science Grade 7
ICT Support

Pedagogicalbenefits of Web
portals

Teacher’s
Overview
A Web portal in
Science
See more at
nwtcurriculumlinks

Gr. 7
Science: Grade 7 : Planet Earth (Nature of Science Emphasis)
Essential Question Unit E (pg. 27 in Science curriculum): eg. Why did Japan’s Mar 11, 2011 earthquake causesome geologists to say we have to start all over with what we think about Plate Tectonics?
With this unit on Planet Earth, Grade 7 students explore the interrelationships among science, technology,society and the environment. Students need to see the big picture or the landscape of a discipline—in thiscase geology—before they appreciate the sub-categories.
Web site portal-portals take some of thechallenge out of having touse Boolean logic in searchengines to find appropriate
resources-portals provide a large
thematic context for subcategories enabling students
to see the “landscape” of thediscipline
Concept of Web portals
geology.com, dk online
encyclopedia
TAG samples: Gr7Science,
Science7-PlanetEarth,gathering-making-sense,
planets, continents, visuallearners, webportal

Image used with permission by Blake Wile. Watermelon Tourmaline
mineral on quartz matrix (crystal approximately 2 cm wide at face).

115

GradeK-12

ICT-SUPPORTED LEARNINGGRADE 7 – MATH

Gr. 7

Curriculum

Mathematics: Grade 7 Strand: Shape and Space (Transformations)
Essential Question from Specific Outcomes #4 and 5: eg. What does geometry have to do with reading a map?
Students need to understand how positions and shapes can be plotted on a “Cartesian plane.” Students needto practice concepts in a “low-stakes” interactive environment and through repetition gain understanding.
Repetition is easy in an electronic setting.

Pedagogical Needin Mathematics
Grade 6
ICT Support

Free online geometry software

Pedagogicalbenefits of using
online software
Teacher’s
Overview
Geometry
Applications/MathPractice
Application
See more at
nwtcurriculumlinks-cost savings-the study of positions and shapes is
the real focus over the “drawing” ofthem; this allows more practice timeand better understanding.
Concept of Cartesian system; Conceptof Geometry
GeoGebra, GnuPlot, IXL
TAG samples: Grade7Mathematics,
Mathematics7-Shape-Space,transformations, practice,
Gr7Mathematics

Image GNWT, Created with GeoGebra.

GRADE 7 – ENGLISH LANGUAGE ARTS
Curriculum

Pedagogical Needin English Language
Arts Grade 7
ICT Supports

Gr. 7

English Language Arts: Grade 7 General Learning Outcome 3: (Plan and focus an inquiry or research andinterpret and analyze information and ideas, through a process).
Essential Question from SO 3.2.1, 3.2.2: eg. How fictional are “facts”? How “factual” is fiction? Isn’t theinternet just “made up”?
Students are required to identify sources of information and evaluate those sources according to criteria. Thisskill is particularly employed across the curriculum. Students need to know that information exists as an
ecology. While students relish control over and choice in their learning, they need critical skills to makeinformed decisions about “facts” on the Web.
Online game

Pedagogicalbenefits of using
online instructional
games
Teacher’s Overview
Interactive website
See more at
nwtcurriculumlinks-learning from an online game canbe more engaging than a lecturesince interaction is often required-high quality instructional games
often exist as part of a larger
network of cross-curricular games-students learn at their own pace
Concept of Cybersafety
textEd.ca, Passport to the Internet
TAG samples: cybersafety, acrossthe-curriculum,
EnglishLanguageArts7-analyzeinterpret, Gr7-10, free, criticalthinking, relationships, netiquette

Screenshot used with permission.

116GradeICT-SUPPORTED LEARNINGGRADE 8 – CULTURE-BASED LEARNING
Curriculum

Pedagogical Needin Context

ICT Support
Pedagogicalbenefits of using
professionallyprinted products
Teacher’s Overview

K-12
Gr. 8

Dene Kede: “Grandparents” (p. 143); Inuuqatigiit: ”Elders” (p. 47)
Essential Question: eg. Did the Elders ever have the same feelings I have today? What do I miss out on if I
don’t ask a respected Elder a question? If I ask an Elder a question, how much of my life (eg. time and energy)
can I save by not having to find out the information by myself?
Cultural language, knowledge, values, and identity are provided by grandparents for the survival of the people
in future generations. They were a resource of practical wisdom used before any serious decisions were
made. Without them and their shared experiences, young people would have to rediscover the sameknowledge. Young people remember important information in differentiated ways. Technology can assist by
making it easy for small groups of students to digitally capture iconic cultural objects or practices and lay
these out in minicards, business cards, postcards, etc. with text about the enduring knowledge.
Printing products-limitless creative freedom-merging practical experience withelders and technology-an end product which is polishedand invokes pride
Concept of desktop publishing

Online print
products
companies

moo.com; zazzle.ca;
tasteofink.com

See more at
nwtcurriculumlinks

TAG samples: postcards,
minicards, businesscards, acrosscurriculum

GNWT image. Photo credit Tessa Macintosh.

GRADE 8 – TOOLS FOR DIVERSITY
SupportGr. 8

Essential Question: How can students use ICT to keep track of their learning?

Pedagogical Need
ICT Support
Pedagogicalbenefits
homework
tracking
applications
Teacher’s
Overview

Students need to be responsible for their own learning. ICTs they are becoming more familiar with can do this.
Their own personal smartphones and tablets can help them do this.
Applications that track
homework and school
responsibilities.
-track classes,
homework, tests,
assignments-time and black basedclass schedules-reminders
Concept of homework

Homework
applications
See more at
nwtcurriculumlinks

My Homework app(Apple, Android)
TAG samples:
homework, studyskills, organization

This image is used with permission.

117

GradeK-12

ICT-SUPPORTED LEARNINGGRADE 8 – SOCIAL STUDIES
Curriculum

Pedagogical Needin Social Studies
Grade 8ICT Support

Pedagogicalbenefits of wiki use

Teacher’s Overview
wikis
See more at
nwtcurriculumlinks

Gr. 8

Social Studies: Grade 8, The Changing World
Essential Question (Central Question C): eg. What technology has made the biggest difference to modernthstliving, or in the “global community” in the 20 /21 century? What criteria did you use for “biggest
difference”?
Through active use of social media and open source information, students can both find out and collaborate
on information to personalize their inquiry, and monitor their communications relative to theirparents/grandparents communications experience. Students learn best when they can personalize learning
through use of multiple forms of media.
Public wiki
-students can use the most famous wiki of all, Wikipedia,
to learn what the “global village” is saying aboutcommunication-Wikipedia provides sub-categories that help students
personalize learning-Wikipedia provides external sources and otherbibliographical references-students can create public wikis to share knowledge
Concept of wiki; Concept of open source intelligence;
Concept of Wikipedia; Concept of wiki hosting services
Wikipedia, Wikispaces, PBWorksTAG samples: Gr7SocialStudies, circumpolar-issues, atlas,wiki, collaboration

Image available for sharing by author Carrigg Photography in Wikipedia article, “Wiki”. Image of Ward
Cunningham, inventor of the wiki (his first wiki software was called, WikiWikiWeb.

GRADE 8 - SCIENCE
Curriculum

Pedagogical Needin Science Grade 8
ICT Support
Pedagogicalbenefits of online
simulations
Teacher’s Overview
Web resource

See more at
nwtcurriculumlinks

Gr. 8
Science: Grade 8: Freshwater and Saltwater Systems (Social and Environmental Emphasis)
Essential Question Unit E (pg. 47 in Science curriculum): eg. What do the Maldives and Tuktoyaktuk have incommon? How could Greenland’s ice sheets change life for the New York Rangers in Manhattan, New YorkCity?
A strong theme in this unit is the interrelatedness of all things. Students learn better with integrated media
and simulations.
Web site portal-students learn by “seeing”-students develop a literacy for“demonstration throughsimulation”—a skill for high schooland beyond-cost-effectiveness over creating or
acquiring the real thing
Concept of simulations
PhET (interactive supports);
creativeteachingsite.com
TAG samples: Gr8Science, Science8Freshwater-Saltwater-Systems,
gathering-making-sense, oceanbasins, simulations, glaciers, water,
oceans, sustainability

Image available for sharing by creator Shahee IIyas in Wikipedia article, “Maldives”.
Image identified as one of the finest images on the English Wikipedia.

118GradeICT-SUPPORTED LEARNINGGRADE 8 – MATH

K-12
Gr. 8

Pedagogical Needin Mathematics
Grade 6

Mathematics: Grade 8 Strand: Shape and Space (Measurement)
Essential Question from Specific Outcomes #3 and 4: eg. Why is the object illustrated below called the “Cyrus
Cylinder”? How could this cylinder affect Middle East current events?
Students are expected to determine the surface area of a cylinder. Students need to practice concepts in a“low-stakes” interactive environment and through repetition gain understanding. Repetition is easy in anelectronic setting. Also, students need to understand the historical significance of certain objects.

ICT Support

Free online virtual manipulatives.

Curriculum

Pedagogicalbenefits of using
online software
Teacher’s Overview-cost savings-the study of positions and shapes is
the real focus over the “drawing” ofthem; this allows more practice timeand better understanding.
Concept of virtual manipulatives,
Concept of geometric shapes

Geometry
Applications/MathPractice
Application

National Library of Virtual
Manipulatives, IXL (Grade 8)

See more at
nwtcurriculumlinks

TAG samples: Grade8Mathematics,
Mathematics8-Shape-Space,measurement, practice, virtual,
manipulatives, geometry

Image made available for sharing by Mike Peel in Wikipedia article, “Cyrus Cylinder.”GRADE 8 – ENGLISH LANGUAGE ARTS
Curriculum

Pedagogical Needin English
Language Arts
Grade 8ICT Supports
Pedagogicalbenefits of using
online instructional
games
Teacher’s Overview
Interactive website
See more at
nwtcurriculumlinks

Gr. 8

English Language Arts: Grade 8 General Learning Outcome 3: (Plan and focus an inquiry or research andinterpret and analyze information and ideas, through a process).
Essential Questions from SO 3.2.1, 3.2.2: eg. Is it biased when a company says it has the best support for aparticular problem? What if someone independent of the company confirms that? Aren’t we all biased?
What is the relationship between bias and diversity?
Students are required to identify sources of
information and evaluate those sources
according to criteria. This skill is particularly
employed across the curriculum. Students needto understand the power and implications ofwords.
Online game-learning from an online game can be moreengaging than a lecture since interaction is often
required-high quality instructional games often exist as
part of a larger network of cross-curriculargames-students learn at their own pace
Concept of bias, Concept of Cyber-bullying
Allies and Aliens, Passport to the Internet
TAG samples: cybersafety, across-curriculum,
EnglishLanguageArts8-analyze-interpret, Gr7-10,
free, critical-thinking, prejudice, bias

Image in the public domain, dated May 11, 2011. Created from the government work of Centers for
Disease Control and Prevention, USA Department of Health and Human Services. Wikipedia article,“cyberbullying”.

119GradeK-12

ICT-SUPPORTED LEARNINGGRADE 9 – CULTURE-BASED LEARNING
Curriculum

Pedagogical Needin Context
ICT Support
Pedagogicalbenefits of using
wikis

Teacher’s Overview
wikis
See more at
nwtcurriculumlinks

Gr. 8

Dene Kede: “Earth Medicine” (p. 42); Inuuqatigiit: ”Medicine and Healing” (p. 71)
Essential Questions: eg. What natural remedies are being used today in my community?
What traditional medicines and natural remedies does the nursing station or local doctor promote?
Can certain plants be considered both food and medicine?
Earth medicine is a gift that has enabled Aboriginal people to survive and can be considered in both spiritualand practical ways. The environments that produce Earth Medicines and the cultures that encouraged theiruse are being both lost and returned to at the same time. Wiki technologies can assist by making it easy for
individuals and groups of students to share and learn stories and expertise from others in the region, territory,
country and world about Earth Medicines and healing.
wikis-control of the privacy settings and how
many people can be “editors” (writers)-with a couple of keyboard strokes (andno code!) student work can be live on theinternet in minutes-any member of the wiki can build
collective knowledge about chosen topics
Concept of wiki; Concept of open source
intelligence; Concept of Wikipedia;
Concept of wiki hosting services, Conceptof traditional medicines, more, more
Wikipedia, Wikispaces, PBWorksTAG samples: Gr8Culture-basedknowledge, …

Screenshot of a wikispace.

