How can We Implement Information Literacy and Technology?
Information Technology is a hot topic in education, especially with the upcoming implementation of the Common Core State Standards. Students of all ages and grades need to be proficient in utilizing information technology. They must develop the literacy of information technology. Numerous implementation tactics currently exist in order to guide and assist educators in figuring out how to implement information technology in their classrooms and boost literacy in all areas. This section highlights ways in which information technology has been implemented, suggestions of how to implement it, and general ways to move into implementation.
Montequín, V. R., Balsera, J. V., Fernández, J. M. M., & Nieto, A. G. (2012). Using myers-briggs type indicator (mbti) as a tool for setting up student teams for information technology projects. Journal of Information Technology and Application in Education, 1(1), 28-34.
With conversation about technology integrations and implementation in the education realm buzzing, numerous education theorists are claiming to know the secret to being the most effective and efficient in developing information technology literacy. Many propose that the Project Based Learning (PBL) method is the best way to successfully integrate technology and information technology literacy into curriculum. The article begins by providing the statistic that most IT projects are notorious for their failure rates and that success comes through a culture of collaboration and teamwork.
The main purpose of this article is to demonstrate how to create these successful teams of collaboration. The authors claim that personality is an essential element to building successful groups and propose that we use the Myers-Brigg Type Indicator (MBTI) to formulate the right dynamic for a cohesive, and this successful, group.
The authors argue that personality types associated with the MBTI identifies the type of person each individual will be in the IT workplace such as an analyst, a programmer, a designer, etc. However, not all of these students will enter the IT field and thus educators should be careful of such labels and identifiers. The researchers also argue that a successful group means that each type of position is represented in the collaborative group.
The article focuses too much on personality traits and not enough on the individuals and the tasks. It could have been more simply stated by saying that a diverse group where students of different skill set and interest is the combination necessary for a successful PBL group focusing on information technology literacy. Labeling and categorizing students who are ever changing and ever growing could be detrimental. The best advice from this article is for educators to integrate collaboration and PBL opportunities when building information technology literacy.
With conversation about technology integrations and implementation in the education realm buzzing, numerous education theorists are claiming to know the secret to being the most effective and efficient in developing information technology literacy. Many propose that the Project Based Learning (PBL) method is the best way to successfully integrate technology and information technology literacy into curriculum. The article begins by providing the statistic that most IT projects are notorious for their failure rates and that success comes through a culture of collaboration and teamwork.
The main purpose of this article is to demonstrate how to create these successful teams of collaboration. The authors claim that personality is an essential element to building successful groups and propose that we use the Myers-Brigg Type Indicator (MBTI) to formulate the right dynamic for a cohesive, and this successful, group.
The authors argue that personality types associated with the MBTI identifies the type of person each individual will be in the IT workplace such as an analyst, a programmer, a designer, etc. However, not all of these students will enter the IT field and thus educators should be careful of such labels and identifiers. The researchers also argue that a successful group means that each type of position is represented in the collaborative group.
The article focuses too much on personality traits and not enough on the individuals and the tasks. It could have been more simply stated by saying that a diverse group where students of different skill set and interest is the combination necessary for a successful PBL group focusing on information technology literacy. Labeling and categorizing students who are ever changing and ever growing could be detrimental. The best advice from this article is for educators to integrate collaboration and PBL opportunities when building information technology literacy.
Raths, D. (2013). 5 solutions to managing tablets and ipads in schools. The Journal, June(2013), 1-5.
Using examples from school districts across the country, author David Raths demonstrates how managing tablets are bringing numerous problems to districts from inventory and asset management, to installing and updating apps over the air, to enforcing policies and locking profiles.
Raths pinpoints that many school districts jumped into technology integration too soon in their attempt to develop information technology literacy in their students. He notes that there are numerous things to think about when formatting the right process of technology implementation for the school and its students. He claims that Apple never anticipated being used within the context of education like districts have been. Had they been able to foresee this trend, Raths states that Apple might have developed better management tools for the school setting.
