(Reviewer) Building and Enhancing New Literacies Across The Curriculum With Emphasis On The 21ST Century Skills [PDF]

Zitiervorschau

Reviewer in PROFED 6

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BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM WITH EMPHASIS ON THE 21ST CENTURY SKILLS (PIE 6)

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LITERACY "The ability to identify, understands, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.” –UNESCO

Educators could be even more important as they guide students through the contexts of learning materials, not simply the content. Educators must learn to engage with new technologies and the literacy practices surrounding them New literacies will bring about new challenges for schools, because in no small part, new technologies (and the cultural practices around them) are changing incredibly quickly. NEW LITERACIES, THE CURRICULUM AND CURRICULUM DEVELOPMENT

NEW LITERACIES Refer to new forms of literacy made possible by digital technology developments. Commonly recognized examples include instant messaging, blogging, social networking, podcasting, photo sharing, digital storytelling, and conducting online searches.     

Socio-cultural theory of literacy New literacies about more than ICT and literacy Importantly the new literacies include questions about identity, society and change. Development from and contemporary to multi-literacies Opens up textual practices in terms of questioning and representing everyday life.

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A planned and guided set of learning experiences and intended outcomes, formulated through systematic reconstruction of knowledge and experiences under the auspices of the school, for the learners' continuous and willful growth in personal social competence. (Daniel Tanner, 1980)

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A written document that systematically describes goals planned, objectives, content, learning activities, evaluation, procedures and so forth. (Pratt, 1980

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the whole body of a course in an educational institution or by a department. (The International Dictionary)

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courses taught in schools or university. (Oxford English Dictionary)

LEARNERS AND NEW LITERACIES  

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Online research and comprehension is a selfdirected process of text construction and knowledge construction. Five practices appear to define online research and comprehension processing: (1) identifying a problem and then (2) locating, (3) evaluating, (4) synthesizing, and (5) communicating information. Online research and comprehension is not isomorphic with offline reading comprehension; additional skills and strategies appear to be required. Online contexts may be especially supportive for some struggling readers. Adolescents are not always very skilled with online research and comprehension. Collaborative online reading and writing practices appear to increase comprehension and learning.

NEW LITERACIES AND THE CLASSROOM  

How will the role of educators change with the rise of new literacies? With a world of digital materials at students’ fingertips, traditional instructional materials like textbooks are no longer canonical.

TYPES OF CURRICULA RECOMMENDED  

Almost of the curricula found in schools are recommended The recommendations come in the form of memoranda or policy, standards and guidelines. (e.g. DepEd, CHED, TESDA, UNESCO)

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WRITTEN   

A form of course study, syllabi, modules, books, instructional guide among others. Made by the curriculum experts with the participation of teachers. K to 12 for Philippine Basic Education

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The skill of the teacher to facilitate learning based on written curriculum with the aid of instructional materials and facilities will be necessary. The taught curriculum will depend largely on the teaching style of the teacher and the learning style of the learners.

SUPPORTED  

Metacognition is thinking beyond thinking, being responsible for our own learning. LEARNED

TAUGHT 

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These include print materials like books, charts, posters, worksheets, or non-print materials. Supported curriculum also includes facilities where learning occurs outside or inside the four-walled building.

Taught and Supported curricula have to evaluated to find out if the teacher has succeeded or not in facilitating learning. In the process of teaching and end of every lesson be or teaching episode, an assessment is made. o Assessment OF learning o Assessment FOR learning o Assessment As learning Assessment OF learning  

is basically related to the concept of summative assessment. It is an assessment mainly focused on finding out the extent of student's learning primarily to appropriate grade to represent student's achievement.

Assessment FOR learning  

How do we know if the student has learned? These are measured by tools in assessment, which can indicate the cognitive, affective, and psychomotor. Learned curriculum will also demonstrate higher order and critical thinking and lifelong skills.

