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Ask parents today, who knows more about computers and
technologies, mom and dad or the kids?
We all know what most will say. Today's youth are
media savvy and comfortable and confident with emerging technologies.
This is not new - generations of families have relied on
children to set digital clocks, program VCRs, and provide assistance
with a variety of gadgets.
Bill Breitsprecher, Media Specialist, Educator, Videographer,
Webmaster for
Heart and
Soul, & Club TNT,
and Editor &
Columnist for Madison
VOICES, will join Richard Brown and Betty Banks to discuss
technology, youth, and education. Please join us from 5- 6 pm on
June 9th and participate in our discussion. Its an important dialog - what
are our children doing with technology? Are we leading them?
Are digital formats and emerging trends helping them prepare for
success?
Most would agree - technology is important. Being
able to learn technology is a necessary skill for success in schools
and careers. Kids are attracted to technology - this is good. What can we do to
encourage their interests? How can we channel their
enthusiasm? Are we helping them build skills that will reward them
in the future? Are our schools teaching authentic technology
skills to ALL students?
Wisconsin's Department of Public Instruction defines information and
technology literacy as: "..the ability of an individual, working
independently or with others, to use tools, resources, processes, and
systems responsibly to access and evaluate information in any medium,
and to use that information to solve problems, communicate clearly, make
informed decisions, and construct new knowledge, products, or systems."
Sounds like pretty important stuff - is it just good talk or are we
serious about delivering this promise to our children? DPI has
created
Model Academic Standards for Information and Technology Literacy.
These are performance-oriented, not based on answering questions, but
demonstrated by activities and projects.
This takes us back to an older teaching concept, "active learning" -
the idea that when we show people, they forget; but when we get them
involved, they remember. "Hands-on" learning has always been a
powerful strategy. Now we have even more powerful tools to engage
students. What are we doing with this opportunity?
By definition, information and technology literacy is
never boring or "busy work" - it is about finding different, interesting
ways to do things. It is about using technology to build and share
understanding, improving learning, and enhancing education with
creative, meaningful activities and experiences.
The implementation
of these standards is the responsibility of all school instructional and
administrative staff. In terms of technology, Wisconsin’s standards
state that, “computer literacy objectives and activities shall be
integrated into the kindergarten through grade 12 sequential curriculum
plans”
DPI’s publication "Information & Technology Literacy Standards Matrix"
shows how
these skills are correlated across English
Language Arts, Mathematics, Science, and Social Studies. Working
collaboratively, academic skills can be taught and reinforced while
building technology and information literacy skills.
Why Are Information & Technology Literacy Skills
Important?
Information technology is the driving force behind our
"new-world" economy. Information & technology skills represent
information gathering, organizing, and problem solving tools that
students will need to be successful in their education and building careers.
Most parents want their children to have up-to-date computer skills. Today, few
would argue against the importance of computer literacy. Reasonable
people, however, can disagree about what skills represent computer
literacy. Keyboarding is probably part of that skill set, as are
software applications like word processing/desktop publishing,
spreadsheets, databases, Web
browsers, and even email.
Is this enough? Knowing HOW to use technology is important, but the real
skill is to use technology to identify information needs, research,
organize, communicate, and solve problems. Creating lists of specific
tasks utilizing technology, by itself, will not move us towards
meaningful information and technology literacy. Applying a set of
technology skills in different contexts, situations, and actually solving
problems represents authentic life skills.
So is information and technology literacy important for today's
students? It is when we define it as learning how to learn and using
appropriate tools to extend understanding. The world
has changed dramatically as we move forward into the 21st century. Yes,
reading, writing, and arithmetic are important; but is everything we need
to know found in traditional style textbooks?
Most of us that have been in the workforce for more than 10 years have
seen that the skills we need to survive constantly change -- the pace of
this change is accelerating. Web-based technology not only allows us
more direct access to sources of information that are continually
changing, it expands the walls of our schools, libraries, and even home
offices and play spaces.