GRADE 9 – TOOLS FOR DIVERSITY
SupportPedagogical Need
ICT Support
Pedagogicalbenefits of TED
talks
Teacher’s
Overview

TED talks examples

See more at
nwtcurriculumlinks

Gr. 9

Essential Question: How can schools benefit from artists and educators who adapt inspiration talks forstudent learning? How can schools benefit from TED talks?
Students need choice. Students benefit from inspiration that can be personalized and made developmentally
appropriate for secondary students.
Technology, Entertainment, Design (TED): Ideas Worth Spreading
TED website; TED tablet application-fascination-inspiration-imagination-learning
Concept of TED conferences
Jean-Baptiste Michel: The
mathematics of history; JP
Rangaswami: Information isfood; Rory Sutherland:
Perspective is everthing
TAG samples: TED, inspiration,
personalized-learning,
differentiation

This image is made available for sharing by author, Erik Charlton in Wikipedia
article, “TED”. Robert Ballard (the man who found Titanic, Bismarck, USS
Yorktown, and JFKs PT-109) gave an impassioned presentation on theimportance exploring our oceans. He founded the JASON Project to let
students collaborate with scientists while exploring the underwater universe.

120GradeICT-SUPPORTED LEARNINGGRADE 9 – SOCIAL STUDIES

Curriculum

Pedagogical Needin Social Studies
Grade 9ICT Support
Pedagogicalbenefits ofcartooning
software use
Teacher’s Overview
Comic-creating
softwareSee more at
nwtcurriculumlinks

K-12
Gr. 9

Social Studies: Grade 9, The Growth of Canada (NWT curriculum); Canada: Opportunities and Challenges(Alberta curriculum).
Essential Question (NWT: Central Question C; AB: General Outcome 9.2): eg. What do low interests rates, orthe ability to borrow money from the bank cheaply, have to do with a prosperous Canadian citizen? Do I haveto spend even 5 minutes thinking about whether a bunch of people in Arizona lost their homes because they
couldn’t make the monthly payments?
Students need to understand that large policy
discussions they hear every day on the national news
eventually impact their northern lifestyle. Canada’s
international relationships affect their territory.
Students learn best when they can “see” concepts
illustrated through stories and scenarios.
Cartooning, image annotating, storytelling software-students are more engaged with images-rich text
-critical thought is strengthened through engaged
selection of just the right image, body-language, andlanguage-graphic novels are increasingly used in education
Concept of comics; Concept of comic use ineducation
Pixton.org (internet), Comic Life (Mac),
bitstripsforschools (internet)
TAG samples: comics, Gr9SocialStudies, create,storytelling, cartoon

Image available for sharing by author Greg Williams in Wikipedia article, “Cartoon ”.

GRADE 9 - SCIENCE
Curriculum

Pedagogical Needin Science Grade 9

ICT Support
Pedagogicalbenefits ofgovernment Web
sites
Teacher’s Overview
Web resource
See more at
nwtcurriculumlinks

Gr. 9
Science: Grade 9: Space Exploration (Science and Technology Emphasis)
Essential Question from Unit E (pg. 70 in Science curriculum): eg. How does exploration of space benefit lifeon earth?
Wonder and curiosity are sharpened in this unit andshown to be the drivers behind supports tointractable problems on earth such as life-support
systems, communication technologies, etc. Students
learn better with integrated media, simulations, andstories from the discipline being studied.
Government agency online resource-comprehensive background and current status of adiscipline provided-comprehensive range of audiences-modelling famous Canadians in the field
Concept of space exploration; Concept of CanadianSpace Agency
Canadian Space Agency (asc-csa.gc.ca)
TAG samples: Gr9Science, Science9-SpaceExploration, gathering-making-sense, Canadians,
curiosity,

This image is in the public domain and made available by NASA in Wikipedia , “Julie Payette”.

121GradeK-12

ICT-SUPPORTED LEARNINGGRADE 9 – MATH

Gr. 9

Pedagogical Needin Mathematics
Grade 9Mathematics: Grade 9 Strand: Shape and Space (Measurement)
Essential Question from Specific Outcomes #1: eg. What more can circle geometry tell me beyond the way theshape describes life cycles and patterns?
Students are expected to use circle properties to solve problems and justify their strategies. Students need to
be able to manipulate shapes interactively to gain greater experience with and transfer of knowledge toapplied geometry.

ICT Support

Licensed software

Curriculum

Pedagogicalbenefits of using
licensed software
Teacher’s Overview-accountability to the market for easeand breadth of use, investment inresearch and development in the
product-customer care and support are usuallyassociated with productConcept of circles, Concept of Euclidean
geometry

Geometry
Applications

The Geometer’s Sketchpad

See more at
nwtcurriculumlinks

TAG samples: Grade9Mathematics,
Mathematics9-Shape-Space, interactivesoftware, measurement, practice,virtual, geometry

Image of Khan As'ad Pacha Al-'Azem – Damascus, created by Jim Gordon, was madeavailable for sharing by Bassem Jarkas in Wikipedia article, “Euclidean geometry.”

GRADE 9 – ENGLISH LANGUAGE ARTS
Curriculum

Pedagogical Needin English Language
Arts Grade 9

ICT Supports

Pedagogicalbenefits of using
online instructional
games
Teacher’s Overview
Interactive
websites
See more at
nwtcurriculumlinks

Gr. 9

English Language Arts: Grade 9 General Learning Outcomes (all).
Essential Question for teachers: eg. Where can I go for a “one-stop-shop” for lessons that I can use to help
students become critical and ethical users of media and the Internet?
Students are required to comprehend and respond with critical interpretations and analysis, and represent
with clarity and artistry their synthesis for an appropriate audience. Students need direct instruction toaddress such issues as bias in the news, fact vs. opinion, deconstructing webpages, authentication online
resources, how to use Wikipedia in all their courses, diversity and hate in the media, …
A nationally popular and researchedbased, reliable network of resources forteachers of media awareness. This is the
responsibility of all teachers.
-the resources are tied to the ELA
curricular outcomes of the Northwest
Territories-lessons are ready-made for teachers to
adopt or adapt-same network provides free and NWTlicensed online games/tours/experiences
Concept of education network
NWT licensed resources:
mnet.hypernet.ca/e/ (see page 162-164),
Free tutorials: http://mediasmarts.ca/
TAG samples: media-awareness, acrosscurriculum, EnglishLanguageArts9, free,critical-thinking, licensed-resources
Screenshot used with permission.

122

GradeICT-SUPPORTED LEARNINGGRADE 10 – CULTURE-BASED LEARNING
Curriculum

Pedagogical Needin Context

ICT Support
Pedagogicalbenefits of using
online youth
networks

Teacher’s Overview
Communities of
Youth
See more at
nwtcurriculumlinks

K-12
Gr. 10Dene Kede: “The Child” (p. 152); Inuuqatigiit: ”Responsibilities of Girls” (p. 47) “… Boys” (p. 63)
Essential Questions: eg. How can I fulfill the expectations of the Elders as well as those with modern
expectations for me in a wage economy? How do other young people around the world balance theircultures’ traditional expectations with newer global expectations?
Inuit grandparents and parents have expectations for their children. In the Dene cultures, children need toknow how valuable they are to the culture, Elders, and people. By learning how children were raised in thepast compared with the present they will deepen their values for sharing, self-discipline and respect for timetested wisdom. By watching the growing child, experiences are to be provided that will help the child become
what it is meant to be. Technology can help young people with online places and spaces to learn about role
expectations, youth possibilities, and taking action.
Online youth networks-students can share and compare
their experiences with otheryoung people-students have an authentic
audience for their ideas-students develop critical thinking
by being exposed to others whomake “reasoned judgments”
Concept of online community;
Concept of TakingITGlobal
TakingITGlobal; Taking ITGlobalIndigenous Canada; Taking
ITGlobal-Canada; iEARNTAG samples: postcards,
minicards, businesscards, acrosscurriculum

Screenshot from TIGed. Use with permission.

GRADE 10 – TOOLS FOR DIVERSITY

Gr. 10SupportEssential Question: To what extent can my students be inspired by online thought leaders that supplementclassroom inspiration? How can I differentiate for the many interests of students in my class with an online
tool that inspires them in the area of their interest?

Pedagogical Need

Students need choice. Students benefit from inspiration that can be personalized.

ICT Support

Technology, Entertainment, Design: Lessons Worth Spreading (TED-ed)(Inspired by Technology, Entertainment, Design (TED): Ideas Worth Spreading)
TED-Ed’s commitment to creating lessons worth sharing is an extension of TED’s mission of spreading greatideas. Within the growing TED-Ed video library, you will find carefully curated educational videos, many ofwhich represent collaborations between talented educators and animators nominated through the TED-Ed
platform.

Pedagogicalbenefits of TED
talks
Teacher’s
Overview-fascination, inspiration-imagination, learninged.ted.com

TED-ed examples:“Just how small is an atom?”;“How folded paper can get you
to the moon”; “The power ofsimple words”

See more at
nwtcurriculumlinks

TAG samples: TED, TEDed

Use of Screenshot: permission pending.

123GradeK-12

ICT-SUPPORTED LEARNINGGRADE 10 SOCIAL STUDIES
Curriculum

Gr. 10Social Studies: Grade 10-1; 10-2: Perspectives on Globalization; Living in a Globalizing World
Essential Questions from Related Issues: eg. How has globalization affected your indigenous or non-indigenous
community?

Pedagogical Needin Social Studies
Grade 10Students need to discover the realities of globalization by communicating with those affected global
communities. Students learn better with visuals.

ICT Support

Online Education Networks

Pedagogicalbenefits of joining
communities ofyouth-students can communicate with students from other global communities-students develop critical understandings of their own contexts and identities through comparing andcontrasting while making personal connections to global youth-students will be presented with opportunities to take action on many different levels; the criteria for action
will be a class by class reasoned judgment
Concept of online community; Conceptof TakingITGlobal
TakingITGlobal; Taking ITGlobalIndigenous Canada; Taking ITGlobalCanada; iEARNTAG samples: gather-making-sense,
community, globalism, global-issues,
SocialStudies10, Gr10, indigenous-youth

Teacher’s
Overview
Communities of
Youth
See more at
nwtcurriculumlinks

This image was made available for sharing by cellanr in Wikipedia article, “One Laptop Per
Child.” Kagugu Primary School, Kigali, Rwanda.

GRADE 10 - SCIENCE 10
Gr. 10Science: Grade 10 (Unit D and beyond): Energy Flow in Global Systems (Social and Environmental Contexts
Curriculum
Emphasis).
Essential Question from Unit D (pg. 29 in Science 10 curriculum): eg. Isn’t a warmer Earth better for human,
animal and plant life?
Pedagogical NeedThe extent to which humans are having an impact on the earth’s energy flow (absorption and transfer ofin Science Gradethermal heat at or near earth’s surface) is a serious field of study. Students learn better with integrated
10
media, simulations, and stories from the discipline being studied.
ICT Support
wikis
Pedagogical-because the common teacher is able to easily create a wiki website, strong teacher practices are being
benefits of using
documented in wikis-wikis allow for private, semi-private, or public and global participation in an inquiry
wikis
Concept of wiki; Concept ofopen source intelligence;
Teacher’s Overview
Concept of Wikipedia; Conceptof wiki hosting services
Wiki Web resource PrettyGoodPhysics.wikipsaces.com
TAG samples: Gr10Science,
Science10-Energy-Flow,See more atgathering-making-sense,
nwtcurriculumlinks
curiosity, heat, energy, physics,
Science 10, wikispaces“ Green House Gas (GHG) per capita 2005” is made available for sharing byuser, Sailsbystars in Wikipedia article , “Global Warming”.