HIDDEN/IMPLICIT  

ASSESSED 

It involves goal-setting, monitoringprogress, and reflecting on results. It serves as a basis for metacognitive process of students.

it involves using assessment in the classroom to raise student's achievement. It is based on the idea that a learner will most likely to improve if they are given constant feedback on what the aims are, where are they on process of attaining these aims, and how can they better attain these aims.

Assessment As learning 

This is based on the idea that assessment begins as students develop realization of the goals of instruction and the standards for performance.

This curriculum is not deliberately planned, but has a great impact on the behavior of the learner. Peer influence, school environment, media, parental pressures, societal changes, cultural practices, natural calamities are some factors that create the hidden curriculum.

4 MAJOR FOUNDATIONS OF CURRICULUM    

Philosophical Historical Psychological Social

PHILOSOPHICAL FOUNDATION Perennalism Aim: To educate the rational person; cultivate intellect. Role: Teacher assists students to think with reason. Focus: Classical subjects, literacy analysis. Curriculum is enduring. Trends: Use of great books and return to liberal arts Essentialism Aim: To promote intellectual growth of learners to become competent. Role: Teachers are sole authorities in the subject area. Focus: Essential skills of the 3R's: Essential subjects. Trends: Back to Basics. Excellence in Education. Cultural Literacy Progressivism Aim: Promote democratic social living. Role: Teacher leads for growth and development of lifelong learners.

Focus: Interdisciplinary subjects. Learner-centered. Outcomes-based. Trends: Equal opportunities for all. Contextualized curriculum. Humanistic education.

method was introduced by Kilpartick where teacher and student plan the activities. The curriculum develops social relationships and small group instruction.

Reconstructionism Aim: To improve and reconstruct society. Education for change. Role: Teacher acts agent of change and reforms Focus: Present and future educational landscape.

Harold Rugg (1886-1960)   

Trends: School and curricular reform. Global education. Collaboration and Convergence. Standards and Competencies HISTORICAL FOUNDATION Franklin Bobbit (1876-1956)    

Started Curriculum development movement. Curriculum as a science that emphasize on student's needs. Curriculum prepares learners for adult life. Objectives and activities grouped together when task are clarified. Werret Charters (1875-1952)

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Like Bobbit, curriculum is science and emphasizes student's needs. Objectives and activities should match. Subject matter or content relatives to objectives. Hollis Caswell (1901-1989)

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Sees curriculum as organized around social functions of themes, organized knowledge and learner's interest. Caswell believes that curriculum, instruction and learning as interrelated. Curriculum is a set of experience. Ralph Tyler (1902-1994)

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Tyler believes that curriculum is a science and an extension of school's philosophy. It is based on student's needs and interest. The process emphasizes problem solving. The curriculum aims to educate generalists and not specialists Hilda Taba (1902-1967)

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Contribute to the theoretical and pedagogical foundations of concepts development and critical thinking in social studies curriculum. Helped lay the foundation for diverse student population.

Peter Oliva (1992-2012)   

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Curricula are purposeful activities which are child-centered. The purpose of the curriculum is child development and growth. The project

Described how curriculum change is a cooperative endeavor. Teachers and curriculum specialist constitute the professional core of planners. Significant improvement through group activity. Robert Gagne (1916-2002)

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Proposed the Hierarchical Learning Theory Behavior is based on prerequisite conditions. Introduced tasking in the formulations of objectives

PSYCHOLOGICAL FOUNDATION Ivan Pavlov (1849-1936)   

Father of the Classical Conditioning. Theory of S-R Theory The key to learning is early years of life are to train them what you want them to become. S-R Theory is a foundation of learning practice called indoctration Edward Thorndike (1874-1949)

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Championed the Connectionism Theory Proposed the three laws of learning o Law of readiness o Law of exercise o Law of effect Specific stimulus has specific response Jean Piaget (1896-1980)

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Describes cognitive development in terms of stages from birth to maturity Sensorimotor stage (0-2), preoperational stage (2-7), concrete operations stage (711) and formal operation (11 - onwards) Assimilation Accommodation Equilibrium Lev Vygotsky (1896-1934)