The good news is that locating information has never been easier -- a
variety of documents in different formats are widely available in
viewable, printable, and downloadable versions. Intellectual access
to this information, however, requires strategies that encompass
defining needs, locating relevant sources, analyzing, evaluating,
synthesizing, creating, and sharing.
These are higher-level skills, actually processes that involve fairly
complex, constantly changing perspectives and technologies. Pretty
intimidating stuff -- yes, today we demand that schools document student
learning and academic achievement. Is it possible to move
students with diverse needs towards these outcomes while continuing to
improve academic achievement on core academic subjects?
Perhaps it would be more meaningful to ask:
"Can we expect to equitably
empower diverse learners to achieve high levels of academic achievement
without building the information skills that underlie all learning?"
Core academic skills are important; resources to support that
learning are increasingly available in different formats and styles.
"Learning how to learn" means identifying information needs and locating
and utilizing appropriate resources to meet those needs. Due to the
nature of today's information formats and retrieval tools, technology
skills are inherently part of most any information search.
Rather than ask if an emphasis on information and technology literacy
somehow distracts from academic achievement, it may be more relevant to
ask if we can really expect to raise academic standards without teaching
relevant skills that form the foundation of learning. In that context,
we see that information and technology literacy enhances all instruction
across the curriculum.
So are we actually teaching "real-world" skills to our
kids? Do most students believe that they are being challenged to
create knowledge and build problem-solving skills with computers?
Perhaps the most important question we can ask children that attend
public schools is this:
"Who knows more about using technology, the students
in your school or your teachers?"
What do you think most kids would say? Are their
interests in technology being supported at school? When
students use computers in school, are they doing more than "typing" term
papers and making basic slide shows?
Are students "drilling and practicing" or are they
learning tools that meet their needs and learning styles? Are
creative computer skills only being taught to small groups of students
in certain classes or is technology literacy being offered and shared
across the entire school and its curriculum?
While most students are doing Internet research and
writing in Language Arts classes, are they being encouraged
to revisit, edit, and revise ideas to improve clarity and extend learning?
Are they just keying prewritten drafts or are they actually learning to compose
at a keyboard? Traditional term-papers are text based and written
for an audience of one - the teacher. Are today's students
integrating technology, graphics, and eye-catching presentations to increase their
abilities to communicate with wider audiences.
What about
science classes - sure, there are many great Websites full of facts,
figures, and pictures.
Are students using virtual labs and multimedia too? Are they being
directed to specific sites or are they encouraged to locate and evaluate
resources that meet their needs? Watching multimedia is great, are
we also encouraging students to create rich-media presentations to build
knowledge and extend learning.
What about math?
There are many software packages and wonderful interactive math sites to
connect students with math skills. While kids appreciate access to
technology in all kinds of classes, perhaps the greatest value of
digital technology and multimedia is the ability to create alternative
presentations to meet different needs and learning styles.
The kids that will benefit the most from effective use
of technologies are those that need to "brush up" or "catch up" on
fundamental math skills. How are your kids using technology in
math classes? Did you know that many math teachers still have not
accepted calculators? Are we ready to accept that technology can
help our students and that it is our job to find a way to make it work?
We are just asking questions - our point is not
to judge. If these issues sound important, ask the people that are
being directly affected by them - ask your children.
When people talk about the "digital divide," they are
referring to "...the gap between those who benefit from digital
technology and those who do not. (from
International Telecommunication Union)"
According to
DigitalDivide.org, it is not really about access to technology, but
rather about benefiting from technology. These are global
issues that affect more-fully developed countries, emerging economies,
and less-developed economies. Our focus, however, will be on the
distribution of technology skills across diverse populations in the
United States with an emphasis on how it affects children. It is
about much more than access to the Internet.
Studies indicate that there is a difference between the access that
different groups of Americans have to technology. Studies also
indicate that there are differences between the readiness of different
groups of Americans to productively use technology.
The poor have
less access to technology and the Internet than the more wealthy.
Even when the less well off have access to hardware and the World-Wide-Web, they may
not have access, experience, and expertise with important productivity
tools associated with this technology. They are also less likely
to have broadband Internet access - increasingly important to keep up
with emerging formats and interactive technology. These burdens falls disproportionately on African Americans, Latinos, and
Native Americans.
