Digital Literacy and the ICT Curriculum
As members of the future workforce and
society, today’s students require guidance and education, in order to successfully
navigate and utilize the digital world that they were born into. Acknowledging
the importance of becoming digitally literate, the provincial and territorial
governments of Canada have been developing various forms of information and
communication technology (ICT) curricula, which will assist students in their
skill development. School-age children
have a unique set of experiences awarded to them due to the digital age in
which they were born. However, their birth
date alone is not sufficient to equip them for navigating the digital world
without support. Successfully utilizing
technological tools and communicating within the digital world requires that
students incorporate a skill set that differs from other aspects of their life.
An ICT curricula that is implemented
with purpose and support produces direct benefits for the students, such as
enriched learning opportunities, ease of life, and practical post-secondary
preparation. For these various reasons, investing in the digital
literacy and education of all students is important, in order to help students
navigate the digital world that continues to evolve before their eyes.
society, today’s students require guidance and education, in order to successfully
navigate and utilize the digital world that they were born into. Acknowledging
the importance of becoming digitally literate, the provincial and territorial
governments of Canada have been developing various forms of information and
communication technology (ICT) curricula, which will assist students in their
skill development. School-age children
have a unique set of experiences awarded to them due to the digital age in
which they were born. However, their birth
date alone is not sufficient to equip them for navigating the digital world
without support. Successfully utilizing
technological tools and communicating within the digital world requires that
students incorporate a skill set that differs from other aspects of their life.
An ICT curricula that is implemented
with purpose and support produces direct benefits for the students, such as
enriched learning opportunities, ease of life, and practical post-secondary
preparation. For these various reasons, investing in the digital
literacy and education of all students is important, in order to help students
navigate the digital world that continues to evolve before their eyes.
For some people, the technology knowledge of
classroom teachers may seem lacklustre in comparison to the knowledge of the
students in their classroom; however, classroom teachers actually rely on
technology, for purposes in and out of the classroom, more than their students
(Wang, Hsu, Campbell, Coster, & Longhurst, 2014, p. 656). The relationship that many students have with
technology is one centred on entertainment and communication (Wang et al.,
2014, p. 656). To illustrate, a recent
survey of Canadian students found that online gaming, participating in aspects
of social networking, and streaming media such as music, television programs,
or movies, ranked in the top technology uses for students in grades four to ten
(Steeves, 2014, pp. 25-31). Thus,
today’s students are primarily relying on only two of the eight possible
digital realms: (1) rapid communication technology like mobile phones and
social networking, and (2) web resources like games, videos and music (Teo,
2013, p. 392). While students’
experiences in the digital world appear to be narrow in focus they embrace new
web 2.0 skills and learn introduced programs rapidly (Wang et al., 2014, p.
656). Furthermore, students have
identified that they wish they learned more digital skills in the classroom,
with identifying how to critique the validity of online information, how to
stay safe while online, and the legality of certain online practices topping
students’ knowledge wish lists (Steeves, 2014, pp. 25-31). While it can be easy to assume that students
have an increased knowledgebase when it comes to digital literacy, having
teachers provide purposeful education and ongoing modelling that is tailored to
be relevant and meaningful for their students gives students support to build
their digital skill repertoire.
classroom teachers may seem lacklustre in comparison to the knowledge of the
students in their classroom; however, classroom teachers actually rely on
technology, for purposes in and out of the classroom, more than their students
(Wang, Hsu, Campbell, Coster, & Longhurst, 2014, p. 656). The relationship that many students have with
technology is one centred on entertainment and communication (Wang et al.,
2014, p. 656). To illustrate, a recent
survey of Canadian students found that online gaming, participating in aspects
of social networking, and streaming media such as music, television programs,
or movies, ranked in the top technology uses for students in grades four to ten
(Steeves, 2014, pp. 25-31). Thus,
today’s students are primarily relying on only two of the eight possible
digital realms: (1) rapid communication technology like mobile phones and
social networking, and (2) web resources like games, videos and music (Teo,
2013, p. 392). While students’
experiences in the digital world appear to be narrow in focus they embrace new
web 2.0 skills and learn introduced programs rapidly (Wang et al., 2014, p.
656). Furthermore, students have
identified that they wish they learned more digital skills in the classroom,
with identifying how to critique the validity of online information, how to
stay safe while online, and the legality of certain online practices topping
students’ knowledge wish lists (Steeves, 2014, pp. 25-31). While it can be easy to assume that students
have an increased knowledgebase when it comes to digital literacy, having
teachers provide purposeful education and ongoing modelling that is tailored to
be relevant and meaningful for their students gives students support to build
their digital skill repertoire.