124GradeICT-SUPPORTED LEARNINGGRADE 10 – MATH
Curriculum
Pedagogical Needin Mathematics
High School
ICT Support
Pedagogicalbenefits of using
licensed software
Teacher’s Overview
Tablet Application
See more at
nwtcurriculumlinks

K-12
Gr. 10Mathematics: High School Algebra
Essential Question: eg. How can I get individual help with Algebra when I need it?
Students are expected to solve Algebra questions in Grade 9, 10C, 20-1, 20-2, 30-1 and 30-2 Students need to
be able to test out their Algebra supports and receive instant support to scaffold their learning.
Tablet application-accountability to the market for easeand breadth of use, investment inresearch and development in the
product-customer care and support are usuallyassociated with productConcept of Algebra
Algebra Touch (iPad); meStudying:
Algebra 1 (iPad); Algebra Tutor(Android)
TAG samples: Grade10Mathematics,
Algebra, Gr9-12, problem-solving,
MathImage GNWT, created with Algebra Touch.

GRADE 10 – ENGLISH LANGUAGE ARTS
Curriculum

Pedagogical Needin English
Language Arts
Grade 10ICT Supports
Pedagogicalbenefits of using
online instructional
games
Teacher’s Overview

Concept of education network

Interactive
websites

NWT licensed resources:
mnet.hypernet.ca/e/ (see page 162-164),
Free tutorials: http://mediasmarts.ca/
TAG samples: across-curriculum,
EnglishLanguageArts10, critical-thinking,licensed-resources, digital-citizenship,
ethical-use

See more at
nwtcurriculumlinks

Gr. 10English Language Arts: Grade 10-12 General Learning Outcomes (all).
Essential Question: eg. Who will teach me about online tools so I don’t make a big intractable mistake with
my identity and privacy? Are their features of online tools that I don’t think I need to use?
Students are required to comprehend and respond with critical interpretations and analysis and represent
with clarity and artistry their synthesis for an appropriate audience. For example:-research and authenticate online information-manage privacy and reputation-deal with online relationships-use digital media in an ethical mannerStudents need direct instruction—but through simulations of their favourite online experiences--to learn theessentials of online literacy.
An online award winning tutorial forsecondary students.
- Students may be more engaged to learn
digital literacy through simulations andvideo messages, from clips of teens withskilled supports for online safety, thanthey would be from an adult “warning”
them.

Image used with permission.

125GradeK-12

ICT-SUPPORTED LEARNINGGRADE 11 – CULTURE-BASED LEARNING
Curriculum

Pedagogical Needin Context

ICT Support
Pedagogicalbenefits of using
non-linear
representations(such as virtual
museums)
Teacher’s Overview
Applications used
to build virtual
museums inschools
See more at
nwtcurriculumlinks
Screenshot, GNWT.

Gr. 10Dene Kede: “One Who Circled the Earth” (p. 12); Inuuqatigiit: “Tunngavinga: The Foundation” (p. 30, 31)
Essential Questions: eg. How important are cultural laws to my identity?
How does my Dene or Inuit cultural identity affect my identity as a Canadian?
In what ways does my Canadian identity influence my Aboriginal identity?
ONE WHO CIRCLED THE EARTH (12)The story of Yamozah in the legend of “The One Who Circled the Earth” ties all five Dene tribes of the Dene
Nation together, as well as to the whole world. By understanding the nature of the Dene Laws students willrealize where they come from and how they are a part of something bigger and greater. The Inuit focus on
the Circle of Belonging, Cycle of Life, and Cycle of Seasons help explain life’s purposes and cultural identity.
Technology can assist students in showing their synthesis to essential questions about identity and nation.
Non-linear representations-students can create a theme
room with media rich experiences
for the visitor-students have a “place” or a room
for the subcategories of theirlearning
Concept of a virtual museum,Concept of virtual museums using
PowerPoint
PowerPoint, Keynote
TAG samples: virtual-museums,
culture-based-knowledge, inquiry

GRADE 11 – TOOLS FOR DIVERSITY

Gr. 11

SupportEssential Question: What kind of broad study/knowledge skills can help students at test taking time that
addresses the language of tests?

Pedagogical Need

Recognizing ideas/concepts behind the language experienced on formal tests.

ICT Support

Applications that bring new words and meanings to students each day.

Pedagogicalbenefits of drawing
applications

Teacher’s
Overview
Vocabulary app;
online resources
See more at
nwtcurriculumlinks-some applications gather (or“aggregate”) daily words (from otherlanguages as well) from prominent“word of the day” providers, such as
Merriam-Webster-quizzes offer review opportunities ofprevious words-this process better prepares students
to recognize these words or their roots
when they appear in future documents
such as diploma tests.
Concept of vocabulary; Concept ofAlberta Diploma Exams; Concept of Test
(assessment)
Vocabology; vocabulary.com
TAG samples: vocabulary, diplomaexams

This image is used with the permission of the creators of "Vocabology for iPhone".

126

GradeICT-SUPPORTED LEARNINGGRADE 11 - SOCIAL STUDIES
Curriculum

Pedagogical Needin Social Studies
Grade 10

Gr. 11Social Studies: Grade 11-1; 11-2: Perspectives on Nationalism; Understandings of Nationalism
Essential Questions from Related Issues: eg. What is a good Canadian? How important to me is it to be agood Canadian?
How important to me are my peoples’ views, or my “nation’s” views of life inside Canada?
Students need to have the landscape of nationalism
shown them through the arts, at least as an
introduction to the topic. Students learn better withmulti-media.

ICT Support

National Film Board

Pedagogicalbenefits of joining
communities ofyouth-films exploring Canadian and Aboriginal nationhoodand identity are made available free throughstreaming-films can be downloaded for education on a
subscription basis
Concept of nationalism; Concept of Canadiannationalism; Concept of a National Film Board
National Film Board
TAG samples: gather-making-sense, identity,
Canadian-identity, Canadian-nationalism, free,subscription, across-curriculum, SocialStudiesGr11,
nationalism, French-version, Aboriginal

Teacher’s Overview
Film Board
See more at
nwtcurriculumlinks

K-12This image was made available for sharing by user Padraic Ryan in Wikipedia article, “Aboriginal Affairs andNorthern Development Canada.” Monument to Aboriginal war veterans in Confederation Park, Ottawa,
Canada.

GRADE 11 – CHEMISTRY 20
Gr. 11
Chemistry 20: Grade 11 (all units of study).
Curriculum
Essential Question from Unit D (pg. 29 in Chemistry 20 curriculum): eg. How can salt water freeze? Don’t we
use salt to melt icy steps and roads?
Pedagogical Need
Teachers are required to make understandable the diversity of matter and chemical bonding; forms of matter,
in Chemistry Grade gases; supports, acids, bases, and quantitative relationships in chemical changes. Teachers can benefit from20
the syntheses of other teachers instead of starting from scratch for each lesson.
ICT Support

Pedagogicalbenefits of using
wikis

Teacher’s Overview
Web resource
See more at
nwtcurriculumlinks

Digital presentation repositories- chemistry teachers can adopt and adapt
the digital presentations of thousands ofother creators who have uploaded to arepository; and create and upload theirown syntheses to add to collective
chemistry knowledge from their own
Northern contexts.
Concept of Slideshareslideshare.net
TAG samples: Gr11Chemistry,
Chemistry20, gathering-making-sense,
curiosity

This image is a screenshot of a shareable digital presentation from Slideshare.net.

127

GradeK-12

ICT-SUPPORTED LEARNINGGRADE 11 – MATH
Curriculum

Gr. 11

Pedagogical Needin Mathematics
High School

Mathematics: Pre-Calculus
Essential Question: eg. Why is the greatest increase of sunlight on Mar. 21?
Students are expected seek supports for theoretical math problems that are generally cross-disciplinary andintractable. To scaffold their learning, students need to be able to test out their “pure math” supports to thisproblem and receive instant graph results.

ICT Support

Graphing applications

Teacher’s Overview-accountability to the market for easeand breadth of use, investment inresearch and development in the product-customer care and support are usuallyassociated with productConcept of Pure Mathematics

Licensed resource

Geometer’s Sketchpad, GeoGebra

See more at
nwtcurriculumlinks

TAG samples: Grade11Mathematics, PreCalculus, Gr9-12, problem-solving, Math

Pedagogicalbenefits of using
licensed softwareThis image entitled, “AxialtiltObliquity”was made available for sharing by Dennis Nilsson in
Wikipedia article, “Equinox.”

GRADE 11 – ENGLISH LANGUAGE ARTS
Curriculum

Pedagogical Needin English Language
Arts Grade 11

Gr. 11English Language Arts: Grade 10-12 General Learning Outcomes (all).
Essential Question: eg. How can I speak to a wider audience through “texts” that interest me as a student:
narrative and other styles, images, and videos?
Students are required to comprehend and respond with critical interpretations and analysis and represent
with clarity and artistry their synthesis for an appropriate audience. This artistry needs to be youth engaging,life-sized, personal meaning-making that reflects the current open, participatory culture in which we live.
Students need opportunities to speak to an audience with a tool that expands beyond, but includes
exposition—a tool where an ecosystem of expression-types exists naturally—a continuum from Facebook justin-time text to more formal meta-cognitive reflections and responses to literature and still and video images.

ICT Supports

Blogs, wikis (collaborate on actual text vs. responding to others static blog text)

Pedagogicalbenefits of using
online instructionalblogs-an engaging tool that encourages both personal preference as well as reasoned judgements-provides opportunity to become familiar with blog “voice” and convention-is multi-purpose and multimodal

Teacher’s Overview

Concept of blog, Concept of educational Blogs,
Concept of microblogging

Blog examples
See more at
nwtcurriculumlinks

Edublogs (older students), Kidblog (younger
students)
TAG samples: across-curriculum,
EnglishLanguageArts20, critical-thinking, free,licensed-resources, digital-citizenship, ethical-use

Image made available for sharing by user, glassbeednorth, under a Creative Commons license in Flickr.
th@manyvoices is a published version of a story that concluded after the 140 tweet from 100 students inelementary and middle schools from six countries.

128

GRADE 12 – CULTURE-BASED LEARNING
Curriculum

Pedagogical Needin Context

ICT Support
Pedagogicalbenefits of online
card making
Teacher’s Overview

Gr. 12Dene Kede: “Geography and Land Use” (p. 27); Inuuqatigiit: “Tunngavinga: The Foundation”” (p. 30, 31)
Essential Questions: eg. How important are cultural laws to my identity?
How does my Dene or Inuit cultural identity affect my identity as a Canadian?
In what ways does my Canadian identity influence my Aboriginal identity?
Dene Elders have said that the Land is life itself; if life is to continue then the Land must be cared for. Love forthe land will lead to stewardship and pride. Being able to read the Land with its distinctive landmarks are
essential skills when on the vast lands of the NWT. Attention to places with “living forces” and unique legends
help young people become identified with the ideals and values associated with these places. Technology canhelp young people show their synthesis of this learning with final products that showcase the Land and themeaning attached to it.
Book publishing-students enjoy images and the active nature of creating their own primary data
-many students enjoy depth over breath if given the time to specialize (eg. using less text but making it
compelling; create carefully chosen descriptions for each image).
-the possibility of using Aboriginal fonts is a possibility on a company by company basis
Concept of print-ondemand;

Print-on-demands
companies

Moo, Blurb, MyPublisher

See more at
nwtcurriculumlinks

TAG samples: print-ondemands, self-publishing,card-marking,
Gr12Culture-basedlearning, …

Back Bay in Yellowknife, Image credit, Blake Wile.

GRADE 12 – TOOLS FOR DIVERSITY
SupportPedagogical Need

Essential Question: How can the various components of inquiry, from planning and questioning tometacognition, motivation, and confidence be unified and supported with an ICT that synthesizes and shows
the personal learning process?
Students can get lost during an inquiry especially if it seems like too “many components” from start to finish.
Students can benefit from tools that synthesize and show the connections between all components of inquiry
and information and ideas learned.

ICT Support

Mind mapping tools.