William Kilpartick (1875-1952) 

To rugg, curriculum should develop the whole child. It is child-centered. With the statement of objectives and related learning activities, curriculum should produce outcomes. Harold rugg emphasized social studies and the teacher plans curriculum in advance

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Cultural-transmission and development Children could, as a result of their interaction with society, actually perform

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certain cognitive actions prior to arriving at development stage. Sociocultural development theory Pedagogy creates learning processes that lead to development. Child is an active agent on his or her educational process. Howard Gardner

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Gardner's multiple intelligences Human have several different ways of processing information and these ways are relatively independent of one another.

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Curriculum Development It is a dynamic process. In curriculum development, there are always changes that occur that are intended for improvement. Curriculum Development Process 

Daniel Goleman  

Emotion contains the power of affect action. Emotional Quotient

HUMANISTIC PSYCHOLOGY Abraham Maslow (1908-1970)  

Self-Actualization Theory Classical Theory of human needs. A child whose basic needs are not met will not be interested in acquiring knowledge of the world. "learner who can accomplish, grow and actualize his or her human self" Carl Rogers (1902-1987)

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Non-directive and Therapeutic Learning Established counselling procedures and methods for facilitating learning. Children's perceptions, which are highly individualistics, influence their learning and behaviour in class.

SOCIAL FOUNDATIONS John Dewey (1859-1952) 

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Considered two fundamental elements – schools and civil society to be major topics needing attention and reconstruction to encourage experimental intelligence and plurality. Learning by doing Alvin Toffier

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Wrote the book Future Shock Believed that knowledge should prepare students for the future. Suggested that in the future, parents might have the resources to teach prescribed curriculum from home as a result of technology, not in spite of it. (Home Schooling) Society and Society Symbol

Society as an source of change Schools as an agents of change Knowledge as an agent of change

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Development connotes changes which is systematic. A change for the better means alteration, modifications or improvement of existing condition. To procedure positive changes, development should be purposeful, planned and progressive. Phases of Curriculum Development

1. Curriculum planning - consider the school vision, mission and goal. 2. Curriculum designing - the way curriculum is conceptualized to include the selection and organization of content, the selection and organization of learning experience or activities and the selection of the assessment procedure and tools to measure achieved learning outcomes. 3. Curriculum Implementing - The teacher, who is facilitator of learning, leads in putting into action the plan which is based on the curriculum design. 4. Curriculum evaluating - determines the extent to which the desired outcomes have been achieved. This procedure is on-going as in finding out of progress of learning or the mastery of learning Ralph Tyler Model: Four Basic Principles He posited four fundamentals prrinciples which are illustrated as answers to the following question: 1. What education purposes should school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained or not.

Tyler's Model shows that in curriculum development, the following considerations should be made:    

Purpose of the school Educational experiences related to the purpose Organization of the experiences Evaluation of the experience

Hilda Taba Model: Grassroots Approach

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She presented six major steps to her linear model which are the following: Diagnosis of learners needs and expectations of the larger society, Formulation of learning objectives Selection of learning contents Organization of learning contents Selection of learning contents Determination of what to evaluate and the means of doing it 21st Century literacies as the ability to:

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Develop proficiency and fluency with the tools of technology; Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought; Design and share information for global communities to meet a variety of purposes; Manage, analyze, and synthesize multiple streams of simultaneous information; Create, critique, analyze, and evaluate multimedia texts; Attend to the ethical responsibilities required by these complex environments. (NCTE, 2013)

NICHOLSON AND GALGUERA (2013) suggest five skills that must be taught to address the gap in students’ new literacy skills. These skills include: (a) The ability to identify questions and frame problems to guide reading on the internet, (b) The capacity to identify information that is relevant to one’s needs, (c) Competence with critically evaluating online information, (d) facility with reading and synthesizing information from multiple multimedia sources, and (e) understanding how to communicate with others in contexts where information is learned about and shared collectively.