Addressing specific concerns regarding ICT
implementation has been the subject of discussion by education and government
professionals the world over. In 1997,
it was identified that traditional forms of literacy were not sufficient and
that students required new skills such as searching for information through
non-linear routes (Simsek & Simsek, 2013, p. 128). Since that time, the required skill set of
students has expanded to include the collection, organization, storage, and
publication of information through a computer device in graphic, text, or
number format (Haddadian, Majidi, Maleki, & Alipour, 2013, p. 195). It has been assumed that a focus on ICT would
result in teachers becoming unfocused with their planning as they would rely on
computers to do the work they previously did, but research has concluded that
the implementation of ICT lessons still requires teachers to utilize their
knowledge of instructional strategies and the developing brain (Boschman,
McKenney, & Voogt, 2014, p. 412). Furthermore, the addition of ICT elements
into a pre-existing curriculum has been proven to extend learning opportunities
and accelerate the learning rate of students (Haddadian et al., 2013, pp.
194-195). However, with technology being
a fast-changing world, educators need to resist the urge to jump at new ideas without
thinking of how its implementation can be maximized, what problems may arise,
and how sustainable the tool will be for students down the road (Latchem, 2013,
p. 384). These concerns need to be
addressed by policy-makers and educators before and during the implementation
of an ICT curriculum.
implementation has been the subject of discussion by education and government
professionals the world over. In 1997,
it was identified that traditional forms of literacy were not sufficient and
that students required new skills such as searching for information through
non-linear routes (Simsek & Simsek, 2013, p. 128). Since that time, the required skill set of
students has expanded to include the collection, organization, storage, and
publication of information through a computer device in graphic, text, or
number format (Haddadian, Majidi, Maleki, & Alipour, 2013, p. 195). It has been assumed that a focus on ICT would
result in teachers becoming unfocused with their planning as they would rely on
computers to do the work they previously did, but research has concluded that
the implementation of ICT lessons still requires teachers to utilize their
knowledge of instructional strategies and the developing brain (Boschman,
McKenney, & Voogt, 2014, p. 412). Furthermore, the addition of ICT elements
into a pre-existing curriculum has been proven to extend learning opportunities
and accelerate the learning rate of students (Haddadian et al., 2013, pp.
194-195). However, with technology being
a fast-changing world, educators need to resist the urge to jump at new ideas without
thinking of how its implementation can be maximized, what problems may arise,
and how sustainable the tool will be for students down the road (Latchem, 2013,
p. 384). These concerns need to be
addressed by policy-makers and educators before and during the implementation
of an ICT curriculum.
Defining the important and essential role of
ICT education within the vast curricular network of public education has been
the focus of recent initiatives undertaken by provincial and territorial
governments within Canada. As of 2015,
11 of Canada’s 13 provinces and territories have established ICT curricular
policies that range from infusion and dispersal amongst pre-existing
curriculums to structured cross-curricular models and specifically assessed
benchmarks (Hoechsmann & DeWaard, 2015, pp. 15-17). Regardless of the format in which an ICT
curriculum is organized, it is essential that Canadian students increase their
digital literacy skills in order to effectively participate in the new
“knowledge-age work force” (Information and Communications Technology Council,
2012, p. 1). In addition to the expanded skill set
mentioned previously, students’ digital understanding needs to reach beyond
basic fluency tasks and include higher-level thinking skills like digital
composition and information analysis (Media Awareness Network, 2010, p. 4). In a 2015 survey, it was identified that Canadian
teachers need to educate students on the importance of utilizing digital
literacy skills such as authenticating online information at all times and not
just in the context of the classroom (Steeves, 2014, p. 22). Furthermore, educators should focus on the
transferability of a student’s digital literacy skills to ensure effective use
on a wide range of technology tools (Steeves, 2014, 22). Although
these Canadian policies serve as a good starting point, much responsibility
falls on the classroom teacher and individual school teams to ensure that
appropriate implementation is occurring at the classroom level.