Pedagogicalbenefits of mind
mapping tools-show connections and relationships between ideas and sources-illustrate ideas with images-provides “speaking notes” during presentation and graphics to engage the audience

Teacher’s
Overview

Concept of mind map;
Concept of concept map;
Concept of argument map
XMind; Mindmeister;Omnigraffle; iThoughtsHDTAG samples: mind-map,
study-skills, presenting,graphic-organizer

Mind map
softwareSee more at
nwtcurriculumlinks

Gr. 12This image is used with permission.

GradeK-12

ICT-SUPPORTED LEARNINGGRADE 12 SOCIAL STUDIES
Curriculum

Gr. 12Social Studies: 30-1; 30-2: Perspectives on Ideologies; Understandings of Ideologies
Essential Questions from Related Issues: eg. What would be my role as a citizen if I lived in a society thatvalued common good and collectivism? What adjustments to their orientation of “role of citizen” do Bhutan
immigrants have to make when they move Canada? What adjustments do southern Canadians have to maketo “role of citizen” when they move to the NWT?

Pedagogical Needin Social Studies
Grade 12Students would benefit from connecting with students who are living other ideologies. Students learn betterwith the choice of collaboration—when it is deemed to be engaging.

ICT Support

Wiki (creating projects or/and finding and joining other wikis already working on ideologies)

Pedagogicalbenefits of wikis-wikis can be authored (inquiry framed) by teacher or student and made private, protected, or public-ideology wikis can be joined and contributed to from Canadian, and northern perspectives
Concept of wiki; Concept of open source
intelligence; Concept of Wikipedia;
Concept of wiki hosting services
wikispaces (top right of sign in page)
TAG samples: gather-making-sense,
identity, Canadian-identity, ideology,
free, subscription, across-curriculum,
SocialStudiesGr12, wiki

Teacher’s Overview
Wiki
See more at
nwtcurriculumlinks

This image in the public domain was made available for sharing by user Baburkhan fromthe work of Mario Biondi in Wikipedia article, “Gross national happiness.”

GRADE 12 - SCIENCE
Gr. 12Curriculum
Biology: Grade 12 (Unit C and beyond): Cell Division, Genetics and Molecular Biology (Change and Diversity)
Essential Question from Unit D (pg. 30 in Biology 30 curriculum): eg. Aren’t mutations bad?
Charts, illustrations, videos, and text are available for adoption or adaptation to help students understandPedagogical Need
how cell processes allow for growth and reproduction, and transmission of genetic information from one
in Science Grade 12 generation to another. Students learn better with integrated media, simulations, and stories from thediscipline being studied.
Online repository of interactive whiteboard
ICT Support
lessons-the lessons come from an “ecosystem” of
Pedagogicalcreators on a continuum of very high level
benefits of using
sources such as the branch of Discovery
interactive
specializing in education to the common
credentialed Biology teacher.
whiteboard lesson-lessons are written appropriately for student
repositories
audiences from a practitioner’s perspective
Teacher’s Overview Concept of interactive whiteboards
Interactive
Whiteboard andexchange.smarttech.com, mimeoconnect.com
Mimeo repositories
See more at
TAG samples: Gr12Biology, Biology30nwtcurriculumlinks celldivision-genetics; interactive-whiteboard“ Three cell growth types” is made available for sharing by user, Saperaud in Wikipedia article ,“Cell Division”.

130GradeICT-SUPPORTED LEARNINGGRADE 12 – MATH
Curriculum

Pedagogical Needin Mathematics
High School

Gr. 12Mathematics: Pre-Calculus (and Mathematical Storytelling)
Essential Question: eg. How would math and science work together to rescue trapped miners?
By leveraging situations or accessing cultural objects thatnaturally spark curiosity, the likelihood of increased engagement
and rigor in problem solving will increase. Some approaches willlead to more sustained work and even the creation of replicas or
new objects on math principles. Students benefit from mathproblems that spawn curiosity and engagement—a process thatin part explains the need for math theory and practice.

ICT Support

Web sites (with video and images)

Pedagogicalbenefits of using
vanguard or nichecurriculum based
websites-engagement-curiosity-holistic thinking-critical thinking

Teacher’s Overview

Concept of Pure Mathematics

Web site

101qs.com, csdt.rpi.edu
TAG samples: Grade12Mathematics, Pre-Calculus, Gr10-12,
problem-solving, Math, Native-American, Aboriginalmaththrough-culture

See more at
nwtcurriculumlinks

K-12This image entitled (and authored by) “Esquema Fenix-minero”was made available for sharing in Wikipedia article, “2010
Copiapo mining accident.”

GRADE 12 – ENGLISH LANGUAGE ARTS
Curriculum

Pedagogical Needin English Language
Arts Grade 12

Gr. 12English Language Arts: Grade 10-12 General Learning Outcomes (all)Essential Question: eg. How can I speak to a wider audience through “texts” that interest me as a student?
How can I use text and image to create graphic responses to what I learn about the human condition?
Students are required to comprehend and respond with criticalinterpretations and analysis and represent with clarity andartistry their synthesis for an appropriate audience. Students
need engagement and purpose in their work. Students respondto a cause and the most practical of theories and concepts. In
their responses to texts, they are able to take up active
citizenship initiatives.

ICT Support

Comic creating software

Pedagogicalbenefits of using
comic software-an engaging tool that encourages both personal preference aswell as reasoned judgements-is multi-purpose and results in products appealing to wide
audiences

Teacher’s Overview

Concept of comics; Concept of comic use in education

Comic-creating
softwareSee more at
nwtcurriculumlinks

Pixton.org (internet), Comic Life (Mac licensed),
bitstripsforschools (internet)
TAG samples: comics, EnglishLanguageArts30-1-2,
Gr12EnglishLanguageArts

Image GNWT. Comic Life software. Image format within application: Acrylic Comic.

131

132

Grades

Literacy with Information and Communication Technology
PART 4: LEARNING WITH DIGITAL IMAGES

K-12

The digital camera could be considered one ICT that “levels the playing field.” Digital cameras have become very
affordable, capturing images and video in high resolutions. Their incorporation into the hardware of portable devices
such as in smartphones and tablets enables further multi-contextual learning, bringing the “world into the classroom”
throught the perspective of the student. Only a few images from one photo shoot are used to illustrate the ICTs in Part
4. This is done to emphasize how images captured during just one learning “event” can be used with the applications
present in most NWT schools and others freely available on the Web. Each of the 21 examples provide:••••

A broad “Essential Question” that NWT teachers may endeavor to answer in their teaching practice.
A rationale for the use of an ICT in the pursuit of those “Essential Questions.”
Introductory instructions to get started.
An illustration of an actual digital product made with that ICT.

With our society’s increasing use of digital photography and photo sharing, becoming familiar with the spectrum oflicenses that digital images are now made available under is essential for educators. Photo sharing means that otherusers can view but not necessarily download the photos; users are able to select different copyright options. Students regularly find images at image sharing sites such as Google images, Flickr, Picassa, etc. that they wish to use inprojects. Even though the law is making it easier for students to do this without asking permission, it is the schools
responsibility to prepare students for life after graduation when they will be required to attend to the wishes of thephoto creator.
These licenses range from images that remain copyrighted (“All Rights Reserved”) to those that permit various typesof sharing with Creative Commons type licenses (“Some Rights Reserved”). Understanding this license “continuum”
is essential for leading students to use other’s and their own intellectual property in an ethical manner. More can belearned about licensing of intellectual property on p. 158 and 159.

GradeK-12

21 WAYS TO USE DIGITAL IMAGESHAIGA (ELA, Social Studies, ALC, etc.)

Essential Curricular Questions: How can I support my students in the quest to privilege greater
critically thinking and description in fewer words?
 How can my students capture a visual “text” to illustrate andreinforce written text?

This honest land
exceeds myexpectations

ICT-Supported Learning: Japanese poetry form called Haiga. Traditional
Japanese Haiga merges word processed text and art. Contemporay Haiga
can use digital images. See examples: haigaonline.com
Procedure Overview:
1. Teachers and students co-create criteria in a rubric for what their best digital still shot would look like before shooting
 qualities for “my best haiga”
2. Students shoot digital photos of ideas they are learning about in somediscipline
3. Chicken or egg. The class can decide whether the words of the haiga
come before or after viewing/shooting a digital image
4. Using Microsoft Word, the student merges text and image (Insert>
Picture); to move image about, select image (Format>Position>More
Layout Options>Text Wrapping>In Front of Text); place text near theimage (Insert>Text Box>Draw Text Box); input chosen text; drag text box
to chosen location
5. Use rubric to determine if the final merger of text/image is a powerful
blend—without one distracting the reader’s attention from other

Image used with permission of Blake Wile

CARTOONING-COMIC MAKING SOFTWARE (ELA, Social Studies, Science, Math, ALC, etc.)
Essential Curricular Questions: How can I engage my students in
descriptive and expository writing?
ICT-Supported Learning: Merge studentwritten text with digital images in a
cartoon environment. Example shown:
Comic Life software- image in “Acrylic
Comic” style
Procedure Overview:
1. Choose your page template
2. Import your image
3. Choose a style for your image
4. Drag in and fill speech balloons

Image used with permission of Blake Wile

CARD MAKING (ELA, Social Studies, Health, ALC)
Essential Curricular Questions: How can I build the identity of my students and of community
human resources?
ICT-Supported Learning: Merge student text with digital images in minibusiness or regular business size cards, post cards. Example shown: Moomini-card
Procedure Overview:
1. Upload images to company’s online templates; reframe images
2. Place “business” text on back3. Purchase and company ships

134

Images usedwithpermissionof Blake
WileGrade21 WAYS TO USE DIGITAL IMAGES

K-12

DIGITAL STORYTELLING (ELA, Social Studies, ALC, Science, Math)
Essential Curricular Questions: How can my students be more engaged when
explaining a process or telling a story?
 How can my students build their own story or
essay elements?
ICT-Supported Learning: Merge student-written text withstudent-taken digital images, and own recorded voice in
an interactive story or essay. Example shown:PowerPoint slides (see p. 156).
Procedure Overview:
1. Place image (Insert>Picture) and text on the same
slide—making both critical and creative decisions about
the text-image relationship2. Use a microphone connected to record your reading of
the text (Slideshow>Record Slideshow)
3. Insert forward and backward buttons(Insert>Shapes>Action Buttons)

Image used with permission of Blake Wile

WIKIPEDIA EDITING (ELA, Social Studies, ALC, Science, Math, etc)
Essential Curricular Questions: How can specific students gain aworldwide audience for their digital
photos that are worth sharing?
ICT-Supported Learning: Teaching students
to be “prosumers” not only consumers ofother’s information by sharing images toimprove a Wikipedia article. Example
shown, Wikipedia article, “Winter”
Procedure Overview:
1. Find a Wikipedia article related tocurricular study or student interest
2. Find an image at or donate an image to
Wikimedia Foundation that will improve
the Wikipedia article
3. Upload to the article (see p. 158, 159)

Image used with permission of Blake Wile

INTERACTIVE SLIDESHOWS (ELA, Social Studies, ALC, Science, Math, etc)
Essential Curricular Questions: How can my students develop critical thinking
about the identity and importance of imformation
contained in images?
 How can my students use shared music?
ICT-Supported Learning: Merge student-captured images
with student-written text (“hotspots”) with shared music
to create an interactive slideshow. Example shown:
Vuvox panorama (vuvox.com)
Procedure Overview:
1. Import images, and shared music files into software
2. Create detail descriptions or “hotspots”
3. Give credit to authors of share images and music
4. “Publish” to public or keep private

Image used with permission of Blake Wile135

GradeK-12

21 WAYS TO USE DIGITAL IMAGESHYPERTEXT (ELA, Social Studies, ALC, Science, Math)

Essential Curricular Questions: How can I teach my students that being literatemeans being able to interact with the internet?
 How can I teach my student writers to use
hypertext to let their readers go more deeply
into their message?
ICT-Supported Learning: Hyperlink critically choosen
text to increase reader’s understanding according to
the purpose of the text (see p. 154).
Procedure Overview:
1. Students input their text into a word processor
2. Key words that are worth going into depth on are
hyperlinked to the Web (Insert>Hyperlink)
3. Student “insert” shared or original images that
illustrate their point (Insert> Picture); to move image
about, select image (Format>Position> eg. More
Layout Options>Text Wrapping>In Front of Text)

Image used with permission of Blake Wile

DEVELOPING COLLECTIVE INTELLIGENCE BY SHARING DIGITAL IMAGES (ELA, Social Studies, ALC, Science, Math, etc)
Essential Curricular Questions: How can I teach my students that citizenshipinvolves sharing?
 How can I teach my students that the world isvery interested in certain aspects of theirculture and lifestyle?
ICT-Supported Learning: Add critically chosen,
student captured images to a public source ofshared photos. Example shown: Wikimedia
Commons (see p. 158, 159).
Procedure Overview:
1. Shoot a digital image
2. Upload to Wikimedia Commons; choose a sharing
license; provide a caption; copy and save the codethat is provided in case you want to post the photoin a wiki, website, or blog

Image is opensource.