Five Basic Types of Curriculum Model 1.      

TRADITIONAL Workbook-Textbook Approach Focused on grades. Traditional curriculum is a curriculum stay at traditional method of teaching. The techniques of teaching are not changing. It concentrated a learning of the learners by old and commonly strategies of teaching. The facilities are good for the learners to have learning at all.

Advantages 

cover the basics, lesson plans laid out, security

Disadvantages    

Time consuming Expensive Difficult to teach several grades simultaneously, Subjects each taught separately

2. THEMATIC  Integrated study  focused on academics based on student's interest Advantages All ages learn together; uses real books, inexpensive, teaches to child’s area of interest Disadvantages  

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Can have gaps in skills so needs balance; can be overwhelming to new homeschoolers, lesson plans are more flexible and require you to provide the structure; may lack resource materials on the field, lacks test taking skills in content areas.

3. PROGRAMMED  This type is often based on a self-paced, sequential workbook.  It requires no preparation and usually little direct teaching by the parent Advantages 

Very easy to use, little preparation, lessons planned out, independent learner based, selfpaced, especially great for content areas

Disadvantages  

Not appropriate for younger grades, Not suitable for auditory learners,

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Boring to some, Not designed to be interactive, Skill building might be lacking

4. CLASSICAL  This coincides with a child’s cognitive development.  Involves the Trivium of learning Advantages      

Works well for families with children close in ability level; developmentally appropriate methods; uses real books; unit study approach to content; systematic/chronological method to content; hooked/linked to history; progression of knowledge;

Disadvantages    

May not “feel” structured when compared to traditional curriculum; Not yet, totally self-contained; may be difficult to use when there is a wide ability gapbetween children; may be easy to miss certain skills TECHNOLOGICAL

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Curriculum models are tool used by educators. It is the content but also planning to put into the subject matter: goals and objectives, assessments, and sequencing. Schools and districts create a curriculum guide, framework that detailed what, how and when instruction occurs. They primary use of a curriculum guide to give educators a uniform methodology so all students have the same opportunity to learn. A curriculum model is the tool that helps those who write and develop curriculum guides. They provide a reason for the choices made in teaching. Curriculum models have five areas they define:

5. Structure - system, linear or cyclical. How often does the curriculum get reviewed? Technological Technology integration is the use of technology resources -- computers, mobile devices like smartphones and tablets, digital cameras, social media platforms and networks, software applications, the Internet, etc. -- in daily classroom practices, and in the management of a school. Successful technology integration is achieved when the use of technology is:   

When technology integration is at its best, a child or a teacher doesn't stop to think that he or she is using a technology tool -- it is second nature. And students are often more actively engaged in projects when technology tools are a seamless part of the learning process. "Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions -- as accessible as all other classroom tools." -- National Educational Technology Standards for Students, International Society for Technology in Education When effectively integrated into the curriculum, technology tools can extend learning in powerful ways. These tools can provide students and teachers with:   

1. Focus – subject or student. Where is the emphasis?

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2. Approach – traditional or modern. What type of instruction will be used?

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3. Content - topic based or content based. How will units or strands be written? 4. Process - formative or summative. How will assessments be used?

Routine and transparent Accessible and readily available for the task at hand Supporting the curricular goals, and helping the students to effectively reach their goals

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Access to up-to-date, primary source material Methods of collecting/recording data Ways to collaborate with students, teachers, and experts around the world Opportunities for expressing understanding via multimedia Learning that is relevant and assessment that is authentic Training for publishing and presenting their new knowledge

Types of Technology Integration         

Online Learning and Blended Classrooms Project-Based Activities Incorporating Technology Game-Based Learning and Assessment Learning with Mobile and Handled Devices\ Learning Tools like Interacive Whiteboards and Student Response Systems Web-Based Projects, Explorations, and Research Student-Created Media like Podcast, Videos or Slideshows Collaborative Online Tools Using Social Media to Engage Students

Frameworks for Technology Integration The SAMR (Substitution, Augmentation, Modification, Redefinition) model, created by Dr. Ruben Puentudura, guides the process of reflecting on how we are integrating technology into our classrooms. The ultimate goal of technology integration is to completely redefine how we teach and learn, and to do things that we never could before the technology was in our hands.

