ICT and Key Competencies

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Information about ICT and Key Competencies

Published on November 11, 2007

Author: ksmythe

Source: slideshare.net

A Vision

our young people will be … Connected   Confident  Lifelong Learners  Actively Involved

Key Competencies thinking   using language, symbols, and texts  managing self  relating to others  participating and contributing.

 back Thinking Thinking is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge. Intellectual curiosity is at the heart of this competency. Students who are competent thinkers and problem-solvers actively seek, use, and create knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions.

 back Using language, symbols and texts Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed. Languages and symbols are systems for representing and communicating information, experiences, and ideas. People use languages and symbols to produce texts of all kinds: written, oral/aural, and visual; informative and imaginative; informal and formal; mathematical, scientific, and technological. Students who are competent users of language, symbols, and texts can interpret and use words, number, images, movement, metaphor, and technologies in a range of contexts. They recognise how choices of language, symbol, or text affect people’s understanding and the ways in which they respond to communications. They confidently use ICT (including, where appropriate, assistive technologies) to access and provide information and to communicate with others.

 back Relating to Others Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. The competency includes the ability to listen actively, recognise different points of view, negotiate, and share ideas. Students who relate well to others are likely to be open to new learning and able to take different roles in different situations. They know when it is appropriate to compete and when it is appropriate to co-operate.

 back Managing Self This competency is associated with self- motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self-assessment. Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects, and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow, and when and how to act independently.

 back Participating and Contributing This competency is about being actively involved in communities. Communities include family, whānau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global. This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group. Students who participate and contribute in communities have a sense of belonging and the confidence to participate within new contexts. They understand the importance of balancing rights, roles, and responsibilities and of contributing to the quality and sustainability of social, cultural, physical, and economic environments.

Relating to others Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. This competency includes the ability to listen actively, recognise different points of view, negotiate, and share ideas. Students who relate well to others are open to new learning and able to take different roles in different situations. They are aware of how their words and actions affect others. They know when it is appropriate to compete and when it is appropriate to co-operate. By working effectively together, they can come up with new approaches, ideas, and ways of thinking.

Connected Able to relate well to others   Effective users of communication tools  back

quot;produce texts of all kinds: written, spoken, and visual; informative and imaginativequot; Podcasts   Blogs  Video  Digital Photos  Photostory  Digital Storytelling  Mix Book

quot;communicating information, experiences, and ideasquot; PowerPoint: share with the world  KidPix  Podcasting  Wikis  Brochures  Newspaper Articles  Video  Digital Storytelling  Blogs  Voice Thread 

quot;They use ICT confidently to overcome barriers to communication, access information, and interact with othersquot; Internet Searching   Skype  Google News Alerts  Online Projects  Blogs  Podcasts  Social Bookmarking

quot;students become able to think in different ways, access new areas of knowledge, and see their world from new perspectivesquot; Global Projects   Wikipedia  YouTube  Mind Mapping: Inspiration  Inquiry Learning  Online Projects  Ask an Expert

Confident Motivated and reliable   Enterprising  Resilient  Positive in their own identity  Entrepreneurial  back

quot;interacting effectively with a diverse range of people in a variety of contextsquot; Podcasts   Blogs  Digital Storytelling  Newspaper Articles

quot;the ability to listen actively, recognise different points of view, negotiate, and share ideasquot; Voice Thread   Global Projects  Video Interview  Skype  Online Projects

Lifelong Learners Literate and numerate   Critical and creative thinkers  Active seekers, users, and creators of knowledge  Informed decision makers  back

quot;using creative, critical, metacognitive, and reflective processes to make sense of and question information, experiences, and ideasquot; Mind Mapping: Inspiration   Blogs  Rubric Creation  Voice Thread  Global Projects  Graphic Organisers  Digital Storytelling

quot;active seekers, users, and creators of knowledgequot; Inquiry Learning   Wikis  Wikipedia  Podcasts

Actively Involved Contributors to the well-being of New  Zealand - social, economic, and environmental  Participants in a range of life contexts  back

quot;self motivationquot; Inquiry Learning   Rubric Creation  Presentation Choice

quot;about students knowing who they are, where they come from, and where they fit inquot; Global Projects   Podcasts  Skype

“establish personal goals, make plans, and set high standards for oneselfquot; Digital Portfolios   Rubric Creation

quot;participating actively in local, national, and global communitiesquot; Global Projects   Inquiry Learning  Podcasts  Blogs

quot;respond appropriately as a group member, to make connections to others, and to create opportunities for including people in group activitiesquot; Video   Skype  Voice Thread  Blogs

quot;contributing to the quality and sustainability of social, physical, and economic environmentsquot; Wikipedia   Wikis  Global Projects

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