In 1998, the State Department of Education
published two documents intended to set academic standards and serve as guiding
structures for comprehensive and high-quality educational experiences for every
student. The first of these documents, Connecticut’s Common Core of Learning
(CCL), delineates Connecticut ’s
standard for an educated citizen and identifies the skills, knowledge and
character expected of all Connecticut ’s
public secondary school graduates. As
such, the CCL establishes a vision of
what all students should know and be able to do as the result of their entire
K-12 educational experience.
In recognition of the growing need for all
students to be able to use information and technology resources, CCL
expectations for students included a section entitled “Learning Resources and
Information Technology.” These specific
skills and competencies are found in “Foundational Skills and Competencies,”
the section of the CCL that reflects the cross-disciplinary skills and
competencies that provide a foundation for all learning.
The second document, The Connecticut Framework: K-12
Curricular Goals and Standards, provides an expanded picture of what all
students should know and be able to do in a range of content areas, including
Learning Resources and Information Technology.
The frameworks were designed to provide basic content and performance
standards around which individual districts would develop their own K-12
programs of instruction.
Since 1998, national guidelines have
further defined the scope and sequence of these skills and competencies.
Information Power: Building Partnerships for Learning, published by the American Association for School Librarians (AASL)
and the Association for Educational Communications and Technology (AECT),
1998. Using the overarching goal that
“All students will become effective users of information and ideas” the
guidelines present nine Information Literacy Standards for Student
Learning. The nine standards are
clustered into three areas: information
literacy; independent learning; and social responsibility.
·
The International Society for Technology in
Education (ISTE) published, in 1999, National
Educational Technology Standards for Students: Connecting Curriculum and
Technology. Fourteen foundational
standards for students are grouped into:
basic operations and concepts; social, ethical and human issues;
technology productivity tools; technology communications tools; technology
research tools; and technology problem-solving and decision-making tools.
·
Most recently (2005), the U.S. Department of
Education released its new national educational technology plan, A National Education Technology Plan: The
Future Is Now. Goals Four, Five and
Six of the plan relate directly to student learning, demonstrating the
interrelated nature of information and technology literacy.
In light of these guidelines, the Learning
Resources and Information Technology Framework has been revised. The new Connecticut Information and
Technology Literacy Framework flows from, and is aligned with, these national
goals, standards and principles for student learning. The student performance standards for grades
4, 8 and 12 provide additional guidance and specificity to assist local
districts in developing a K-12 program in information and technology literacy. The framework also is intended to demonstrate
the interrelated nature of information and technology skills and
competencies. Local districts must build
upon the content and performance standards in the framework to design a more
detailed, K-12 local curriculum that includes more discrete skills and
competencies and integrates them into and across the content area
curricula. There should be a logical
progression of student learning from grades K-12, encompassing not only what
students should know --the mechanics of using technology and information
access, but also what students should be able to do--the intellectual processes
and strategies that must be applied to information and technology resources for
learning, understanding, application and communication.
The Context of the Information and Technology Literacy Curriculum
A planned,
systematic, ongoing and integrated curriculum for information and technology
literacy represents a major paradigm shift from the way information and
technology literacy programs are currently being delivered. The following chart illustrates the change in
perspective that will lead to the type of program that must be in place to
ensure that all students have the opportunity to learn and practice information
and technology skills and competencies.
0 komentar:
Posting Komentar