ICT education within the vast curricular network of public education has been
the focus of recent initiatives undertaken by provincial and territorial
governments within Canada. As of 2015,
11 of Canada’s 13 provinces and territories have established ICT curricular
policies that range from infusion and dispersal amongst pre-existing
curriculums to structured cross-curricular models and specifically assessed
benchmarks (Hoechsmann & DeWaard, 2015, pp. 15-17). Regardless of the format in which an ICT
curriculum is organized, it is essential that Canadian students increase their
digital literacy skills in order to effectively participate in the new
“knowledge-age work force” (Information and Communications Technology Council,
2012, p. 1). In addition to the expanded skill set
mentioned previously, students’ digital understanding needs to reach beyond
basic fluency tasks and include higher-level thinking skills like digital
composition and information analysis (Media Awareness Network, 2010, p. 4). In a 2015 survey, it was identified that Canadian
teachers need to educate students on the importance of utilizing digital
literacy skills such as authenticating online information at all times and not
just in the context of the classroom (Steeves, 2014, p. 22). Furthermore, educators should focus on the
transferability of a student’s digital literacy skills to ensure effective use
on a wide range of technology tools (Steeves, 2014, 22). Although
these Canadian policies serve as a good starting point, much responsibility
falls on the classroom teacher and individual school teams to ensure that
appropriate implementation is occurring at the classroom level.
In Manitoba, the implementation of ICT
content, including digital literacy, is outlined in the provincial document A
Continuum Model for Literacy With ICT Across the Curriculum, which features
a “holistic and pedagogy-focused approach” to ICT integration (Hoechsmann &
DeWaard, 2015, p. 15). This document can
assist school teams and individual teachers in their planning of
grade/age-appropriate ICT tasks, how to include both literacy and citizenship
aspects, and how to assess where students are developmentally. It not only identifies that students require a
different set of literacies to thrive in the digital world, but also that
students need to prepare to adapt to the ideas, attitudes and technologies that
are ever-changing in the digital world (Manitoba Education, Citizenship and
Youth, 2006, p. 7). In Manitoba, the incorporation
of ICT elements has helped students learn at their own pace, assisted students
who do not have access to at-home supports, allowed for more one-on-one time
with teaching staff, and allowed parents to stay more involved in their child’s
learning (Stephenson, 2013, p. 11). It
is important to note that Manitoba does not have a separate curriculum
dedicated to ICT but that it sees these skills as harmonious elements that need
to be infused alongside pre-existing concepts (Manitoba Education, Citizenship
and Youth, 2006, p. 9). As such, it is
supported by seven guiding principles: (1) inquiry-based learning, (2)
constructivist approach to implementation, (3) high-level critical thinking,
(4) deep understanding of concepts, (5) gradual release of responsibility, (6)
digital citizenship, and (7) multiple literacies (Manitoba Education,
Citizenship and Youth, 2006, p. 11). By
outlining ICT implementation as a continuum, Manitoba easily assists teachers
in identifying students’ understanding and begin incorporation in a manner that
suits their teaching style and comfort levels.
content, including digital literacy, is outlined in the provincial document A
Continuum Model for Literacy With ICT Across the Curriculum, which features
a “holistic and pedagogy-focused approach” to ICT integration (Hoechsmann &
DeWaard, 2015, p. 15). This document can
assist school teams and individual teachers in their planning of
grade/age-appropriate ICT tasks, how to include both literacy and citizenship
aspects, and how to assess where students are developmentally. It not only identifies that students require a
different set of literacies to thrive in the digital world, but also that
students need to prepare to adapt to the ideas, attitudes and technologies that
are ever-changing in the digital world (Manitoba Education, Citizenship and
Youth, 2006, p. 7). In Manitoba, the incorporation
of ICT elements has helped students learn at their own pace, assisted students
who do not have access to at-home supports, allowed for more one-on-one time
with teaching staff, and allowed parents to stay more involved in their child’s
learning (Stephenson, 2013, p. 11). It
is important to note that Manitoba does not have a separate curriculum
dedicated to ICT but that it sees these skills as harmonious elements that need
to be infused alongside pre-existing concepts (Manitoba Education, Citizenship
and Youth, 2006, p. 9). As such, it is
supported by seven guiding principles: (1) inquiry-based learning, (2)
constructivist approach to implementation, (3) high-level critical thinking,
(4) deep understanding of concepts, (5) gradual release of responsibility, (6)
digital citizenship, and (7) multiple literacies (Manitoba Education,
Citizenship and Youth, 2006, p. 11). By
outlining ICT implementation as a continuum, Manitoba easily assists teachers
in identifying students’ understanding and begin incorporation in a manner that
suits their teaching style and comfort levels.
