ict literacy and common core - april 2013

I C T L I T E R A C Y S T A N D A R D S 1

Stan Freeda


NEW HAMPSHIRE INFORMATION AND COMMUNICATION

LITERACY STANDARDS

Part of the Minimum Standards for School Approval (Ed 306.42)

New Hampshire Minimum Standards for School Approval include a section for information

and communication technologies (ICT) literacy (Ed 306.42). They became effective on

July 1, 2005.

Ed 306.42 requires all K-8 students to develop a digital portfolio which is assessed for ICT

literacy by the end of 8th grade.

Ed 306.42 requires students to complete at least 1/2 credit of computer technology literacy

prior to high school graduation.

These standards are were revised and updated to better reflect current understanding of

21st century literacies.



LITERACY STANDARDS

ALIGNMENT OF STANDARDS

THE NH DEPARTMENT OF EDUCATION RELEASED TECHNICAL ADVISORY #2

INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) TO PROVIDE

GUIDANCE AND ANSWERS TO FREQUENTLY ASKED QUESTIONS.

GLE READING & LITERACY SKILLS ALIGNMENT - IN JULY 2006 A TASK FORCE

OF LIBRARY MEDIA SPECIALISTS REVIEWED THREE SEPARATE DOCUMENTS:

GRADE LEVEL EXPECTATIONS FOR READING K-8, INFORMATION LITERACY

STANDARDS FROM AMERICAN ASSOCIATION OF SCHOOL LIBRARIANS, AND

THE NH ICT LITERACY STANDARDS AND CAME UP WITH AN ALIGNMENT OF ALL

THREE.



LITERACY STANDARDS

Ed 306.42 (2005)

K-12 Standards (a) Opportunities for Students to:

1. Develop responsible use

2. Become proficient in 21st Century Tools Within Core Subjects

Reading, Math, ELA, Science, Social Studies, Arts, World Languages

3. Use tools for learning

Literacy, numeracy, problem solving, decision making, spatial literacy

4. Use tools for technical knowledge

Hardware, software, networks, technology elements

5. Create Digital Portfolios which demonstrate

a. 6 ISTE NETS-S Components

b. Responsible use of tools in Core subjects

c. Digital Artifacts

Tests, observations, work, reflections



LITERACY STANDARDS

Ed 306.42 (2005)

K-12 Standards

(b) Assess the student digital portfolio for competency in ICT Literacy by the end

of 8th grade.

(c) Provide opportunities for high school students to take ½ credit ICT course

1. Common productivity tools

2. Multimedia software

3. Basic hardware and configurations

4. Applying programming concepts

There is an ICT literacy toolkit available on

NHEON.

www.nheon.org/ictliteracy/

Components for Assessment are based on the

National Educational Technology Standards

for Students (ISTE NETS – S)


ICT LITERACY STANDARDS

Program Standards not Curriculum Standards

http://www.nheon.org/ictliteracy/


NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS

Six Broad Categories

1. Basic operations and concepts;

2. Social, ethical, and human issues;

3. Technology productivity tools;

4. Technology communications tools;

5. Technology research tools; and

6. Technology problem solving and

decision-making tools;

1998 NETS-S


NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS Learning Teaching and Leading in the Digital Age

www.iste.org/standards

Standards Developed for:

• Students

• Teachers

• Administrators

• Coaches

• Computer Science Educators

http://www.iste.org/standards



2007 NETS-S Refreshed


NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS 1998 NETS-S aligned with 2007 NETS-S



NETS-S emphasis 1998 v. 2007

Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology tools.

Technology Productivity Tools

Students use technology tools to enhance learning, increase productivity, and promote creativity.

1998 – emphasis on the technology 2007 – emphasis on the learning action


ICT LITERACY AND

THE NH COLLEGE & CAREER READY STANDARDS

English Language Arts & Literacy in History/Social

Studies, Science, and Technical Subjects

Media and Technology Just as media and technology are integrated in school and life in the twenty-first century, skills

related to media use (both critical analysis and production of media) are integrated throughout

the standards.