In the article, Raths focuses on finding solutions for five problems districts have voiced in managing tablets and iPads - inventory and asset tracking, Apple Configurator, Non-Education Pricing Models, Managing Android tablets, and living in a Windows world. This article is a good reminder to think through the steps of integration and implementation before purchasing tablets and iPads. So many districts are fueled by the Common Core’s Technology Standards to improve information technology literacy that they are acting blindly and having to troubleshoot problems that are costing them more time and money than they can afford.
Using examples from school districts across the country, author David Raths demonstrates how managing tablets are bringing numerous problems to districts from inventory and asset management, to installing and updating apps over the air, to enforcing policies and locking profiles.
Raths pinpoints that many school districts jumped into technology integration too soon in their attempt to develop information technology literacy in their students. He notes that there are numerous things to think about when formatting the right process of technology implementation for the school and its students. He claims that Apple never anticipated being used within the context of education like districts have been. Had they been able to foresee this trend, Raths states that Apple might have developed better management tools for the school setting.
In the article, Raths focuses on finding solutions for five problems districts have voiced in managing tablets and iPads - inventory and asset tracking, Apple Configurator, Non-Education Pricing Models, Managing Android tablets, and living in a Windows world. This article is a good reminder to think through the steps of integration and implementation before purchasing tablets and iPads. So many districts are fueled by the Common Core’s Technology Standards to improve information technology literacy that they are acting blindly and having to troubleshoot problems that are costing them more time and money than they can afford.
Super 3/Big 6 Research. (n.d.). Judson Independent School District. Retrieved July 16, 2013, from http://school.judsonisd.org/webpages/pelibrary/index.cfm?subpage=31591
This website is directed towards the implementation of information literacy and technology. It describes a research model for students across grade levels, starting at third grade and extending through college. This research model is called the Big Six because there are six components to this research model including task definition, info seeking strategies, location and access, use of information, synthesis, and evaluation. The Big Six is meant to help students find information in order to solve problems and complete tasks. Students do not need to follow a linear process, but rather can weave back and forth between each individual step within the Big Six. The Big Six also provides vocabulary for teachers and students to talk about how they solve problems, and thus improve their metacognition skills. In order to be successful, the Big Six cannot be taught in isolation. It must be integrated with technology skills, and the content which you want your students to learn. Think of the Big Six as a piece of your classroom pedagogy. This website links to the Big Six website where you can find out more information about this problem solving model, and read about actual studies where teachers have used the Big Six. The Judson ISD website also provides information about the Super 3. This is a simplification of the Big 6 for elementary students and it follows the process of "plan, do, review." Additionally, you will find dinosaur themed posters explaining this process on this website.
This website also provides a way to teach students to evaluate the information that they find using the Acronym RADCAB. Students should be evaluating information based upon Relevancy, Appropriateness, Detail, Currency, Authority, and Bias. There are also links to sources that will help students complete research projects such as Easybib to assist with citing sources. Students may also check out pics4learning, which is a website that provides copyright friendly images that students can use in their work. Additionally, this website provides links to a variety of research sites and dictionaries for kids, children's magazines and newspapers, as well as kid safe search engines.
This website is directed towards the implementation of information literacy and technology. It describes a research model for students across grade levels, starting at third grade and extending through college. This research model is called the Big Six because there are six components to this research model including task definition, info seeking strategies, location and access, use of information, synthesis, and evaluation. The Big Six is meant to help students find information in order to solve problems and complete tasks. Students do not need to follow a linear process, but rather can weave back and forth between each individual step within the Big Six. The Big Six also provides vocabulary for teachers and students to talk about how they solve problems, and thus improve their metacognition skills. In order to be successful, the Big Six cannot be taught in isolation. It must be integrated with technology skills, and the content which you want your students to learn. Think of the Big Six as a piece of your classroom pedagogy. This website links to the Big Six website where you can find out more information about this problem solving model, and read about actual studies where teachers have used the Big Six. The Judson ISD website also provides information about the Super 3. This is a simplification of the Big 6 for elementary students and it follows the process of "plan, do, review." Additionally, you will find dinosaur themed posters explaining this process on this website.