Integration of an ICT program is not only the
responsibility of policy-makers and classroom teachers, but also the
responsibility of the administrative team at a school- and division-level. Teachers have identified that new technology
programs and activities would be easier to implement if they could work as part
of a team to support one another and exchange ideas (Stephenson, 2013, p. 11). However, it has been found that although most
school leaders have positive opinions towards technology they fall into two
very different categories in regards to their approach: (1) distributed
principals who work closely with their teachers and ICT teams to ensure
effective implementation and, (2) formal principals who offer positive
encouragement towards ICT ideas but do not personally participate in planning
or training (Peterson, 2014, p. 302). Of
the two types of leaders, the schools that commit to ICT development as a team
initiative and focus on collaboration and communication are more successful in
their implementation than those schools who force a top-down approach with
minimal support (Peterson, 2014, pp. 304-310). In order to effectively support their
teachers, school leaders need to keep up-to-date with new technology programs
and tools, as well as model appropriate use for their staff (Waxman, Boriack,
Lee, & MacNeil, 2013, p. 193). Furthermore,
an effective ICT implementation should be one that includes long-term planning
with school leaders and addresses budgeting, hiring of necessary specialists,
teacher training, and long-term maintenance plans (Peck, Mullen, Lashley, &
Eldridge, 2011, p. 47). Thus, in
addition to provincial ICT policies, an effective administrative team that is
committed to the purposeful implementation of an ICT program also contributes
to successful implementation, which benefits both staff and students.
responsibility of policy-makers and classroom teachers, but also the
responsibility of the administrative team at a school- and division-level. Teachers have identified that new technology
programs and activities would be easier to implement if they could work as part
of a team to support one another and exchange ideas (Stephenson, 2013, p. 11). However, it has been found that although most
school leaders have positive opinions towards technology they fall into two
very different categories in regards to their approach: (1) distributed
principals who work closely with their teachers and ICT teams to ensure
effective implementation and, (2) formal principals who offer positive
encouragement towards ICT ideas but do not personally participate in planning
or training (Peterson, 2014, p. 302). Of
the two types of leaders, the schools that commit to ICT development as a team
initiative and focus on collaboration and communication are more successful in
their implementation than those schools who force a top-down approach with
minimal support (Peterson, 2014, pp. 304-310). In order to effectively support their
teachers, school leaders need to keep up-to-date with new technology programs
and tools, as well as model appropriate use for their staff (Waxman, Boriack,
Lee, & MacNeil, 2013, p. 193). Furthermore,
an effective ICT implementation should be one that includes long-term planning
with school leaders and addresses budgeting, hiring of necessary specialists,
teacher training, and long-term maintenance plans (Peck, Mullen, Lashley, &
Eldridge, 2011, p. 47). Thus, in
addition to provincial ICT policies, an effective administrative team that is
committed to the purposeful implementation of an ICT program also contributes
to successful implementation, which benefits both staff and students.
In conclusion, it is necessary that today’s
students receive guidance and education in order for them to successfully
navigate and utilize the digital world that they were born into. In their initiatives to define the role of ICT
for today’s youth, the provincial and territorial governments of Canada have
also highlighted the necessity of purposeful education and skill development
for all students. Being born into the
digital age is not sufficient in equipping students for the higher-level skills
required for being successful in the digital world. The different ICT applications and level of
transferability that is required of students requires modelling and skills
training in a variety of contexts. An ICT
curricula that is implemented with purpose and support produces direct benefits
for the students, such as enriched learning opportunities, ease of life, and
practical post-secondary preparation. Therefore, in order to ensure
that ICT programs are implemented successfully, and that students are prepared,
it is necessary to provide education and support from all stakeholders.
students receive guidance and education in order for them to successfully
navigate and utilize the digital world that they were born into. In their initiatives to define the role of ICT
for today’s youth, the provincial and territorial governments of Canada have
also highlighted the necessity of purposeful education and skill development
for all students. Being born into the
digital age is not sufficient in equipping students for the higher-level skills
required for being successful in the digital world. The different ICT applications and level of
transferability that is required of students requires modelling and skills
training in a variety of contexts. An ICT
curricula that is implemented with purpose and support produces direct benefits
for the students, such as enriched learning opportunities, ease of life, and
practical post-secondary preparation. Therefore, in order to ensure
that ICT programs are implemented successfully, and that students are prepared,
it is necessary to provide education and support from all stakeholders.
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