They use technology and digital media strategically and capably. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening,

and language use. They tailor their searches online to acquire useful information efficiently, and

they integrate what they learn using technology with what they learn offline. They are familiar

with the strengths and limitations of various technological tools and mediums and can select

and use those best suited to their communication goals.

NOT JUST ABOUT USING COMPUTERS FOR RESEARCH


ICT LITERACY AND




CCSS.ELA-Literacy.W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related

information logically; include formatting (e.g., headings), illustrations, and multimedia

when useful to aiding comprehension.

CCSS.ELA-Literacy.W.5.6 With some guidance and support from adults, use technology, including the Internet,

to produce and publish writing as well as to interact and collaborate with others;

demonstrate sufficient command of keyboarding skills to type a minimum of two

pages in a single sitting.


ICT LITERACY AND




CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually,

quantitatively, orally) and explain how it contributes to a topic, text, or issue under

study.

CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual

displays in presentations to clarify information.


ICT LITERACY AND




CCSS.ELA-Literacy.W.11-12.2a Introduce a topic; organize complex ideas, concepts, and information so that each

new element builds on that which precedes it to create a unified whole; include

formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when

useful to aiding comprehension.

CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or

shared writing products in response to ongoing feedback, including new arguments

or information.


ICT LITERACY AND ASSESSMENT

Teaching with Technology and Testing with Technology

The Common Core State Standards, and the NH ICT Literacy Standards both

require integrating technology use into teaching and learning.

The Smarter Balanced Assessment Consortium will require students are

assessed using technology. Online assessments begin 2015!


TECHNOLOGY READINESS

Both Consortia wanted a Technology Readiness

Tool that would be able to assess current capacity

and compare that to the technology guidelines that

will be needed to administer the 2015 online

assessments. Data would be evaluated in 4 areas:

1. Computers & other devices

2. Ratio of devices to test-takers

3. Network and infrastructure

4. Personnel (staffing & training)

Pearson developed the Technology Readiness

Tool


TECHNOLOGY READINESS

Information about the Smarter Balanced Assessment

Consortium can be found on their website.

www.SmarterBalanced.org

www.education.nh.gov/spotlight/ccss/sbac.htm

The State Educational Technology Directors Association

sponsors an informational networking site to help

schools, districts, and states understand the process and

get help. Join the NH Group!

www.Assess4Ed.net

Information about Technology Readiness and the

Technology Readiness Tool is on the NH Technology

Readiness page on NHEON.

www.nheon.org/oet/readiness


RESOURCES ON NHEON.ORG



NEW HAMPSHIRE DATA


Submission Status • 50% of Schools have Indicated Data are Complete

Device Indicators • 58% of Devices Meet the Minimum Requirements

Device to Test Taker Indicator • 34% of Eligible Test-Takers can be Tested on Existing Devices based

on Minimum Requirements

Network Indicators • 48% of Schools have Sufficient Infrastructure to Carry the Data Traffic

for this Assessment based on Minimum Requirements

15 April 2013


NEW HAMPSHIRE DATA Computers and Other Devices

Information on computers and other devices were input into the tool.

The data collected for each device was: • How many?

• What operating system?

• What processor is in the device?

• How much memory?

• What is the screen resolution of the device display?

• What is the monitor/display size?

• Which browser is installed?

• Can it connect to wireless?

• What type of device?


NEW HAMPSHIRE DATA Network and Infrastructure

Information on network and infrastructure was entered into the tool.

The data collected from each school was: Hardware

• What is the estimated Internet Bandwidth?

• What is the estimated Internal Network Bandwidth?

• Estimate how much Internet Bandwidth is used?

• Estimate how much Internal Network is used?

• How many Wireless Access Points are in the school? School

• What is the maximum Number of Simultaneous Test-Takers?

• What is the estimated Test-Taker Count for 2014-2015 school year?