PUBLISH A BOOK (ELA, Social Studies, ALC, Science, Math, etc)
Essential Curricular Questions: How can my students collect their best criticallytaken and chosen images in a place that invokes
a sense of pride?
 How can students publish books?
ICT-Supported Learning: Merge student text andimages in layout templates that are provided or can becustomized. Example shown: cover of a “Blurb” book
Procedure Overview:
1. Open a free account with a book publishing co.
2. Choose a style of book and cover, and page layouts
4. Drop and drag images on to the templates
5. Add text on desired pages before purchasing
Image used with permission of Blake Wile136

Grade21 WAYS TO USE DIGITAL IMAGESK-12

MINDMAPPING (ELA, Social Studies, ALC, Science, Math)
Essential Curricular Questions: How can my students communicate their prior knowledge and experiences in a more illustrative and engaging way?
ICT-Supported Learning: Merge text with digital images in a mindmap. Example shown: XMind.net
Procedure Overview:
1. The learner uses mindmapping software to collect thoughts about what is known / desired to be known about a curricular topic.
2. Import/ “insert” an image(s) into the mind map that sets a tone for a central idea. Similarly, illustrate sub-topics.
3. Export the mindmap as an image to use in presentation software such as PowerPoint or Keynote.

Image used with permission of Blake Wile

DEVELOPING COLLECTIVE INTELLIGENCE BY SHARING DIGITAL IMAGES (ELA, Social Studies, ALC, Science, Math, etc)
Essential Curricular Questions: How can student engage in descriptive and expository writing?
ICT-Supported Learning: Merge student-written text with digital images in aelectronic poster environment—in this example, called a “glog” (graphicalblog). Example shown: from edu.glogster.com

Image used with permission from glogster.com

Procedure Overview:
1. Get a free account
2. Choose the type of glog you would like to use
3. Upload an original digital image to one of the “stickies” areas
4. Continue to build
5. Share glog with wiki, blog or website using the code provided

CONDUCT A WEBQUEST TO BUILD DIGITAL CITIZENSHIP (ELA, Social Studies, ALC, Science, Math, etc)
Essential Curricular Questions: How can I teach my students the
textual/visual cues to who owns the textual,audio, video, and image content found on the
web?
ICT-Supported Learning: Navigate the web to thedetails page behind Wikipedia images, a growing
source of excellent images for education. Example
image shown: Wikipedia article, “Winter”
Procedure Overview:
1. Perform a quest on Wikipedia to determine how
someone’s intellectual property can be used
2. Teacher provides the URL. After finding theimage in Wikipedia and double-clicking it, the details
about the image are provided, including the licenseprovided by the author
4. Students learn how they may use and share theimage based on what the author said (see p. 144)

Image used with permission of Blake Wile137

GradeK-12

21 WAYS TO USE DIGITAL IMAGESPARTICIPATION IN GLOBAL NETWORKS (ELA, Social Studies, ALC, Science, Math)

Essential Curricular Questions: How can students develop their identity by showing theircreativity to a worldwide audience of students?
ICT-Supported Learning: Participate as an individual, class or small
group in a worldwide network of youth. Current national or
global topics and systemic problems can be collectively
addressed. Example shown: TIGed (Taking It Global)
Procedure Overview:
1. Join a youth network
2. Import your image/artwork/caption
Image and screenshot used with permission.

VIRTUAL MUSEUM (ELA, Social Studies, ALC, Science, Math, etc)

Essential Curricular Questions: How can my students be empowered to create a placeof their own choosing?
 How can my students go into depth with engaged rigor?
ICT-Supported Learning: Create a building or virtual museum of
a curricular topic. Each room is a subtopic of the key idea
presented in the “foyer” of the museum. NOTE: PowerPoint
software creates trapezoids easier than Keynote

Image GNWT.

Procedure Overview:
1. Use presentation software to draw floors, ceilings, walls, andsigns using rectangles and trapezoids
2. Insert>Pictures on slides or other media
3. Link to other rooms (slides) by selecting an object that will
become the “hotspot”, then Insert>Hyperlink>Place in thisDocument>select the slide to link to (see p. 149)

DEVELOPING CRITICAL THINKING SKILLS (ELA, Social Studies, ALC, Science, Math, etc)
Essential Curricular Questions: How can image-oriented students develop critical thinking
about curricular inquiries?
 How do images provide clues to draw conclusions?
 How can students learn to make reasoned judgements
through careful observations and inferences using images?
ICT-Supported Learning: Student or teacher-captured images canbe used to ask who, what, where, why, or how type questions as
prompts to consider the clues in a photo before drawing aconclusion. With engaging images, teachers can ask students tosuspend judgement until more/all facts are considered—sometimes relying on inferences when clues are not present.
Procedure Overview:
1. Import and resize original images or images from sharing sites
into a word processor (Format>Position>More Layout
Options>Text Wrapping>In Front of Text); place text for a caption(Insert>Text Box>Draw Text Box).
2. Create tables in which to ask prompting questions.
3. Project the “critical thinking poster” for class/small groups.

GNWT image

138

Grade21 WAYS TO USE DIGITAL IMAGES

K-12

BLOGGING (ELA, Social Studies, ALC, Science, Math)
Essential Curricular Questions: How can I support students todevelop their personal “journaling
voice” in illustrated blogs?
ICT-Supported Learning: Merge student text
with personally-captured images in safe,
class-only blogs. Example shown:kidblog.org
Procedure Overview:
1. Get a free class blog at kidblog.org
2. Students can post text and images inpursuit of curricular learning/inquiry
Images used with permission

AVATARS (ELA, Social Studies, ALC, Science, Math, etc)

Essential Curricular Questions: How can my shy students indirectly give voice and projection to theirpersonalities and ideas?
 How can my students project their personas using engaging avatars?
 How can avatars be used to bring a “human touch” to my class wiki or school
website?
ICT-Supported Learning: Create an avatar. Using critical thinking, make decisions
about the character’s setting, appearance, voice, and message. Example shown:voki.com
Procedure Overview:
1. Get a free account
2. Choose all features of the character, one of which is the choice of background
3. Upload your image as the background, providing mood for the avatars comments
4. Share or “publish” your avatar’s special “widget” code to your blog, wiki, or
websiteImage GNWT.

DIGITAL PAINTING (ELA, Social Studies, ALC, Science, Math, etc)

Essential Curricular Questions: How can I provide a “head start” for students whoneed encouragement to express their artistic
skills?
ICT-Supported Learning: Import a student-taken image
into a digital “finger painting” app. Students can draw orenhance elements in the image. Example shown: tablet
app, “Brushes”
Procedure Overview:
1. Images are taken by students on a tablet that has acamera2. Brushes, a tablet app, can import your photo as the“base layer” of paint or your starting point
3. Choose brushes and colors to enhance or add features
not present in the photo (in this version of the photo, amature fire has been painted that was actually there anhour before the image was captured)

Image used with permission.

139

GradeK-12

21 WAYS TO USE DIGITAL IMAGESSAFE PROFILES (ELA, Social Studies, ALC, Science, Math)

Essential Curricular Questions: How can my students develop a
simple web page?
ICT-Supported Learning: Use a freeeducational wiki to collect and present
learning. Illustrate with student-captured
images (http://bit.ly/NBSI1C)
Procedure Overview:
1. Get a free wiki. Use a name in the URL
that reflects the work being done.
2. Selects “Projects” if group work is taking
place.
3. Import spell-checked, word processed
text and images that illustrate the learning.

Images used with permission

MINI-BOOKS (ELA, Social Studies, ALC, Science, Math, etc)

Essential Curricular Questions: How can I encourage reluctant writers to students?
 How can I use my avatar (p. 139) “profile” to make a cover for a mini-book?
ICT-Supported Learning: Create a mini-book that uses a screenshot of the student’s
avatar for a cover. Import the image into the page and type expository or narrative
text onto the seven available pages. Once the book is folded, cut and refolded, a little
mini-book is ready to be shared or given away. Example shown:word processed page.

Image GNWT.

Procedure Overview:
1. Create or find a template such as the one in the illustration. Import a photo as acover and rotate it in the manner shown (Insert>Picture)
2. Draw text boxes (Insert>Text Box>Draw Text Box) and type text well away from theedges of each 1/8 box as shown in the 8.5 x 11 example. Rotate each box and moveinto the 1/8 space. Print page.
4. A. With paper in portrait position, fold in half (east-west fold). B. Again in the
portrait position, fold in half (north-south fold). C. Finally, hold the long rectangle
shape in a portrait position and fold in half (east-west fold), making a little book.
Now open paper to the last fold you made at B. Cut along a fold to the middle
starting from the folded edge of the paper.
5. Open the whole paper again to original 8.5 x 11 size. With paper in landscapeposition, fold through the middle making a east-west fold. Push ends of paper
toward middle. Fold into the mini-book shape. Share the book.

SAFE PROFILES (ELA, Social Studies, ALC, Science, Math, etc)
Essential Curricular Questions: How can I show my students what asafe internet profile is like?
ICT-Supported Learning: A group of
students are researching a list of online
resources that will support further inquiry
in their topic area. They make safe settings
for their social bookmarking accountprofile.
Procedure Overview:
1. Create a username that describes theirwork (“moreresearch”) not their names.
2. Upload an image that does not reveal
facial features.

Image used with permission.

140

Grades

Literacy with Information, Communication Technology
PART 5: TEMPLATES FOR DIGITAL LEARNING

K-12

The purpose of Part 5 is to provide a number of templates that can be used with students when conducting inquiry.
A number of important pedagogies would bring them into use:
•
•
•

•
•
•

Co-created rubrics that make students partners in their own learning plans and assessment
Internet inquiry logs that trace the path of Web sites used and helps assess the suitability of the contents
for the inquiry
Webquests as a way to assist students in independent discovery and ethical use of Web information such as finding out who owns the desired intellectual property on the Web and what rights a user has torepurpose that information
Storyboards to plan how to balance image and text within a digital presentation
Digital photography criteria to provide development in “having a good eye” when shooting“Room” thumbnails as a storyboard to plan a non-linear representation--in this case a virtual museum

These tools are found in Microsoft Word format on the CD that accompanies this paper version of the Infusion
Guide. They will also be available at the GNWT Education, Culture and Employment website in 2012-2013.