This website also provides a way to teach students to evaluate the information that they find using the Acronym RADCAB. Students should be evaluating information based upon Relevancy, Appropriateness, Detail, Currency, Authority, and Bias. There are also links to sources that will help students complete research projects such as Easybib to assist with citing sources. Students may also check out pics4learning, which is a website that provides copyright friendly images that students can use in their work. Additionally, this website provides links to a variety of research sites and dictionaries for kids, children's magazines and newspapers, as well as kid safe search engines.
Xing, Y., Li, H., & Huang, M. (2006). Information Literacy in Vocational Education: A Course Model. Chinese Librarianship: an International Electronic Journal, 23.
Ying Xing, Haipeng Li and Michael B. Huang stress the importance of information technology literacy in all fields. Informational Technology is not limited to academia but is also highly important in vocational education. This article reminds us that all students need to be well versed and fluent in information technology because it is necessary in this world.
Xing, Li and Huang followed the Katherine Gibbs School (KGS) , a vocational school in Melville, New York to demonstrate how to incorporate information technology into the curriculum. The KGS shifted its focus a couple years ago to prepare its students to be well versed in academics, vocational skills as well as technical skills so that they can compete in the job market. KGS hired a full time Information Literacy Librarian plus numerous adjunct professors to teach the Information Literacy course that is required for all its 900 students.
The school motivates students to become information technology competent and presents opportunities within other courses for students to apply information technology as individuals as well as collaboratively. Xing, Li and Huang compare KGS to any other community college in terms of the number of students needing remedial classes. They attribute the success of their students to their education and practice in information technology. They have written out the nine week curriculum of the Information Literacy Course along with how the students are to be assessed via pre and post tests, projects, presentations, as well as conferences and practical application.
The article by Xing, Li and Huang reminds educators that objectives and goals are vital in developing and integrating information technology literacy into the curriculum. It also reminds readers that literacy in information technology is necessary at any age and field in the modern world. Information technology is a life skill that needs to be incorporated into everyone’s education.
Ying Xing, Haipeng Li and Michael B. Huang stress the importance of information technology literacy in all fields. Informational Technology is not limited to academia but is also highly important in vocational education. This article reminds us that all students need to be well versed and fluent in information technology because it is necessary in this world.
Xing, Li and Huang followed the Katherine Gibbs School (KGS) , a vocational school in Melville, New York to demonstrate how to incorporate information technology into the curriculum. The KGS shifted its focus a couple years ago to prepare its students to be well versed in academics, vocational skills as well as technical skills so that they can compete in the job market. KGS hired a full time Information Literacy Librarian plus numerous adjunct professors to teach the Information Literacy course that is required for all its 900 students.
The school motivates students to become information technology competent and presents opportunities within other courses for students to apply information technology as individuals as well as collaboratively. Xing, Li and Huang compare KGS to any other community college in terms of the number of students needing remedial classes. They attribute the success of their students to their education and practice in information technology. They have written out the nine week curriculum of the Information Literacy Course along with how the students are to be assessed via pre and post tests, projects, presentations, as well as conferences and practical application.
The article by Xing, Li and Huang reminds educators that objectives and goals are vital in developing and integrating information technology literacy into the curriculum. It also reminds readers that literacy in information technology is necessary at any age and field in the modern world. Information technology is a life skill that needs to be incorporated into everyone’s education.
This website was created for the Exploring Key Topics in Tech and Ed assignment for Michigan State University's Master of Arts in Education Technology. It was created by the group More Techie Than You, of which its members are Jenna Ewend, Jeff Fisher, Annie Kim, and Diana Peters.