Information and Communication Technology Conceptual Framework, commissioned by CARE, on behalf of the League of Canadian Reformed secondary schools in Ontario Overarching Learning Outcomes for the John Calvin Schools (Australia) ISTE‐NETS for Students Standards and Performance Indicators K‐12 Digital Literacy and Citizenship Curriculum, CommonSense Media Canada’s Centre for Digital and Media Literacy, MediaSmarts Goodwill Community Foundation Inc, GCFLearnFree Online Consultation on Experts’ Views on Digital Competence, European Commission Blyleven, (2014) Shaping a Digital World Christian Educators Journal, April, 2014, p. 13 It is our hope and prayer that this curriculum document will help our schools use information technology as another tool for directing their students in becoming responsible and responsive stewards in God's Kingdom. Ron de Haan Credo Christian High School, Langley Fritz Douma Credo Christian High School, Langley Ben Vandergugten William of Orange Christian School, Cloverdale Anthony Vandergugten John Calvin School, Yarrow Nick Vanderven Credo Christian High School, Langley Richard Veldkamp Parkland Immanuel Christian School, Edmonton Stephen Chase Credo Christian Elementary School, Langley Fred Struik Credo Christian High School, Langley July 2016
Examples of SAMR in the Classroom Example Questions to Assist Planning Possible Activities Redefinition: Computer technology allows for new tasks that were previously inconceivable. Students are asked to create a documentary video answering an essential question related to important concepts. Teams of students take on different subtopics and collaborate to create one final product. Teams are expected to contact outside sources for information. What is the new task? Will any portion of the original task be retained? How is the new task uniquely made possible by the new technology? How does it contribute to my design? Casting with Online Links Word Processing Conferencing Modification: This is the first step over the line between enhancing the traditional classroom activity and transforming the classroom. Common classroom tasks are being accomplished through the use of computer technology. Students are asked to write an essay around the theme "And this I believe...". An audio recording of the essay is made along with an original musical soundtrack. The recording will be played in front of an authentic audience such as classmates, parents, or board members. How is the original task being Does this fundamentally depend upon the new technology? How does this contribute to my design? Mashups Self-Evaluation Surveys Posters Management with Spreadsheets Augmentation: Computer technology offers an effective tool to perform common tasks. Students take a quiz using a Google Form instead of using pencil and paper. Have I added an improvement to the task process that could not be accomplished with the older technology at a fundamental level? How does this feature contribute to my design? Mapping with Digital Images Booking Create Advertisements Summarizing Demonstrations Graphing to Text Substitution: Computer technology is used to perform the same task as was done before the use of computers. Students print out worksheet, finish it, hand it in. What will I gain by replacing the older technology with the new technology? Word Processing Mapping Searches Making Videos Source: modification modification
A. General IT Knowledge: basic knowledge about digital devices. It is expected that students will: understand common uses of IT in their personal life and society (eg email, e-commerce, GPS, live-streaming church services, tablets). understand the difference between hardware and software. be familiar with the meaning of common computer related terminology. understand the different components of a computer or other digital devices. describe the differences between stand-alone and networked devices. be familiar with the historical development of computers and the Internet. identify various operating systems and understand basic differences between them. B. Essential Skills: the skills necessary to use digital devices. It is expected that students will: use a digital device (eg Desktop PC, Laptop, Tablet, etc.). properly lock/unlock, and startup/shutdown. demonstrate the proper use of simple operating system functions (eg use mouse, open/close programs, control windows). perform basic print functions (eg select printer, print preview, page orientation, print). manage files and folders including copying, moving, deleting, saving, renaming, locating. upload and download files from the Internet or other devices. modify device settings and view system information. install applications. troubleshoot systems or applications and solutions. C. Keyboarding: can keyboard effectively. It is expected that students will: use correct posture when keyboarding use correct touch-typing techniques for letters use correct touch-typing techniques for numbers/symbols achieve a net minimum keyboarding speed of 10 wpm achieve a net minimum keyboarding speed of 20 wpm achieve a net minimum keyboarding speed of 30 wpm Essential Knowledge and Skills (continued) K - 3 4 - 7 8 - 10 11 - 12 Learning Activities D. Word Processing: create and edit documents. It is expected that students will: construct and modify personal and business documents that use: a variety of formatting functions (eg bold, italic, underline, font, font size) paragraph formatting (eg alignment, line spacing, bullets) page formatting (eg margins, borders, page numbers) document editing (eg cutting, copying, pasting, spell/grammar check, thesaurus) graphics tables columns use advanced software features such as:
demonstrate a willingness to adapt to new technologies when appropriate. productive work habits that limit digital distractions. monitor personal goals and strive to improve digital competence. examine local/global social, cultural, economic, and environmental issues related to digital technologies. strive to serve the local or global community: advocate and practice safe, ethical, appropriate, productive, legal, and responsible use of IT with an interest to serving God and their neighbour. Consider topics such as automation, drones, artificial intelligence, augmented reality, virtual reality, mobile devices, robotics, digital currencies like bitcoin, hacking, P2P sharing, piracy, VPNs, data collection, anonymity, etc. Research and Information Literacy Christian students employ digital tools to gather, evaluate, and use information to praise God and benefit their neighbour, their community, and their world. K - 3 4 - 7 8 - 10 11 - 12 Learning Activities U. Information Literacy: uses digital technology to carry out research in an effective, responsible, and ethical manner. It is expected that students will: identify trustworthy digital sources specific criteria. employ strategies to increase the accuracy of searches. defend the importance of citing all research sources. bibliographical citations for online sources according to a standard method. evaluate and select information sources and digital based on their appropriateness to specific tasks. V. Information Processing and Management: uses technology to improve ability to gather, organize, analyze, and evaluate the relevance and purpose of digital information. It is expected that students will: collect and interpret data, and report results. locate, analyze, and collect information from diverse, multimodal sources (text, graphic, video). organize, manipulate, and synthesize digital content according to genre, theme, or purpose. Critical Thinking, Problem Solving, and Decision Making Students use Christian discernment and critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. K - 3 4 - 7 8 - 10 11 - 12 Learning Activities W. IT for Advanced Learning: uses IT to improve their critical thinking, problem solving, and decision making. It is expected that students will: use data to identify problems and solutions. seek digital resources to develop significant questions for investigation. apply correct digital tools to problem solving activities (eg mind maps, diagrams). develop and demonstrate logical thinking skills (eg Boolean logic, basic programing concepts, IF functions and loops, game logic).