GradeK-12

TEMPLATES FOR DIGITAL LEARNINGRUBRICS (Fill out electronically using a word processor)
QUESTIONS ABOUT INQUIRY: How important is the criteria the teacher requires for this inquiry--5 points (lesser
importance) or 10 points (greater importance)? What criteria does the student want to accomplish in this inquiry and withhow much weight?
TOOLS: Teacher and Student. First name and weight each of the criterion by typing it into the white “Criteria” cell and bycopying and pasting the appropriate line of “points” in the blue bar. Last, show what small efforts (1, 2 points…) and larger
efforts (4,5 points) will look like by filling in the five cells.
1
2

2
4

3
6

4
8

5
10

INQUIRY TITLE:
Task Requirements from the Teacher:
CRITERIA:

2

4

6

8

10

2

4

6

8

10

1

2

3

4

5

CRITERIA:

CRITERIA:

Task Requirements from the Student: (add own point weight)
CRITERIA:

CRITERIA:

Comments:
142

TOTAL POINTS:
FINAL PERCENT:/ __%ELECTRONIC INTERNET INQUIRY SEARCH AND EVALUATION LOG
Show your choices by cutting and pasting the black-centered circle (). Word process your search experiences.
(NOTE: Find “Owner” is intended for Grade 6-12 students to evaluate credibility of sources)
Search Tool Used (broadening; narrowing, “checking out the source”)
Meta Search Engine:  ixquick,  metacrawler
Search Engine:ask,  instaGrok  google,  bing,Directory:
 kids.net.au
Public Knowledge/Bookmarks:  Wikipedia  Delicious
Find “Owner”:  who.is (Web search the owner if in doubt)


My 1st Search Phrase:

















Next Steps andComments

Search Tool Used (broadening; narrowing, “checking out the source”)
Meta Search Engine:  ixquick,  metacrawler
Search Engine:ask,  instaGrok  google,  bing,Directory:
 kids.net.au
Public Knowledge/Bookmarks:  Wikipedia  Delicious
Find “Owner”:  who.is (Web search the owner if in doubt)
Next Steps andComments

My 2nd Search Phrase:

Search Tool Used (broadening; narrowing, “checking out the source”)
Meta Search Engine:  ixquick,  metacrawler
Search Engine:ask,  instaGrok  google,  bing,Directory:
 kids.net.au
Public Knowledge/Bookmarks:  Wikipedia  Delicious
Find “Owner”:  who.is (Web search the owner if in doubt)
Next Steps andComments

My 3rd Search Phrase:

Search Tool Used (broadening; narrowing, “checking out the source”)
Meta Search Engine:  ixquick,  metacrawler
Search Engine:ask,  instaGrok  google,  bing,Directory:
 kids.net.au
Public Knowledge/Bookmarks:  Wikipedia  Delicious
Find “Owner”:  who.is (Web search the owner if in doubt)
Next Steps andComments

My 4th Search Phrase:























































GradeK-12

TEMPLATES FOR DIGITAL LEARNINGGROUP WEBQUEST: WHO OWNS THAT IMAGE? CAN I USE IT?
Follow the steps below to discover information about the image that users who want to use the image need to know
(NOTE: If possible complete this work electronically using a word processor).

1. Open your internet browser (eg. Internet Explorer, Safari, Firefox, etc.) and choose a search engine (eg. Ask, Google,
Bing, etc.).
2. Search “winter”. Choose one of the top hits entitled, “Winter – Wikipedia, the free encyclopedia”
3. Scroll down until you see this image (near the bottom). If this image is no longer in the article, choose another image
shown there.
4. Double-click the image. Scroll down to “Author”. What name is the author using?
__________________________________________________________________________________________________________________________

5. What is the “Description” of the image? When was the photo taken?
__________________________________________________________________________________________________________________________

6. Perhaps your group would like to use the photo sometime for a project. What permission in the “Licensing” section isthe author giving to you for use of the photo? You are “free” to…?
__________________________________________________________________________________________________________________________

7. What “conditions” is the author placing upon use of the photo? (NOTE: “attribution” usually means the author’s name)__________________________________________________________________________________________________________________________

8. As a group, now look at the rest of the photos in the “Winter” article. Talk about which photo:
Best creates a “surprised” reaction in an audience? __________________________________________________________
Best tells a story? ______________________________________________________________________________________
Best shows what winter is really all about? __________________________________________________________________
8. As a group, talk about what winter photo is “missing” from the article. What NWT winter photo could you or your grouptake that could improve the article?
_____________________________________________________________________________________________________

144

GradeTEMPLATES FOR DIGITAL LEARNING

K-12

WEBQUEST: WHO OWNS THAT WEB SITE? CAN I TRUST THE INFORMATION?
You are searching the Internet and want to know “who” is behind the information you have found. This could be easily
done with the “Contact Us” menu or button at the Web site. If there is no “Contact Us”, you will have to do some detective
work. A Domain Finder can help you trace who is responsible for the information. Search that name on the Web to see
what the world knows about that person or organization. Decide how much you can trust the accuracy of the information.

Is this image believeable? Why or why not? Image made available for sharing by user Mmxx in Wikipedia article, “Adobe Photoshop”

1. What topic are you searching? ________________________________________________. Does the information on
your Web site appear to be owned or “hosted” by a large organization, government, or news service? Check for these:______ Does the URL (Web address) have “gov” at the end, or “u…” maybe indicating a university?
______ Does the URL have a media type name in it such as “gazette”, “post”, “cbc”, “nbc”, “news”?
______ Does the URL end in “.edu” or “.org” indicating the domain, or type of website, is an organization?
2. Does your website have a “Contact Us” menu or button?

______ yes______ no3. If you still cannot determine who is behind the information, copy the URL and then simply type over the top of the URL,
“who.is”.
4. You are now looking at a Domain Finder called “who.is”. Paste your copied URL into the “who.is” search field, select“information” in the pull down menu, and press “Who.is Search” (see screenshot below).

5. Notice who the owner is in the “Contact Information.” Search that name in a search engine (eg. Google, Bing, Ask, etc.)
to learn more about that organization or individual. Can you trust the information? Why or why not?

145GradeK-12

TEMPLATES FOR DIGITAL LEARNINGDIGITAL STORYTELLING WITH STORYBOARDS
Use this template to plan the sequence, text, and audio for your digital presentation (NOTE: If possible, complete some/allof this work electronically using a word processor).
SLIDE SEQUENCE
What graphics do I want to use to communicate mymessage? In what order?

AUDIO/TEXT to MATCH
What words will I type or audio will I record in my digitalpresentation software to accompany each slide?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
146

GradeK-12

TEMPLATES FOR DIGITAL LEARNINGDIGITAL PHOTOGRAPHY: COMPOSITION IDEAS FOR YOUR IMAGES
Research assignments and projects can be enhanced with illustrating images captured locally. Use this template to help
you imagine how your community might have objects, people, places, etc. that could make great digital photos by matchingsome of these composition qualities:

Surprises in
my town …

Imagine if …

surpriseimagination
Photo credit: Manuel (Diskussion) and AKA. In Wikipedia article, “Photoshop
Contest”

Photo credit: public domain. Landing at St. Martin Island

Funny
things,situations,
events, etc.
in mycommunity…
……

I know a
picture thatwould makepeople …

the senses

humorous
Photo credit: B. Wile

Photo credit: Kitz000 in Wikipedia article, “cake”

I feel suchawe andrespect
when …

When I thinkabout
relationships…

on the land

life forms
Photo credit: B. Wile

Photo credit: B. Wile147

GradeK-12

TEMPLATES FOR DIGITAL LEARNINGDIGITAL PHOTOGRAPHY: DESIGN ELEMENTS IN YOUR IMAGES
Research assignments and projects can be enhanced with illustrating images captured locally. Use this template to help
you imagine how your community might have objects, people, places, etc. that could make great digital photos by matchingsome of these design elements:

Placing objects
along the twovertical andhorizontal
lines—or
where they
meet--createsinterest,
tension, andenergy …

Focus onone
particular
object andlet the rest
fade away …

space: depth of field

line: rule of thirds

Image made available for sharing by user:Moondigger in Wikipedia article,“Rule of thirds”

Image made available for sharing by PiccoloNamek in Wikipedia article,“Depth of field”

Placing
certain colors
againstcertainbackground …

Light in themornings
and evenings
make me see
and feel …

form: light-moodcolor
Photo credit: B. Wile

Photo credit: B. Wile.

Some shapes
createtension—otherscomfort andrest …

The surfacesof somethings seemto feel …

textureshape
Photo credit: B. Wile

Photo credit: B. Wile148

GradeTEMPLATES FOR DIGITAL LEARNING

K-12

DESIGNING YOUR VIRTUAL MUSEUM
A student (or teacher) can design a virtual museum to house and eventually show learning by using PowerPoint digitalpresentation software. Each room that you design and fill with your learning (pictures, text, audio, etc.) is a separate slidethat is linked to the doors in your museum lobby. Below, plan your museum’s large rooms to give an audience a richlearning experience! Don’t forget to have a resource room that shows your bibliography. Learn how at http://bit.ly/bGCzE149

GradeK-12

TEMPLATES FOR DIGITAL LEARNING

BRING YOUR OWN DEVICE TO SCHOOL (BYOD) STUDENT AGREEMENT
1. This “registration form” is intended to be filled out by any student interested in using their mobile digital device (tablet,
smartphone, etc.) during a course. No unregistered use of personal digital devices is acceptable in this class.
Name: ______________________________________________________________________________________
Teacher: ____________________________________________________________________________________Class: ______________________________________________________________________________________
Device: _____________________________________________________________________________________(smart phone/ tablet users ) One of my Favourite Apps: ___________________________________________________
2. (smart phone users)I would be willing to download the following apps for classroom use:_____ mind mapping_____ painting_____ voice recognition“voice to text”_____ polling_____ file converters_____ “push” notifications_____ dictionary_____ notetaking_____ digital presentation_____ photo editing_____ GPS related apps
(geocaching)_____ ____________________ graphing calculator_____ encyclopedia_____ atlas_____ mapping and locating_____ photo albums (withtagging capabilities)_____ _________________

3. Circle the category(ies) above for which you would like names and suggestions of applications.
4. Other classroom uses for my mobile device: _____________________________________________________
5. I, _________________________________, agree to the following “places, times, terms” of use of my mobile device inthis course (check only the terms you will practice):_____ I am willing to use my personal mobile device during this course_____ I agree to use my personal mobile device strictly for educational purposes while in this course_____ I agree to placing and keeping my device in the open on top of my working space_____ I am willing to use my device in a group setting where others do not have devices_____ I agree to placing my device on top of the teacher’s desk during course assessments_____ I am willing to instruct the class about a particular educational function of my digital device_____ I am willing to keep my device in silent or vibrate only mode_____ I understand that my device will be subject to the school’s network filters
Illustrations of useful apps in education:

Painting with mobile app,“Brushes”;
Made available for sharing in Flickr
by user, mrbriandesign

Notetaking with iPad app, Penultimate
Painting created with mobile app,
“Brushes”; Made available forsharing in Flickr by user,
ianmalcm

Mindmapping with iThoughts app. Screenshot
used with permission.

150

GradeTEMPLATES FOR DIGITAL LEARNING

K-12

PROVIDING CONSENT TO USE INTELLECTUAL PROPERTYGOVERNMENT OF THE NORTHWEST TERRITORIES - CONSENT FORM
Name: ____________________________________________________________
Address: ___________________________________________________________
Phone: ______________________ Email: _______________________________
I hereby give the Department of Education, Culture and Employment (the Department), Government of
the Northwest Territories (the GNWT), permission to record and/or reproduce my___ photograph___ web image___ moving image___ audio clip___ participation in activity/meeting/conference/event
Pleasespecify:_________________________________________________and I waive any proprietary rights I may have to them. I understand that the Department may wish touse my permission in a number of ways, including on government websites, or in government
publications or advertising, to provide information to the public and/or promote government programs
and activities, and I grant them permission to do so.
I hereby release the Department, the GNWT, its employees, officers, agents and subcontractors fromand against all claims, actions and liability for damages, losses or expenses of any sort which may arise
in connection with the use of these likenesses.
I acknowledge I have read and understood the contents of this form, and have been given fullopportunity to discuss the implications of this consent of my own free will and my decision is not based
upon representations or advice by representatives of the Department.
I hereby give my consent, dated this _____ day of _______________, 20 __.
Signature of subject: _______________________________________________________
Signature of Parent or Guardian if subject is under age 19:___________________________________Print Name:___________________________
Refusing to sign this form will not result in any adverse effect upon rights, benefits or services currently provided by the GNWT.

