Research Results

Impact of the IMYM Project on Grade 8 Pilot Teachers: A Follow-up Report

May 2001

Prepared by Distance Learning and Information Technologies Unit, Program Development Branch, Manitoba Education and Training

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Appendix B

Information and Communication Technology (ICT) Literacy Rubric
Level Beginning Developing Accomplished Exemplary
ICT Skill
I. Basic computer operation I do not currently use a computer. I use a computer to run specific, pre-loaded software I can set-up my computer and peripheral devices, load software, print, and use most of the operating system tools such as the scrapbook, clock, find command, and trash can. I can run two programs simultaneously, and have several windows open at the same time. I can customize the look and sounds of my computer. I can make preference settings to customize applications. I feel confident enough to teach students some basic operations.
II. File management I do not save any documents I create using the computer. I save documents I've created but I cannot choose where they are saved. I do not know how to copy files to a floppy disk. I have a filing system for organizing my files, and can locate files quickly and reliably. I back-up my files on a regular basis. I have a system for archiving files that I do not need on a regular basis.
III. Word processing I do not use a word processor. I occasionally use a word processor for simple documents that I know I will modify and use again. I generally find it easier to hand write or type most written work I do. I use a word processor for nearly all my written professional work: memos, tests, worksheets, and home communication. I can edit, spell check, and change the format of a document. I feel my work looks professional. I use the word processor not only for my work, but have taught students to use it for all stages of the writing process.
IV. Spreadsheet I do not use a spreadsheet. I understand the use of a spreadsheet and can navigate within one. I can create a simple spreadsheet that adds a column of numbers. I use a spreadsheet for several purposes, including simple database applications. These spreadsheets use labels, formulas and cell references. I can change the format of the spreadsheets by changing column widths and text style. I can use the spreadsheet to make a simple graph or chart. I use a spreadsheet not only for my work, but have taught students to use a spreadsheet to help them improve their own data keeping and analysis skills, showing them how to explore questions and the power of mathematical relationships.
V. Database I do not use a database. I understand the use of a database and can locate information within one that has been pre-made. I can add or delete data in a database. I can sort and print the information in layouts that are useful to me. I use databases for several purposes. I can create a database from scratch (either using a specific database application or using a spreadsheet) and define fields and create layouts to support inquiry. I can use database information to perform queries. I can use formulas with my database to create summations of numerical data. I use the database not only for my work, but have taught students to use databases to help them improve their own data-keeping and analysis skills.
VI. Graphics / Animations I do not use graphics in my word processing or presentations. I can open and create simple graphics with paint and draw programs. I use both pre-made clipart and simple original graphics in my word-processed documents. I can edit clipart, change its size, and place it on a page. I can purposefully use most of the drawing tools, and can group and ungroup objects. I can use the clipboard to take graphics from one application for use in another. I use graphics not only for my work, but have taught students to use graphics to improve their own communications.
VII. Internet research I do not use the Internet. I can use a web browser to access the World Wide Web to find basic information, but I spend little time doing so. I am able to make efficient use of Web searching software as well as lists of Internet resources to explore educational applications of the Internet. I can create my own bookmarks/favourites of resources for use by my students. I have shown my students how to access the information resources available on the Internet.
VIII. Web Page Creation I have never created a web page. I have created simple web pages using a web editor. I have designed and created web pages using html and uploaded them to an Intranet or Internet. I have taught students how to design and create web pages to publish their work for a wider audience.
IX. Email I do not use electronic mail. I understand that there is a large quantity of information available to me as a teacher that can be accessed with electronic mail. I send occasional requests for information and messages using email. I use email to access professional information from listservs. I am an active participant in online discussions and check my email account on a regular basis. I involve my students in using email to communicate with other students and various kinds of experts.
X. Information searching I am unlikely to seek information when it is in electronic formats (e.g. electronic encyclopedias). I can conduct simple searches with the electronic encyclopedia and library software for major topics. I have learned how to use a variety of search strategies on several information programs, including the use of "logical operators" such as "and" and "or" to help target the search and find just the right information in the most efficient manner. I have incorporated logical search strategies into my work with students, showing them the power of such searches with electronic encyclopedias.
XI. Hypermedia I have not created my own hypermedia presentation. I have created a simple hypermedia presentation integrating text and graphics. I have authored hypermedia presentations that include actions, animations, audio and video. I use hypermedia not only for classroom presentations, but have taught my students to create their own presentations
XII. Videography / video editing I have never connected a digital camera to a VCR, television, or computer. I am able to connect a digital camera and VCR to a television in such a way that I can transfer video and monitor the image at the same time. I can connect a digital camera to a computer and download digital images and video. I have used video-editing software to clip and sequence video. I am able to paste stills and captured video into multimedia presentations and/or web pages. I use digital video not only for my classroom teaching, but I have taught my students to create their own digital video.
XIII. Networking I do not have any knowledge of computer network operation. I have used a computer network to store files and to access a printer. I am able to troubleshoot and correct problems such as a shared printer dropping off a peer-to-peer network. I can add or remove computers and shared devices on a peer-to-peer network. I have set up a peer-to-peer network complete with a shared printer. I am able to administer the network including passwords and permissions for users on the network.