Today, more than 60% of jobs require
some computer usage. For jobs that require a college education,
more than 85% of those jobs require computer skills. When we talk
about disparities in the distribution of computer technology, we are talking about
major barriers to employment in jobs that pay above-average incomes.
But let's not fool ourselves - the problem is not really based on who
has access to computers or the Internet. Having access to technology is
important, but the issues around the digital divide are broader - we are
talking about what types of productivity tools are people comfortable
and competent with. It is also important to talk about information seeking
strategies and skills. We are talking about what can actually
be accomplished with technology.
The good news is that younger people tend to be
ready to do more with technology, but that should be expected - adapting
to change can be easier for younger people. To compete in a
global, technology-based economy, all young people need an opportunity
to build authentic skills with technology.
Many studies are showing that the difference between those with
access to technology and authentic skills and those that do not is
increasing and that this difference is growing across socio-economic
factors. Two factors are at work:
Affordability. Being able to afford
reasonably modern computers that are capable of running today's software
and rich-media Internet formats is important - so is being able to pay
for broadband access that is required to support the emerging formats on
the Web.
Comfort, Competence, & Readiness to Learn Emerging
Technologies. Even among those with hardware, software, and
broadband connectivity, being able to comfortable navigate the Web, find
appropriate resources, and learn new software and emerging trends
represent the real value of technical literacy. Technology changes, increasingly at a faster rate.
To maintain media and technology savvy, users must develop effective
learning skills that meet each individual's learning styles,
preferences, and needs.
These 2 factors are why talking about technology and
youth is so important - just having access to computers at home, school,
public libraries, or other places is not enough. To help address
issues of equity in education, the job market, and socio-economic
lifestyles, we need to help all students appreciate the value of
literacy, problem solving, math, and productive use of technology.
If we do not more fully integrate 21st century skills into academic
curriculum, we cannot possibly motivate diverse learners with diverse
needs to do well in school. We cannot blame students when we
structure schools to overlook their needs.
When we know
that there are inequities in access and utilization of technologies, we
cannot say that students choose to remain disconnected. Giving
students meaningful choices demands that we use technology to make
academics relevant and prepare students for lifelong learning.
What an exciting time to be involved with education! The
performance of our schools is at the focus of the national dialog.
Student achievement is now squarely in the center of the discussion.
This is an opportunity to talk about student needs, teaching strategies,
and curriculum. It is an opportunity to share “best practices” and
collaborate, more fully reaching out to students, educators, families,
and school stakeholders.
Technology is making real inroads to changing the way we
support learning. Most schools have access to computer hardware,
software, networks, and Internet portals that are reliable, user
friendly, and fully capable of supporting learning. The World Wide Web
makes it possible to bring “real life” experiences into each and every
classroom. Our students, from pre-Kindergarten through secondary and
post-secondary levels, are excited about this and ready to use emerging
technologies.
Perhaps most important, modern productivity
software has the potential to save schools huge amounts of money – each
and every school has talented, creative content-experts that understand
the developmental needs of their students. Today’s technology allows that
talent and understanding to be harnessed, creating student-centered
lessons and activities that can be shared collaboratively around the
world! Educators just need “hands-on” support and encouragement – access
to tech-savvy, information specialists that can “roll up their sleeves’
and fully support the transition to 21st Century Schools.
To meet the challenge of documenting student achievement
across diverse learners will require:
Teaching How to Learn. Information literacy is
the key – in the process of teaching content-knowledge, we can help
students build strategies and skills that make learning more efficient
based on learner preferences and styles. Combining content-rich
instruction with self-understanding allows students to master
curriculum, preparing them for new learning and higher levels of
achievement.
Integrating Technology. Today’s students are
media smart and comfortable with technology in all formats. They want to
learn and apply emerging media technologies. This is an opportunity
unprecedented in the history of education! As educators, our challenge
is to nurture and cultivate this enthusiasm, supporting information and
technology literacy across diverse populations.
