Technology as a Foundation Skill Area
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Appendix A: Information Technology Literacy Continuum
The purpose of the Information Technology Literacy Continuum is to provide a framework for the integration of information technology to achieve the vision of information technology as a foundation skill area. Effective integration of information technology into all curricula assists students in developing the abilities necessary to use, manage, and understand information technology. The development of these abilities guides students on their journey toward information technology literacy.
The continuum identifies information technology literacy outcomes for all students. Information technology-literate learners will
- develop knowledge, ability, and responsibility in the use of information technology
- acquire, organize, analyze, evaluate, and present information using appropriate information technology
- use information technology to expand their range and effectiveness of communication
- solve problems, accomplish tasks, and express creativity, both individually and collaboratively, using information technology
- understand the role and impact of information technology, and apply ethical, responsible, and legal standards in its use
The continuum further identifies skills and competencies to be developed within each of these five outcome areas.
The Information Technology Literacy Continuum is based upon knowledge of child development and upon the use of sound teaching and assessment strategies. The continuum is divided into three learning stages:
- Exploratory Stage: The Early Years stage is characterized by exploratory learning experiences that focus on the use of educational software in the context of subject area content. During this stage, students are expected to have a general exposure to, and experience with, a variety of information technologies as learning tools.
- Skill Development Stage: Middle Years students are expected to acquire specific information technology skills and knowledge in the context of core subject areas. Students at this stage of development continue to make subject-specific use of a range of educational software. Grade 4 is considered a transition period between the Early and Middle Years stages. The transition phase is characterized by a range of learning experiences, some of which continue to be exploratory while others are more focused on skill acquisition.
- Application and Extension Stage: The application and extension of skills and knowledge occurs in the Senior Years. Senior 1 is intended to serve as the transition phase between the skill acquisition stage occurring at Middle Years and the application and extension stage which occurs during the Senior Years. During the transition phase, the emphasis on skill acquisition diminishes while the emphasis on application increases. In the final stage, Senior Years students apply, consolidate, and extend the skills, knowledge, and experiences acquired earlier across the full range of subject areas.
The appropriate and full integration of information technology into all curricula will require adjustments to structures and processes. This applies to both Department-based and field-based development processes.
In forming departmental curriculum development teams and identifying development processes, Manitoba Education and Training considers
- including on development teams practising subject area teachers who are integrating information technology into their current classroom practices
- assigning an information technology resource person to development teams
- ensuring liaison between the information technology resource person and development teams
- identifying aspects of the Information Technology Literacy Continuum that best fit within the grade(s) and subject area curriculum under development
Within the curriculum development process there is a strong need for
- coordinating efforts to ensure that, over time and through all curricula, all aspects of the Information Technology Literacy Continuum are adequately and appropriately addressed
- guiding curriculum developers in the many skills that must be addressed to achieve the competencies identified on the continuum
- ensuring that emerging information technologies are adequately and appropriately reflected on the continuum and in curricula
In planning, designing, and implementing local curricula and projects (e.g., locally developed/acquired Department-approved curricula, student-initiated projects, and school-initiated courses), school divisions/districts need to ensure that information technology is incorporated as a foundation skill area.
In reading the Information Technology Literacy Continuum, note the following:
- Students working at any learning stage should be proficient in the competencies identified for the previous stage, where it exists:
- By the end of the exploratory stage, students will engage in the information technology experiences identified for that stage.
- At the skill development stage, students will be proficient in the exploratory competencies, and then develop the information technology competencies identified for the skill development stage.
- At the application and extension stage, students will be proficient in the skill development stage competencies, and then continue to apply, consolidate, and extend information technology skills in all subject areas.
- When specific information technologies are identified on the continuum, they are to be viewed as examples and not as exhaustive lists that exclude all other similar types of information technologies.
- Italicized words and terms are defined in the glossary following the appendices.
Information Technology Literacy Continuum
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Refer to Manitoba Education and Training. Locally Developed/Acquired Department-Approved Curricula: A Handbook for Senior Years Schools. Renewing Education: New Directions series. Winnipeg, MB: Manitoba Education and Training. 1998.