Continued on reverse… 3) Defend the importance of citing all research sources. questions the importance of citing sources and may not always include proper citations recognizes the importance of citing sources by including proper citations is able to explain the importance of citing sources encourages and/or assists others to include proper citations 4) Write bibliographical citations for online sources according to a standard method. no attempt to follow style guide or does so haphazardly attempts to follow the style guide but uses it incorrectly follows the assigned style guide accurately has knowledge and is able to use a variety of different styles (APA, MLA, Chicago) 5) Evaluate and select information sources and digital based on their appropriateness to specific tasks. indiscriminately takes information from anywhere; often uses incorrect digital tools gives some thought to which digital tools to use and where to find information; at times makes inappropriate choices uses given criteria to make good choices when selecting information sources and digital tools has internalized the importance of using criteria and helps others make excellent choices when selecting information sources and digital tools V. Information Processing and Management: uses technology to improve their ability to gather, organize, analyze, and evaluate the relevance and purpose of digital information. It is expected that students will: 1) Collect and interpret data, and report results. if information is collected it is irrelevant collects information but fails to process and present it properly collects information in and processes and presents it properly collects information to process and present it in creative and innovative ways 2) Locate, analyze, and collect information from diverse, multimodal sources (text, graphic, video). locates information but only one type; sometimes irrelevant locates a variety of information types but analyzes incorrectly, collecting some irrelevant data locates and collects a variety of relevant information has become an expert in finding relevant information from a variety of sources and data is willing to assist others 3) Organize, manipulate, and synthesize digital content according to genre, theme, or purpose. organizes digital content but does not manipulate or synthesize it organizes and manipulates digital content but incorrectly organizes digital content effectively and chooses correct tool to manipulate and synthesize results according to genre, theme, or purpose manipulates and synthesizes digital content in creative and innovative ways Research for Grade 4-7
Manipulate images. Insert multimedia elements (sound, video, animation). Deliver presentations using: and animations, Speaker notes and handouts, Remote presenters and laser pointers. F. Performance Task Students will use appropriate to create and present effective presentations. Presentation Project Rubric Learning Outcome Does not Meet Expectations Minimally Expectations Expectations Exceeds Expectations E. Presentations: create and edit presentations. It is expected that students will: Prepare presentations incorporating: 1) effective use of brief points text is unclear, wordy, with numerous spelling or grammar mistakes most points communicate intended message with several spelling or grammar mistakes communicates intended message clearly and effectively brief points with few spelling or grammar mistakes message is clearly communicated in an insightful and innovative manner using brief points with no spelling or grammar mistakes 2) effective use of poor choice of fonts, size or colours make it difficult to read choice of size or colours makes it sometimes difficult to read fonts chosen suit topic, are readable and appropriately sized use of enhances and adds beauty 3) effective selection and use of images images are lacking or inappropriate some images are appropriately chosen most images are appropriately chosen image is carefully chosen, adding clarity to the message and visual beauty 4) effective image resizing and positioning few images are properly sized and positioned effectively some images are properly sized and positioned effectively most images are properly and positioned effectively every image is properly sized and positioned, effectively, adding clarity to the message and visual beauty 5) effective design and layout principles layout is cluttered and confusing with a distracting background; poor use of space design has some pleasing visual elements and some effective layout choices design is visually pleasing with appropriate use of background and unifying theme; good use of space design is visually stunning with appropriate use of background and unifying theme; may include additional items such as logo, footer, or slide number 6) templates templates are used without any customization stock template used with minor customization custom creative templates have been created to suit the message could sell this template for profit 7) multimedia (sound, video) no multimedia has been added multimedia has been added but does not enhance the message or fails to function multimedia has been successfully added to enhance the message multimedia is repeatedly and successfully used to enhance the message