Building Bridges Between School-Based Learning and
Careers. Studies consistently show that when students and families
are involved with education, students succeed. Structuring learning
paths to include career options gives learners incentives to stay
engaged and work towards the goals they are creating for their futures.
The current education environment with its emphasis on
high expectations for student achievement coupled with access to great
technology – what an exciting opportunity! What can we do to help
school be fully prepared to take advantage of these unique
opportunities?
Since the
1930s, research has demonstrated that
integrating language arts skills in typewriting and now keyboarding
classes does build a variety of important skills. This should
not be surprising because reading and writing are correlated --
working on one skill builds the other. Reading and writing
underlie virtually ALL school-based learning; they are fundamental
skills to master.
As students become comfortable and functionally
proficient, composing skills are introduced and reinforced. After all,
keyboarding is the way people write today. Studies show
that students write more and will edit and revise their writing more
if they are writing on a computer. While using a computer, by itself,
will not improve writing; coupled with integrated curriculum and
effective teaching, dramatic results are possible.
Effectively implemented, writing with computers
results in students that:
Are more motivated, on-task, and actively engaged then
when writing with pens and pencils.
Are more willing to share their work and collaborate
when working with legible work they created on a computer.
Write more and write better.
While all students perform better, low achieving
students benefit the most from integrating computers with their
writing instruction. Today, a wide range of technologies are
working their way into the classroom. The area where technology can
provide the greatest positive impact on students learning is in the
writing process.
According to research findings, writing skills are enhanced by
computer usage for the following reasons:
Students write more efficiently and write more with
computers.
Student's writing becomes more detailed.
The more students write, the better they become at it.
Students can learn language structure and grammar with
the use of application software tools such as a spell-check and
thesaurus.
While research indicates that computer instruction can
enhance academic performance across student populations, this impact
is greatest with students that perform below class expectations and
"at risk" populations. Alternative delivery methods work,
especially with reading instruction. Computers engage students in an
active learning mode and can be effective components of reading
instruction.
Because current state and federal laws mandate
improvement of test scores, increasing the performance of
underachieving students is vital - statistically, that is where gains
must be made in standardized test scores. The key is to realize
that computers are much more powerful tools than drill and practice
machines, virtual worksheets, or electronic flashcards.
Effective computer instruction, therefore, needs to:
Focus on meaning and comprehension
Apply active learning, analysis, creativity, and
reasoning
Support learning across the curriculum
Deliver a variety methodology and subjects
Stress reading, writing, integration of different
subjects
Focus on mandated state approved curriculum
Involve frequent monitoring and evaluation of
students' progress
Writing is a process and getting students to look past
the accomplishments of a first draft is one of the challenges of
teaching and reinforcing writing skills. According to the National
Council of the Teachers of English, the writing process consists of:
Prewriting
Rough Draft
Revising with Major Changes in Ideas and Organization
Editing for Surface Errors Such as Spelling and Grammar
Publishing the Final Draft for Others to Read
Technology and the Writing Process
Today's computer software makes rough drafts,
revising, and editing much easier and help students locate and correct
surface errors in grammar and spelling. Computers can more fully
connect students with the writing process and allow all learners to
create "professional" looking final drafts.
To successfully integrate computer technology with
writing, however, two factors must be considered to maximize student
performance:
Student Skills
Teacher Expectations
While all students can benefit from learning to write
with computers, research indicates that low achievers will make the
most dramatic improvements.
Student Skills
Experience applying the writing process is critical.
To write successfully, students must be mature enough to accept
editing and revisions as a normal part of writing, not a punishment.
Learner's keyboarding skills are important if students are going to
adapt computers to the writing process. Students are unlikely to
master word-processing software until they develop comfort and
competency at the keyboard.
Once students develop skills in keyboarding and
software applications, their abilities and attitudes towards writing
improve. They enjoy writing more, think and write better, experiment
more, and want to continue writing on computers.
Teacher Expectations
While teachers must be comfortable with the technology
being used, they must also understand that computers do not replace
them - teachers teach writing. Teachers instruct students how to
take advantage of the computer's unique ability to assist in each
stage of the writing process. As teachers work with students applying
each step of the writing process, a better understanding will emerge
about the computer's role.
