Fisser strijker (2019 12-07) ivlp a future-proof curriculum with digital literacy in the netherlands
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The document discusses the development of a new curriculum in the Netherlands that emphasizes digital literacy skills across various education levels, aiming to create a comprehensive framework for learning objectives. It outlines the definition of digital literacy, the importance of a cohesive curriculum, and the proposed learning trajectories for students at different ages. The initiative, led by a team of educators, seeks to integrate digital skills into all subjects to prepare students for a future that increasingly relies on technology.
Fisser strijker (2019 12-07) ivlp a future-proof curriculum with digital literacy in the netherlands
- 1. ΩSLO ● nationaal expertisecentrum leerplanontwikkeling IVLP A future-proof curriculum with digital Literacy in the Netherlands Allard Strijker & Petra Fisser, SLO - National Institute For Curriculum Development Netherlands 2019-12-07, Expertmeeting
- 2. About SLO • National Institute for Curriculum Development in the Netherlands • Assigned by Ministry of education • Task: design and validation of national curricular frameworks (core objectives, attainment levels, examination programs)
- 3. The Dutch curriculum • In 1993 attainment targets (‘goals to strive for’) for primary and junior secondary education were formulated (upper secondary education uses the examination program as goal) • At this moment it is a mixture of common attainment targets (‘goals to strive for’) covering the whole range of subject domains and common standards (‘goals to attain’) for literacy and numeracy • But: there is not one curriculum framework that provides a common, comprehensive and cohesive answer to the question of what is of most worth learning and teaching (freedom of education!)
- 4. Digital Literacy • Digital literacy is the whole of ICT (basic) skills, media literacy, information skills, and computational thinking • ICT (basic) skills – able to deal with ICT • Media literacy – conscious, active and critical use of media • Information literacy – search, select, process and use relevant information • Computational thinking – (re) formulating problems so that they can be solved with the computer In Information literacy Computational thinking Media literacy ICT basic skills Digital literacy
- 5. A new curriculum, why? • Clear descriptions what knowledge and skills are required for the future • Reduce the percieved overload in the curriculum • Increase coherence • Describe learning trajectories • Make clear what parts are mandatory and optional
- 6. Subjects in the new curriculum • Digital Literacy (including Computational Thinking) • English / modern foreign languages • Dutch • Arithmetic / mathematics • Citizenship • Exercise & Sport • Art & Culture • Human & Nature • Human & Society
- 7. Teacher Design Team and Schools • 125 Teachers • 18 School leaders • 84 Development schools • Digital literacy • Teacher Design Team • 15 Teachers and school leader from Primary and secondary education • 5 primary schools • 5 secondary schools • 1 teacher training
- 8. Designing a new curriculum Vision Big Ideas Building blocks The vision describes why the subject is important for learners in primary and secondary education for learning, working and living in a future society The big ideas describe de core of the topics that ae relevant for the subject Building blocks describe in detail the learning trajectories for primary and secondary education in knowledge and skills
- 9. Feedback • After each design phase • Teachers, Learners, Parents from selected Schools • Selected experts, research • Online consultation http://www.curriculum.nu
- 10. Vision • The vision describes why the subject is important for learners in primary and secondary education for learning, working and living in a future society
- 11. Big ideas / Themes • Data and Information • Safety & Privacy • Understanding and Creative Use • Communication and Collaboration • Digital Citizenship • Digital Economy
- 12. Digital literacy skills • ICT (basic) skills • Media literacy • Information literacy • Computational thinking
- 13. Perspectives on digital literacy • Dealing with digital technologies • Knowing about digital technologies • Thinking about digital technologies • Creating with digital technologies
- 14. General skills • Thinking and acting – Creative thinking – Problem solving – Critical thinking • Dealing with others – Communication – Collaboration – Social and cultural skills • Knowing yourself – Self regulation – Orientation on yourself and career – Entrepeneurship
- 15. Goals of education • Personal life • Society • Study and profession
- 16. Data and information Safety and privacy Understanding and Creative use of Digital Technologies Digital Communica- tion and collaboration Digital Citizenship Digital Economy From data to information Safety in the digital world Interacting and creating with digital technology Networks The Digital Citizen Participation in a platform economy Digital Data Privacy in the digital world Controling and creating with digital technology Digital Communica- tion Digital identity Digital Marketing Digital Collaboration
- 17. What is a Learning Trajectory? • A learning trajectory is a reasoned structured set of intermediate objectives and content leading to a certain core objective
- 18. Stages Stage 1 4-7 yr Stage 2 8-12 yr Stage 3 13-15 yr Stage 4 16+ yr Big idea Learning trajectory Learning trajectory Vision
- 19. Learning trajectory “From data to information”- Stage 1 • Children explore the (digital) world around them and learn how they can use their curiosity in the search for information that can help them further in understanding the world.