Level of Technology Integration Mary Beth Hertz shares four levels of classroom technology integration she has observed in schools: 1. Sparse: Technology is rarely used or available. Students rarely use technology to complete assignments or projects. 2. Basic: Technology is used or available occasionally/often in a lab rather than the classroom. Students are comfortable with one or two tools and sometimes use these tools to create projects that show understanding of content. 3. Comfortable: Technology is used in the classroom on a fairly regular basis. Students are comfortable with a variety of tools and often use these tools to create projects that show understanding of content. 4. Seamless: Students employ technology daily in the classroom using a variety of tools to complete assignments and create projects that show a deep understanding of content. Advantages • Can be more interactive and engaging • Provides structured learning so child can learn more independently • Can be great preparation for future learningdelivery system of the future • Opportunity to learn from a different teacher or teachers on line • Can have virtual classmates

The TPACK (Technological Pedagogical Content Knowledge) framework lays out the knowledge that educators need in order to successfully integrate technology into their teaching.

Disadvantages • On-line can be pricey • Can be frustrating if not technologically savvy or if student has poor typing or reading skills • Has set deadlines so less scheduling flexibility • May include more “busy work” as it is more of a structured school environment • Software has preprogrammed responses and if child does not answer with exact responses may cause frustration.

Curriculum Development Process • Development connotes changes which is systematic. • A change for the better means alteration, modifications or improvement of existing condition. • To produce positive changes, development should be purposeful, planned and progressive. Phases of Curriculum Development 1. Curriculum planning – consider the school vision, mission and goal. 2. Curriculum designing – the way curriculum is conceptualized to include the selection and organization of content, the selection and organization of learning experience or activities and the selection of the assessment procedure and tools to measure achieved learning outcomes. 3. Curriculum implementation – the teacher who is facilitator of learning, leads in putting in action the plan which is based on the curriculum design. 4. Curriculum evaluating – determines the extent to which the desired outcomes have been achieved. This procedure is on-going as in finding out of progress of learning or the mastery of learning. Ralph Tyler Model: Four Basic Principles He posited four fundamentals principles which are illustrated as answers to the following question:

1. Diagnosis of learners needs and expectations of the larger society. 2. Formulation of learning objectives. 3. Selection of learning contents. 4. Organization of learning contents. 5. Selection of learning contents. 6. Determination of what to evaluate and the means of doing it. Our Responsibilities What can we do to make sure that students are prepared for their literacy future? The International Reading Association recommends the following: Teachers • Take full advantage of professional development opportunities to explore new instructional strategies and resources that effectively use ICTs in the classroom. • Explore new instructional models for integrating the Internet and other ICTs as part of literacy instruction. • Provide equal opportunity and access for all students to use ICTs that foster and improve learning. • Read professional publications on a regular basis to keep up with current research and best practices for using technology in instruction to enhance students’ literacy learning.

1. What education purposes should school seek to attain?

Teacher educators

2. What educational experiences can be provided that are likely to attain these purposes?

• Provide professional development and support to teacher education faculty to incorporate technology into their courses across the curriculum.

3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained or not?

• Ensure that teacher preparation programs provide distributed practice to teacher candidates in technology enriched teaching throughout their teacher preparation.

Tyler’s Model shows that in curriculum development, the following considerations should be made:

• Assist induction programs for new teachers to provide applications of instructional technology in the classroom.

1. Purpose of the school

• Support graduate teacher education for practicing teachers that incorporates technology into all professional development at colleges and universities.