Implications
Some students find writing skills particularly
difficult to acquire because of the cumbersome process of having to
revise their writing over and over again. Today's computer
technology allows students to create, edit and revise their work
efficiently and proficiently. The key is that students
have solid keyboarding, software, and analytical skills. To
reach across the needs of diverse learners, computers need to be
integrated with the writing process. All students can benefit
from the power of technology.
To increase student engagement and create positive
attitudes, students must be given time to learn to use computers
comfortably. It probably takes a full year of keyboarding and computer
instruction to teach and reinforce the basic computer skills students
need to successfully apply the writing process.
Students are more likely to share their work when they
are able to create documents that approach professional standards.
Computers represent a great vehicle to stimulate cooperative learning.
Research indicates this is an important strategy to improve skills and
should be included in any computerized writing program.
An online collection of K-12 multimedia author and
book resources,
TeachingBooks.net promotes reading by using Web technologies to
get kids excited about authors and books with many thousands of
resources for
elementary school,
middle school, and
high school. They even maintain a free, online
Author Name Pronunciation Guide because they recognize that
readers are more comfortable when they can confidently recognize and
read and talk about authors and books.
Wisely, the creators understand that when we talk
about books and technology - these concepts are not mutually
exclusive! It is important to recognize that it is not one or
the other - if we want to connect with kids and motivate them to read,
we need to use the media and digital formats that they use.
Because reading is a fundamental skills in all subject
areas,
TeachingBooks.net resources reach across the curriculum and all
subject areas, grade levels. Progressive librarians and media specialists value the
resources at
TeachingBooks.net because of the unique style, breadth, and depth
of rich-media and its ability to motivate kids and build enthusiasm
for books.
Mission Statement
"TeachingBooks'
mission is to generate enthusiasm for books and reading by bringing
authors, illustrators and engaging resources about books for children
and teens to every school, library and home.
From one easy-to-use website,
TeachingBooks
makes instantly available original, in-studio movies of authors and
illustrators, audio excerpts of professional book readings, guides to
thousands of titles and a wealth of multimedia resources on children's
and young adult literature. Our hope is that by utilizing
TeachingBooks
multimedia resources, educators will better understand the spirit and
personality behind books and discover exciting ways to share these
insights with children and teens."
The Digital Divide and What to Do About it(22 pages).
Academics study the use of technology in different populations.
Access to information and knowledge is increasingly an important part
of economic activities. This report looks at inequality to Internet access and use, cross-national variation in
connectedness, and inequality among content producers and ability to
gain audiences.
Does the Digital Divide Still Exist? (21 pages).
Many politicians and pundits proclaim the "digital divide" no longer
exists. Some claim that it never existed. This report
identifies the main issues and demonstrates why those that proclaim
there is no digital divide are clearly wrong.
The
Myth about the Digital Divide: "We Have Overcome the Digital Divide"
(2 pages). Many take access to technology for granted - we are
on the Internet everyday, right? Kids are all online too - or
are they? This article identifies important questions we need to
ask - the digital divide exists and involves much more than simply
accessing the Internet.
Possible, Probably and Preferable Futures of the Digital Divide
(17 pages). This journal article documents the digital divide
and reviews how our society uses technology, analyzes technology
skills across diverse populations, and identifies implications for
future strategies to close the gap.
Second-Level Digital Divide: Differences in People's Online Skills
(20 pages). The digital divide is about much more than access -
the "haves" versus the "have nots." An intelligent dialog must
talk about differences in skills. The good news is that young
people, in general, are ready to build online skills.
21st Century Skills (8 pages). Technology is changing
our world. "No Child Left Behind" mandates technical literacy as a
core skill. NCREL/enGauge promotes digital-age literacy,
inventive thinking, effective communications, and high productivity.
Assessing Student technology Literacy at a National Level (12
pages). Australia is developing ways to access technical
literacy at a national level. This report shows how and
presents samples of student outcomes in 6th and 10th grades.
Are we assessing technology literacy skills here in America?