• What is the length of Testing Window in School Days?

• How many Testing Sessions in each school day?


NEW HAMPSHIRE DATA Test Administrators and Staffing

Information on the personnel/staff and their training were input into the

tool.

The data collected from each school was in the form of rating concerns

around issues and roadblocks that affect the staff. A 1 – 10 rating scale

was used. 1. Having a sufficient number of test administrators to support online

testing.

2. Test administrators having sufficient technical understanding to

support online testing.

3. Providing all appropriate training needed for test administrators.

4. Having a sufficient number of technology support staff to support

online testing.

5. Technology support staff having sufficient technical understanding to

support online testing."

6. Providing all appropriate training needed for technology support staff.


NEW HAMPSHIRE DATA


15 April 2013

not

reporting

48%

reporting

52%

Participation of

NH Schools

0

5

10

15

20

25

30

35

40

45

50

1 - 25% 26 - 50% 51 - 75% 76 - 100%

Nu

mb

er

of

SA

Us

Percent of Schools Complete

SAU Schools Reporting Complete


THE GOOD NEWS

At least half of our districts are using the tech readiness tool to get ready.

The technology required to test online is not terribly advanced, hard to come

by, or complicated.

Our districts have had technology support through Title IID of ESEA for the

past decade.

Most schools will be able to meet the technology requirements to assess

their students online, but the 2015 deadline.


THE BAD NEWS

At least half of our districts are not using the tech readiness tool to get ready.

While the technology required to test online is not terribly advanced, hard to

come by, or complicated, many districts fail to recognize the importance of

making technology use a requirement of all staff and students. We still have

recognized “tech teachers” and accept teachers who identify themselves as

“not a techy” or “don’t use technology”.

As education leaders, we often fail to recognize the importance of technology,

emphasize, or model technology integration when we deliver, promote, or

approve professional development opportunities or teacher training.

Our students are learning technology “on their own”, because it engages them

and they want to use it, but they are not learning good digital citizenship or

responsible use at the same time.


THE TAKE AWAY

What do we do now? Model and Expect Proficiency in the ISTE NETS-T

• We need to take seriously our role as education leaders in New Hampshire.

• We can’t just host “professional development” that talks about content or pedagogy

without integrating the use of technology or ICT Literacy skills into the experience, we

have to model the use of tech literacy skills and abilities in our actions and teaching for

the field.

• We have to insist that professional development we deliver, authorize, promote, and

approve, integrates technology and models its effective use.

• Engages socially through peer interactions both online and offline

• Stresses metacognitive processes enriched by technology

• Extends learning beyond the “workshop” or “webinar” or “seminar” through

continued online interactions with content and resources

• Requires a project based / demonstration product to assess learning

• Seamlessly integrates online tools and resources to enhance learning

• We have to insist that our professional development providers follow this collaborative

and metacognitive model as well.


THE TAKE AWAY

The Bottom Line

We cannot effectively use technology and

online tools for engaging assessments

unless we effectively teach kids using those

same technologies and online tools to

support and engage them in their learning.


RESOURCES

New Hampshire Educators Online (NHEON)

NHEON.org www.nheon.org

NH e-Learning for Educators Project

NH e-Learning for Educators informational website www.opennh.org

OPEN NH course and tutorial management system www.opennh.net

Online Learning in New Hampshire www.nheon.org/onlinelearning

Institute in a Box

Collaboration Rings

Common Core Lesson Sharing

www.nhdrc.org

http://www.nheon.org/

http://www.opennh.org/

http://www.opennh.net/

http://www.nheon.org/onlinelearning

http://www.nhdrc.org/


THE END Questions and Answers


OFFICE OF EDUCATIONAL TECHNOLOGY

Contact Information

Stan Freeda New Hampshire Technology Readiness Coordinator

Office of Educational Technology

New Hampshire Department of Education

[email protected] 603.271.5132

www.education.nh.gov www.nheon.org www.opennh.org

@

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