2. Educational experiences related to the purpose 3. Organization of the experiences 4. Evaluation of the experience Hilda Taba Model: Grassroots Approach She presented six major steps to her linear model which are the following:

• Provide at all levels interest-driven, inquiry projects with opportunities for exploration and expansion of teachers’ knowledge base.

School administrators • Ensure that sufficient time and 30% of your district’s technology budget are devoted to professional development in the effective use of ICTs in the classroom.

There are at least four common elements that apply to nearly all of the current perspectives being used to inform the broader dimensions of new literacies research

• Provide teachers and staff with access to online journals, professional publications, and opportunities to attend professional conferences that offer current research and best practices for using ICTs to enhance students’ literacy learning.

(Coiro, Knobel, Lankshear, & Leu, 2008): (1) The Internet and other ICTs require new social practices, skills, strategies, and dispositions for their effective use; (2) new literacies are central to full civic, economic, and personal participation in a global community; (3) new literacies rapidly change as defining technologies change; and (4) new literacies are multiple, multimodal, and multifaceted; thus, they benefit from multiple lenses seeking to understand how to better support our students in a digital age.

• Develop acceptable policies for safe Internet use for students and staff.

21st Century skills are today’s students need to succeed in their careers during the Information Age.

• Support teachers’ attempts to develop classroom websites to publish student work and share literacy resources with students and parents.

The twelve 21st Century skills are:

• Encourage teachers and staff to work collaboratively and integrate effective instructional models that use the Internet and other ICTs when creating lessons in literacy instruction.

Policymakers • Expand definitions of reading and writing to “literacies” that include the ability to locate, critically evaluate, communicate, and thoughtfully construct new ideas within networked information environments such as the Internet. • Support initiatives that guarantee Internet access for schools and libraries. • Support initiatives that provide funding for staff development and teacher education in integrating Internet and other technologies into the literacy curriculum. • Ensure that the new literacies of the Internet and other ICTs are integrated within assessments of reading and writing proficiency Researchers • Bring your particular area of expertise to research ICTs use in ways that better inform policymakers and educators about how best to support new literacies. • Examine carefully ways in which definitions of literacy are changing as well as the implications of these changes for research and development. • Conduct research that identifies the new Internet literacy practices as well as instructional strategies essential for supporting successful literacy performance within different information and communication technologies. • Report findings about effective classroom ICTs use in ways that schools can understand and use.

1. Critical thinking 2. Creativity 3. Collaboration 4. Communication 5. Information literacy 6. Media literacy 7. Technology literacy 8. Flexibility 9. Leadership 10. Initiative 11. Productivity 12. Social skills These skills are intended to help students keep up with the lightning-pace of today’s modern markets. Each skill is unique in how it helps students, but they all have one quality in common. The Three 21st Century Skill Categories Each 21st Century skill is broken into one of three categories: 1. Learning skills 2. Literacy skills 3. Life skills Learning skills (the four C’s) teaches students about the mental processes required to adapt and improve upon a modern work environment.

A literacy skill (IMT) focuses on how students can discern facts, publishing outlets, and the technology behind them. There’s a strong focus on determining trustworthy sources and factual information to separate it from the misinformation that floods the Internet. Life skills (FLIPS) take a look at intangible elements of a student’s everyday life. These intangibles focus on both personal and professional qualities.

21st Century literacies as the ability to: • Develop proficiency and fluency with the tools of technology; • Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought; • Design and share information for global communities to meet a variety of purposes; • Manage, analyze, and synthesize multiple streams of simultaneous information; • Create, critique, analyze, and evaluate multimedia texts; • Attend to the ethical responsibilities required by these complex environments. (NCTE, 2013) NICHOLSON AND GALGUERA (2013) suggest five skills that must be taught to address the gap in students’ new literacy skills. These skills include: (a) the ability to identify questions and frame problems to guide reading on the internet, (b) the capacity to identify information that is relevant to one’s needs, (c) competence with critically evaluating online information,

(d) facility with reading and synthesizing information from multiple multimedia sources, and (e) understanding how to communicate with others in contexts where information is learned about and shared collectively