- 20. Learning trajectory “From data to information”- Stage 1 • The students learn: – to make explicit what they want to know; – to think of useful questions to extend their knowledge; – to deal with (digital) resources and several types of media messages and their purposes such as advertising, information, and amusement in a safe environment; – to use and search within (digital) resources and media to find answers for their questions; – to represent the information they found; – to evaluate the process of searching and findings and explicit their learnings.
- 21. Learning trajectory “From data to information”- Stage 2 • Building on Stage 1 the students learn to deal with more general information. They learn that the information gathering is a process with several steps. The complexity increases and the digital component is more important. Media is used as a digital resource. Students will focus on target groups and the possibilities for presentation offered by digital technologies.
- 22. Learning trajectory “From data to information”- Stage 2 • Students learn: – to identify their need for information and to formulate relevant questions; – to identify the (digital) information resources that are relevant to use for answering questions; – to formulate, select, combine relevant terms for searching information; – to collect and evaluate information from several digital tools and resources and decide if the found information is useful and reliable; – to recognize facts and meanings from media messages, and how messages can be affected by using specific words, visualization or audio messages; – to select information and systematically save the information in a digital environment; – that information is owned by someone and may not be used freely by everyone; – to present information with digital technologies, taking into account the public for which the presentation is intended and making use of the possibilities of digital technology; – to evaluate the process of information acquisition, processing and presentation and to review the end-product based on a number of criteria and reflect on the entire process; – to see the relationship between concepts from digital information processing and computational thinking
- 23. Learning trajectory “From data to information”- Stage 3 • Stage 3 builds upon stage 2 and students learn more about the possibilities of digital technology and about the creative use of these technologies in the process of information acquisition, processing and representing. They also learn to deal with the limitations of technologies. The topics that they learn will become more abstract and are more and more related to study, profession or social developments.
- 24. Learning trajectory “From data to information”- Stage 3 • Students learn: – to explore and articulate the information needs of others; – to choose a different search strategy, should the chosen strategy give no or insufficient results; – how digital search technology works and continues to innovate by exploiting the characteristics of search technology, and they learn how to cope with the possibilities and limitations of digital search technology; – how to deal with the difference between reality and the display of this reality in words, images and sounds and its consequences for the reliability of the information; – how to interpret, analyze, and summarize information, and to explain their reasoning in relation to the way they answer the information need; – how to manage the sources they found (give references, ask permission), and that there are legal conditions for using sources of others; – to choose an appropriate form of presentation, using the strength of different types of media; – to formulate and apply criteria in order to assess the form of presentation on relevance, usability and reliability; – to apply concepts from computational thinking in the process of acquiring digital information; – to evaluate their own process of acquiring digital information and that of others and relate this to their future study and profession; – to reflect on the role of information acquisition, processing and- representing and its role in society, businesses and professions.
- 25. Learning trajectory “From data to information”- Stage 4 • Stage 4 is the part of education in which students do their exams in upper secondary education. The complexity of renewing the national exam documents and procedures without explicitly knowing how Digital Literacy will be part of the new curriculum (that still has to be implemented!) was a problem that could not be solved in the current development process. The TDT decided to give recommendations instead on how to continue working on the skills and knowledge from Stages 1 to 3.
- 26. Learning trajectory “From data to information”- Stage 4 • The TDT recommends that Digital Literacy – should be part of the official (legal) final terms of secondary education; – should be integrated in the subjects to contextualize and apply Digital Literacy in the different domains; – should be integrated in the subjects to make sure that the students can deepen en widen their knowledge and skills, so they can become advanced users of digital technology, with as ultimate goal that all students are digitally literate and are prepared for their follow-up study and (future) job; – should be part of computer science, an optional course in Dutch upper secondary education, to enable students to learn more expert knowledge and skills. – The TDT also recommends that specialized teachers are appointed to teach Digital Literacy in upper secondary education.
- 27. Current status • Concept version available at http://www.curriculum.nu • October final version • February 2020 decision how to proceed – Integrated in subjects or separate – How to deal with professional development – How to find space in current curriculum – How to finance requirements
- 28. ΩSLO ● nationaal expertisecentrum leerplanontwikkeling More information & questions Allard Strijker - [email protected] Petra Fisser – [email protected]