151

152

Grades

Literacy with Information, Communication Technology
PART 6: INSTRUCTIONS, PLANS, RESOURCES, PROJECTS

K-12

The following pages display only a small sample of effective information and communication technologies available
for K-12 students. Three kinds of information are presented here:
Instructions:• Emphasis on applications already on most NWT school computers and on web-based tools that can provide
cross-curricular ICT lesson support.
Plans:• Suggested planning tool for teachers to develop their ICT skills in a sequenced fashion over three years.
• Schedule of professional ICT learning opportunities delivered through one hour web conferencing sessions
from 3:45-4:45 PM throughout the year. The topics presented will be complementary to DVD tutorial topics
made available to all teachers.
Licensed and Unlicensed Resources:• MediaSmarts (formerly known as the Media Awareness Network) resources are increasingly being used byschools across Canada. The GNWT Department of Education, Culture and Employment licenses three tools
for students, teachers, and parents. These tools prepare all users of Internet-based information and communication tools to be well informed about:• Online privacy, identity, and safety.
• Information credibilty and authentication.
• Media techniques used to persuade viewers.
• Ethical use of the Web sources and handling of intellectual property.
• Freely available parent guide to LwICT.

GradeK-12

INSTRUCTIONSSTUDENTS AND HYPERTEXTING
One way to add value and depth to student-written work is hyperlinking additional web-based information as shown below:

Reading and writing as usual fromleft to right and then down

What Joe was
expecting: gold,
rubies, diamonds,
emerald ...

What Joe was
expecting: gold,
rubies,diamonds,
emerald ...

Hyperlinking adds another dimension:
reading and writing “deep” into the web
goldrubiesPHOTO CREDITS: gold photo made available for sharing by user PHGCOM in Wikipedia article “gold”; ruby photo made available for sharing by user Louise
Oriole in Wikipedia article “ruby.”

Notice how this student’s word processing (from the following story, “Treasure Hunt” written in a grade 4 ELA class) can besupported with hypertext by linking various words to useful web-based documents that would expand the reader’s
understanding of the student’s story.
Random hyperlinking will not be helpful to the writer or the reader. The full benefit of hyperlinking occurs when the writerintentionally hyperlinks a word for a planned effect, and explains why during the presentation of the work. The hyperlink
becomes a source of illustrations, quotes, charts and further reading for the audience’s benefit. The critical process of
preparing the best links expands the writer’s knowledge as well. David Warlick, a technology leader in education, calls thiskind of writing and reading: across, down, and deeper.
Treasure Huntby Willem Mount, April 21, 2009
At Southeast Central School it was pretty normal in 4B classroom until recess when Joe Bob found a treasure map. The
word spread pretty quickly because all the students came with shovels the next day. Even Joe Bob's friends. At 10:05 when
the bell for recess rang, Joe Bob was shocked at how many holes kids were digging. The map said to go back in the school.
It was next to his locker. What Joe Bob was expecting: gold, rubies, diamonds, emeralds and jewels. What Joe Bob found:ten dollars, socks, pencil and shoes. Joe Bob went outside and put the treasure in somebody’s hole when he wasn't looking(except the pencil because it looked cool).
-Story used with permission from Mildred Hall School and author Willem Mount
HOW TO HYPERLINK: (eg. to information on “gold”)
1. Open internet browser and use search engine tofind “gold”
2. Find the article or picture you want; copy
(control-C; or command-C) the URL
3. Go straight to your word processed story;
highlight the word “gold”
4. In Microsoft Word, “Insert” menu; “Hyperlink”;
paste the URL (control-V; or command-V) into theaddress line and press “OK”
5. Try out your hyperlink by pressing the “Control”
button and clicking your hypertext with the mouse154

GradeINSTRUCTIONS

K-12

FINDING THEMES WITH WORDLE
Although Wordle identifies itself as a “toy for generating word clouds from text that you provide”, it can be a useful tool tohelp students understand main ideas, when those ideas are based on repetition.
For example pasting Jack Layton’s last letter to Canadians into Wordle (with a setting for “25 words”) results in a 25 word,
word cloud. The larger the font size, the more often the word appeared in the letter. This text representation can be
helpful to reluctant readers in “text-heavy” contexts. The image is also an artistic illustration for a lesson introduction, etc.

For example, the image could be an effective illustration in a presentation when the student communicates a synthesis of
their learning with a mind map (free XMind online software shown below):155

GradeK-12

INSTRUCTIONSTELLING YOUR STORY AND SHOWING YOUR IDEAS DIGITALLY
Schools in the NWT have either “PowerPoint” digital presentation software or “Keynote” on most computers. These are
powerful programs integrated with “sister” applications such as Microsoft Word or Pages. In other words the students will
feel somewhat at home with the menus within these application groups. The purpose of students using these presentation
applications is to gather and show their information, “program” the features (but not to distraction!), and to personalize
their learning with multi-sensorial elements (images, audio, animations, etc.). Creating PowerPoint digital storybooks or“stand alone” presentations (users can use the presentation independently) are emphasized in these instructions.
1. Open your digital presentation
application (eg. PowerPoint).
Make slides (“Home” menu >“New Slide”)
2. “Insert” into your slides your:background (“Design” menu),
text (“Insert” menu > “TextBox”), and images (“Insert”
menu > eg. “Picture” or “ClipArt” etc.)
3. Add matching sounds: “Insert”
menu > “Clip Art” > “SelectMedia File Types”>”Go”>
double-click choice > (keep the
newly appeared sound icon
highlighted and go to“Animation” menu) > under“Audio Tools”>“Playback”>”Start” > “On Click” or someother settings to determine
when you want the sound to
start > test with “Slide Show”
menu (“From Current Slide”)
4. Add voice to a particular slide(s) using a desktop
microphone. “Insert” menu > “Audio” menu>“Record Audio” > press red button (square button
to stop)
5. Add navigation buttons (shown above) that
hyperlink to the next slide for users to control how
they enjoy your slideshow. “Insert” > “Shapes”>“Action Buttons” > “Mouse Click” (decide whatslide you want to hyperlink to if different then the“Next Slide” default)
6. Add transitions to move smoothly from slide toslide. “Transitions” > (select one) > “Apply to All”
7. “Save as”. Choose the name for and location ofyour presentation.
156

GradeINSTRUCTIONS

K-12

SOCIAL BOOKMARKING
As the name suggests, “social booking” is when a group of people flag websites that are useful for others to visit within a
web-based application such as Delicious.com. This is done by assigning key terms to a resource called “tags”. Much can belearned from tags others assign to a topic. Any teacher can go to Delicious.com and search all tagged resources selected by
the general public on a topic. Or a search can be conducted just within a specific collection as shown below.

In an NWT context, ECE is creating a dynamic list of web resources that are useful for NWT teachers—called“nwtcurriculumlinks.” Any NWT teacher can go to http://www.delicious.com/nwtcurriculumlinks and without amembership, search the links by typing in a query in the grey box at the top (you are feeling confident) or in the “Add a Tag
Filter” (you want to see what tags pop up for your consideration). Several different filters can be used at the same time tonarrow your search.
If NWT educators know of a web-based resource that has widespread relevance for many teachers, please email,blake_wile@gov.nt.ca, for its consideration. ECE will continue to curate the resource for relevance to NWT curriculum
documents and program use.
Delicious accounts can be created by anyone. Once this is done, a user can add their favourite web resources to their
Delicious account, or add bookmarks of others by pressing the “+” sign.
Other social bookmarking companies such as Diigo.com offer additional services worth considering.

157

GradeK-12

INSTRUCTIONSCREATING AND SHARING PRIMARY DATA (The Concept)
The LwICT curriculum calls for students to collectand use primary data (while conducting course
inquiries) and assess its potential for online sharing.
The Grade 10-12 LwICT skills under “Collaboration”
state the need to “weigh the advantages anddisadvantages of making personal or group primarydata available for online sharing.” If a high school
student/group decides that primary data has someuniversal value, the group should consider how
they would like to license their work. Beyond theautomatic “all rights reserved” that any intellectual
property has, other “some rights reserved” licenses
used in the social media world have potential forstudents wanting to easily share their work. Theselicenses state what controls or restrictions theauthor has placed upon their work, or in effect,
what rights the author is willing to give up to maketheir work available for sharing.

Large image made available for sharing by Lviatour in Wikimedia Commons.
Smaller image made available for sharing by Pristurus in Wikimedia Commons

Before sharing primary data online, critical thought must be used to assess: The extent, if any, of the potential commercial value.
 The rights of subjects (people) in the photo. Out of respect for the subjects in NWT student’s primary data, thecreator should gain the permission of the subject to use their likeness in an online photo sharing site. It is also bestin the first place not to collect identifiable people (accept in big groups) that require the asking of permission.
 Whether the representation is a fair and quality depiction of the subject that would be acceptable to the person,group, or town being presented.
One of the best places to share primary data is at Wikimedia
Commons (commons.wikimedia.org shown in top illustration).
For the purposes of training and modeling, the teacher (orwith mature and responsible students) can demonstrate how
to secure and use their own free account. How to upload andlicense creative work with a “creative commons” license theychoose is the key point. There are helpful videos explaining
Creative Commons licenses at creativecommons.org/videos/(see illustration).
Four types of licences are available to the creator to consider:whether to make the work completely open and available(“public domain”); whether users should give them credit (called “attribution”); whether to permit users to build upon orchange their work (called “derivatives”); or whether to permit others to profit from their work (“non-commercial”).

158GradeINSTRUCTIONS

K-12

CREATING AND SHARING PRIMARY DATA (The Instructions)
STEP 1: Learn. Go to http://commons.wikimedia.org/wiki/Special:UploadWizard. Log in or get a free account. Then, see“Upload File on left of Web page. Check that the data you want to upload meets the criteria.

STEP 2: Upload. Navigate to the file you have planned to upload.
STEP 3: Release Rights. Choose the license that describes how much you are willing to share the image.
STEP 4: Describe. Write a description that will appear with the image.
STEP 5: Use. Copy the code somewhere in case you decide to use the image in a personal wiki or even a Wikipedia article,
or other Web destinations (eg. blogs, wikis, Twitter, etc.).
159

SUGGESTED THREE YEAR PLANS FOR TEACHERS TO ACQUIRE LwICT SKILLS
A. All K-12 Skills Approach --------------------------------------------------------------------------------This “breadth” approach is good for those who like to be exposed to a lot of technologies and how these support K-12
learning. Learning all K-12 skills enables a teacher to decide whether an ICT practice or ICT at a higher level could be usefulwith some or all of their students. Also, a teacher may decide to teach in a different division in the future and would havethe ICT background. Exposure to many skills increases a teacher’s sense of choice.

YEAR 1YEAR 2

YEAR 3

Beginner

Intermediate

Advanced

Gr. K-6 Skills

Gr. 7-9 skills

Gr. 10-12 skills

B. One Division Skills Approach (eg. Gr. 7-9) ---------------------------------------------------------This “depth” approach is good for those who want to specialize in certain ICTs and practices at a divisional level andexperience moving along the continuum with their students. Repetition of ICT use within a division brings expertise.

(by Level)

YEAR 1YEAR 2

YEAR 3

BEGINNING TO LEARN

LEARNING AS I GO

LEARNING AND TEACHING

I am just beginning;
I like to have lots of help
(eg. approximately Gr. 7)

I am remembering from before;
I still need help sometimes(eg. approximately Gr. 8)

I have lots of practice;
I can help others(eg. approximately Gr. 9)

OR(by Inquiry Component)

YEAR 1YEAR 2

YEAR 3

BEGINNING TO LEARN

LEARNING AS I GO

LEARNING AND TEACHINGICT Supported Learning
during Inquiry Components:
 Planning and Questioning
 Gathering and Making Sense

ICT Supported Learning
during Inquiry Components:
 Planning and Questioning
 Gathering and Making Sense Producing to Show
Understanding+
Ethics and Responsibility
Social Implications
Metacognition, Motivation,
Confidence+
Ethics and Responsibility
Social Implications
Collaboration
Metacognition, Motivation,
Confidence

c
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ICT Supported Learning
during Inquiry Components:
 Planning and Questioning
 Gathering and Making Sense Producing to Show
Understanding Communicating and Reflecting+
 Ethics and Responsibility
 Social Implications
 Collaboration
 Metacognition, Motivation,
ConfidenceGrade

K-12

PLANS

LWICT INFUSION: TEACHER WEB CONFERENCE SCHEDULE 2012-2013 (GR. K-12)
PURPOSE OF WEB CONFERENCES: LwICT is a cross-curricular infused continuum of information and communication technology
skills. The Infusion Guide, outcomes and examples poster, and exemplar lessons exists in PDF/Word formats at ECE’s Web site, anddemonstrates applications of critical, creative, ethical uses of ICT-supported K-12 learning. Further support is provided in DVD
tutorials sent to schools, and web conferences offered throughout the year shown below in this schedule.
DEFINITION OF WEB CONFERENCE: In our NWT context, web conferencing will take the form of a presenter sharing the lesson thatis on their computer screen (“sharing their desktop”) with all attendees. The presenter and other participants are heard throughdialing in to the conference on a telephone (saves bandwidth). Besides interacting through voice, we may turn the chat feature on
for questions to be typed in to the presenter or other participants.