Beyond Skills to Literacy: Technical Skills to Technology
Integration (23 pages). This slideshow style
presentation explains technical literacy, technology integration, challenges that teachers and schools face, and different
standards and benchmarks that can be used to assess student learning.
Integrating Literacy and Technology in the Curriculum(3
pages). An attractive brochure created by the International
Reading Association, this guide outlines what can be done to support
students learning new technologies and developing new literacies.
Integrating Technology Into an Information Literacy Curriculum (35 pages). Information is moving to digital formats - to be
"information literate" demands technology skills. Using the
Big6 process model,
here are some curriculum handouts, lesson designs and units for K-6,
and sample assessment tools. Today's library skills need to
include computer skills.
Literacy and Technology: Bridging the Divide(7 pages).
The lives of 2 students are presented - one that
reads traditional formats, books, and loves writing things longhand on
paper and another student that is fully immersed in digital
technologies. These 2 extremes present a wonderful starting
point to talk about the relationship between technology and literacy.
Standards for Technology Education (4 pages). Here is a
good working definition of technology literacy, an explanation of why
we need standards for these skills, and a vision for teaching
technology.
Technology and Early Literacy: A Recipe for Success(13
pages). Kids love to learn, especially as it relates to
interactive technologies. The "hands-on" nature of computer
activities accommodates all learning styles. More importantly, if
computers are used as tools to teach reading, writing, and
collaboration, it helps students develop habits of lifelong learning.
Technology Literacy: Educating Children to Create Their Own
Future(9 pages). While talking about "technology
literacy" is important, educators, parents, and policymakers need to
agree on what this phrase means. Here is a good review of the
main issues that constitute what it means for youth to be "technically
literate."
Technology Skills and Information Literacy Skills (2 pages). This handout presents some clearly identifiable
skills in a checklist form that can be used to review the progression
of these skills from Kindergarten to 5th grade.
Understanding Technology's Role in Literacy(10 pages).
Most think of computers when we talk about technologies - but a more
useful definition is, "...any tool or medium that helps people
accomplish tasks or produce products more efficiently." As
important as computer technologies are, other tools like digital
cameras, recorders, portable keyboards, and a variety of graphic and
multimedia tools are also powerful ways to use technology to promote
literacy.
Ways Technology Supports Early Literacy (2 pages). When
technology is use in schools is based on instructional objectives
being taught, student learning increases dramatically. Perhaps
the key is to take advantage of the interactive nature of emerging
technologies so that students are involved with the content as they
manipulate different media formats.
Wisconsin's Model Academic Standards for Information and Technology
Literacy(49 pages). This is a the complete packet that
outlines the rational for standards in Wisconsin's schools and
establishes benchmarks for student progress. In-depth and
concise, it also includes a useful glossary of terms that are used
when talking about technology and schools.
Infostar:
Regular guest on Peter Greene's Wisconsin Public Radio (WPR) and National Public
Radio (NPR) Schedule. Great set of
TECH SUPPORT
links, VIRUS INFO
CENTER, and computer & application
TIPS
Information technology is the driving force behind our
"new-world" economy. Information & technology skills represent
information gathering, organizing, and problem solving tools that
students will need to be successful in their education and building careers. 
So are we actually teaching "real-world" skills to our
kids? Do most students believe that they are being challenged to
create knowledge and build problem-solving skills with computers?
Perhaps the most important question we can ask children that attend
public schools is this:
When people talk about the "digital divide," they are
referring to "...the gap between those who benefit from digital
technology and those who do not. (from
What an exciting time to be involved with education! The
performance of our schools is at the focus of the national dialog.
Student achievement is now squarely in the center of the discussion.
This is an opportunity to talk about student needs, teaching strategies,
and curriculum. It is an opportunity to share “best practices” and
collaborate, more fully reaching out to students, educators, families,
and school stakeholders.
Since the
1930s, research has demonstrated that
integrating language arts skills in typewriting and now keyboarding
classes does build a variety of important skills. This should
not be surprising because reading and writing are correlated --
working on one skill builds the other. Reading and writing
underlie virtually ALL school-based learning; they are fundamental
skills to master. 