TECHNOLOGY-SUPPORTED LEARNING OPPORTUNITIES SCHEDULE: K-12
Web Conf. Dates
Sept. 19
(Wed. 3:45-4:45)
Oct. 17(Wed. 3:45-4:45)
Oct. 18(Thurs. 3:45-4:45)
Nov. 14(Wed. 3:45-4:45)
Nov. 21(Wed. 3:45-4:45)
Dec. 5(Wed. 3:45-4:45)
Jan. 16(Wed. 3:45-4:45)
Jan. 23(Wed. 3:45-4:45)
Feb. 13(Wed. 3:45-4:45)
Feb. 20(Wed. 3:45-4:45)
April 17
(Wed. 3:45-4:45)
April 24
(Wed. 3:45-4:45)
May 8(Wed. 3:45-4:45)
May 15(Wed. 3:45-4:45)

Essential Learning Question Addressed (Why should we use ICT?)Type of ICT Profiled

How can I know my students better in a way that engages them? How can mystudents “collect and show” their background knowledge and experiences? How
can I know about gaps in my students’ use of ICT?

Mindmapping software

How can I teach my age 5-12 students to be safe and smart online?

MediaSmarts.ca

How can I teach my age 10-18 students to think critically when online?

MediaSmarts.ca

How can I teach my students to narrow their online searches?

Search engines

How can I teach my students about ownership, authority, credibility, and attributionof online sources?
How can I teach my students through our inquiry practices how to respect
intellectual property? Where can my students go to find media for their projects
that is shareable?
How can my students capture the richness and variety of their cultures in digitalstills and proudly use this media at school?
How can my age 9-18 students collaborate locally and from great distances toconstruct knowledge and new synthesis?

Domain Finders,
Bibliography-makers

How can my age 5-18 students participate in global youth networks?
How can my students learn to read “right, down and DEEP”?
How can my age 10-18 students show their learning in a digital way?
How can my age 12-18 students create a virtual museum or virtual place of learningthat can be visited?
How can my students contribute to worldwide authentic audiences? How can mystudents be “prosumers” of information rather than just consumers?
How can my students collect and analyze data?

Creative Commons
repositories
Digital media projects
Collaborativetechnologies
Youth networks in
education
Hyperlinking text
Digital presentation
software
Digital presentation
softwareWikimedia Commonsand Wikipedia
Online surveys,
Graphing software

HOW DO I ATTEND?
STEP 1: Tell the technology mentor (TM) or leader of technology in your school your intention to attend.
STEP 2: The TM will send ECE your email address or their own email address at least 48 hours before (the TM may project theconference in their room from their computer).
STEP 3: ECE will invite you (or the TM as per your preference) with an email and link.
STEP 4: A few minutes before the web conference you or the TM will dial the telephone number for the audio-- and logon to acomputer to see the agenda. A troubleshooting telephone number is provided in the event of any technical difficulties.

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This MediaSmarts in-class resource for digital literacy is available through licensing to:provincial/territorial departments, school districts and boards, post-secondary
institutions and individual schools.
For more information contact: licensing@mediasmarts.ca

Passport to the Internet helps young people develop the critical thinking skills they need to apply to their online experiences byenabling them to use popular online tools and websites in a secure and ethical manner, and to their full potential. Using simulationsof the most popular Internet environments, this interactive resource teaches students about online safety, authenticating online
information, recognizing online marketing ploys, protecting their privacy, managing online relationships and dealing withcyberbullying.
MediaSmarts’ research report Young Canadians in a Wired World (the mostcomprehensive and wide-ranging study of its kind in Canada) showed us that young
Canadians, who are online from an early age, are actively seeking new ways to optimize
the Internet’s social and educational opportunities. Offensive and misleading content
and risky situations on sites young people visit, and their own concerns regarding
safety, privacy and the authenticity of Internet information, have given rise to the needfor digital citizenship and digital literacy tools. Passport to the Internet will help teachers
meet this critical need.
Passport to the Internet, a Web-based licensed resource in Flash, is accompanied by an extensive teacher’s guide that features
detailed instructions, backgrounders, classroom activities and handouts.

Passport to the Internet modules:
MyFaceA social networking site that challenges students to create
an engaging profile while protecting their privacy.
Co-Co’s Choco Match
A simulated advergame that teaches the “tricks of the
trade” that online advertisers use to reach young consumers.
Study SpaceA research assignment that teaches authentication skills
through a mock search engine and by having students judge
the reliability of three different websites.
Passport to the Internet Partners

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Inukshuk Wireless Learning Plan Fund
Elementary Teachers’ Federation of Ontario
Toronto Catholic District School Board
London Public Library

Web Café
A general introduction to safe and wise Web surfing thatshows students how to judge what is behind a link, email,banner ad or search result before clicking on it.
Instant Pigeon
An instant messaging program in which students engage in fourconversations, allowing them to make ethical choices about
how to reply to their online “buddies” and how to deal withissues such as uploading photos and videos, stranger contact
and cyberbullying.

MediaSmarts is a Canadian not-for-profit centre for
digital and media literacy. Its vision is that young
people have the critical thinking skills to engage withmedia as active and informed digital citizens.

This MediaSmarts in-class resource for digital literacy is available through licensing to:provincial/territorial departments, school districts and boards, post-secondary
institutions and individual schools.
For more information contact: licensing@mediasmarts.ca

MyWorld helps secondary students develop the decision-making and critical thinking skills necessary to actively and positively engage
with digital media. Much like the complementary elementary resource, Passport to the Internet, MyWorld uses simulations of online
environments, such as search engines, instant messaging, social networking sites and file-sharing services, to teach students digital
literacy skills. To reflect the complexity of their online activities, students playing MyWorld assume a variety of roles – student,
friend, peer and mentor – as they use the simulated online tools within the tutorial to address bullying and ethical behaviour, dohomework, and manage relationships and their privacy.
MediaSmarts’ research report Young Canadians in a Wired World showedthat young Canadians, who are online from an early age, actively seek out
new ways to optimize the Internet’s social and educational opportunities.
At the same time, offensive and misleading content and risky situations
on sites young people visit, and their own concerns regarding safety,
privacy and the authenticity of Internet information have given rise to theneed for digital citizenship and digital literacy tools. MyWorld will help
teachers meet this critical need.
MyWorld, a Web-based Flash resource, is designed as four self-contained
chapters, and is accompanied by step-by-step walkthroughs for eachchapter, a classroom activities guide, and an extensive teacher’s guidecontaining detailed instructions, backgrounders and handouts.

Chapter One
Focuses on the challenges students encounter in authenticatingand evaluating Internet content: rumours, advertisements,
hoaxes and hate material.
Chapter Two
Focuses on the challenges students encounter in managing
their privacy and reputation online.

MyWorld Partners

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

Inukshuk Wireless Learning Plan Fund
TELUS
Promoting Relationships and Eliminating Violence (PREVNet)
Ontario Institute for Studies in Education (OISE), University ofTorontoChapter Three
Focuses on managing online relationships, including topics suchas recognizing risky online behaviour in peers, excessive
Internet use or gaming, “sexting” and dealing with hatefulcomments by friends.
Chapter Four
Focuses on questions of online ethics including intellectual
property issues, plagiarism and cyberbullying.

MediaSmarts is a Canadian not-for-profit centre for
digital and media literacy. Its vision is that young
people have the critical thinking skills to engage withmedia as active and informed digital citizens.

These MediaSmarts professional development resources for digital literacy are available
through licensing to: provincial/territorial departments, school districts and boards, postsecondary institutions, individual schools, and regional libraries.
For more information contact: licensing@mediasmarts.ca

Web AwarenessWorkshop Series
The Web Awareness Workshop Series includes six professional development (PD) workshops that provide a comprehensive program
to help teachers of Grades K to 12 and librarians understand and address cyberbullying issues, online safety, marketing, privacy andinformation authentication. The workshops include Web-based self-directed tutorials, PowerPoint slides with speaking notes,
workshop guides, Webographies and participant handouts – a package of tools that allow educators and librarians to manage theirown PD activities and facilitate PD workshops on these topics for their colleagues. Accessed online and available individually, the six
workshops are:
Cyberbullying: Encouraging ethical online behaviour
This workshop offers strategies for librarians, teachers and parents on how to help young people develop responsible online behaviourand strike a balance between freedom of expression and creating an environment in which children feel free from harassment.
Safe Passage: Teaching kids to be safe and responsible online
This workshop explores the various Internet environments that kids enjoy, highlights Internet safety hazards and offers tips for
managing inappropriate content and promoting ethical online behaviour. The workshop also contains information on creating Internet"house rules," using kid-friendly search engines and finding great kids' sites.
Kids for Sale: Online privacy and marketing
This workshop offers a sampling of online commercial environments that attract children. It explores current strategies for marketing
to kids and the ways in which children's privacy may be compromised online. The workshop underlines how important it is for kids toknow when they are being informed, entertained or marketed to online and also to understand how their personal information may be
used.
Fact or Folly: Authenticating online information
To get the most out of the Internet, kids need to learn two things: how to find good information; and how to question and evaluate
online sources. The workshop explores examples of misinformation on the Net and provides guidelines and techniques for finding andverifying Internet resources.
Growing with the Net: The Early Years (Ages 4-12)This workshop provides a snapshot of children’s favourite Internet activities, explores the social and psychological developmental traits
associated with different ages and looks at the way these characteristics can affect how children interpret and respond to Internet
content and situations. Supporting the Passport to the Internet tutorial, It offers developmentally appropriate education strategies forfostering critical thinking and maximizing positive Internet experiences.
Growing with the Net: The Teen Years (Ages 13-17)
Supporting the MyWorld tutorial for secondary schools, this workshop outlines Internet activities and behaviours common to teens,developmental traits associated with adolescence, and how these characteristics can affect how teens interpret and respond to what
they encounter online. The workshop highlights challenges adults face while raising and educating a highly connected generation andoffers strategies to help teens develop the critical thinking skills they need to effectively manage their online experiences.
MediaSmarts is a Canadian not-for-profit centre for digital and media literacy. Its vision is that young people havethe critical thinking skills to engage with media as active and informed digital citizens.

GradeRESOURCES

K-12

RESOURCES
Manitoba has prepared a parent guide to introduce Literacy with Information and Communication Technology (LwICT). Thiscan be read online or printed off as a PDF in part or whole at http://bit.ly/caBR9F

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GradeK-12

PROJECTS

TRANSDISCIPLINARY NWT PROJECT
For the 2012-2013 school year, the Government of the Northwest Territories and the schools throughout the NWT will becollaborating on an ELA-Social Studies-ICT project. Each school will submit to GNWT Department of Education, Culture and
Employment two student-written Haikus and two student-captured digital images that illustrate the Haikus. Thesesubmissions will be consolidated into a printed book with two complimentary copies going back to each school. Morecopies will be available at cost in the publisher’s online store.

(screenshot of supporting wiki)

The book will draw upon the students’ Northern identities. Opportunities to write condensed thought in the form of Haikus
will be provided during ELA time; opportunities to consider one’s community, culture, heritage, land, language, nationhood,and place in the world will be provided in Social Studies, among other disciplines. There will likely be opportunities to use
school-owned digital cameras and personally owned devices throughout the year and across the curriculum.
Any NWT teacher can go http://mynorthproject.wikispaces.com/ (illustrated above) to see the full details of the project. All
documents, and posters for display are found at the wiki. This is a public wiki--meaning you do not have to be a member toaccess the site.
For questions or support please contact blake_wile@gov.nt.ca or susan_catlin@gov.nt.ca.

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