What was your key defining ICT quality when you filled out the questionnaire?

I’m not quite sure what that means, but I think to become ICT literate you need patience and perseverance and calm when learning something new.  It is not an ICT quality per se, but it is what you need to be able to learn the technology.  From my observations of people who won’t or get frustrated with technology always think that life is supposed to be made easier and why is it so hard to learn.  They want an immediate solution and when something doesn’t work out the first time, they become frustrated.  There are always going to be some sites that will help you understand the applications, but you need patience and time.

How were your ideas about ICT in school settings influenced by Will Richardson’s book, “Why School”?

I think that his observations about school is very accurate. However, change is something schools are slow to implement.  Sure kids are good at what they are interested in, but sometimes they are just not savvy with other things.  They need to be educated about ICT.  For example most students have never heard about tagging and how it is important to their research when using online databases or when bookmarking websites.  Some students do not even know how to print or change A4 paper size to letter size.  I think Richardson is really suggesting that the ability and capabilities of children to be  remarkable learners and collaborators are there when given the chance to “unlearn”.  At the same time students have to be self regulators because without that as part of the equation it can become a nagging process.  Not all students are motivated even when given the opportunity to pursue personal interests.

When you think about the cognitive, cultural and technological dimensions of our connected selves, what stands out for you as a key concept?

The connected self really needs the ability to “figure things out”.  It influences the way you think about things because information is so readily available.  You sit and watch tv and find out another point of view or confirm a fact without having to leave the couch. I hadn’t really thought about how the cultural dimensions of technology, but when you think about it our students have created their own culture, by the short cuts in language they use to message someone.  Even when my children text me they expect me to know what omg means.  No explanation.

Technology influences behavior, I remember it was the oddest thing for someone sitting outside my house to phone my kid to tell her she was waiting for her.  I think most kids text, and rarely email.  Another example is the need for an instant reply.  If someone doesn’t immediately reply it is often taken as a slight or “trouble”.

Running a moodle course was a bit of a headache because students rarely checked their email.  I had to make sure a new assignment was posted on a certain day and train them to check for the assignment.  However, when I deleted all their essays by accident and emailed them, students came rushing into the library to see if it was true.  Students seem to pick and choose.  As adults I don’t think we ever ignore someone’s email, unless it is an ad or we get something that just a notice.

I think when Jenny taught us those different applications and had us working in groups she was trying to create a culture of learners and educators who could collaborate via technology in a thoughtful and professional way.

How do you define technology and information literacy today?

I used to think that they were the same thing, but now have come to realize that they are are not.  An information literate student would be able to find and access information they need, effectively use the information and be able to evaluate their sources.  Being information literate would enable students to be more self directed and have greater control over their learning.  A technologically literate student would be able to use digital technology and its different forms to create new information or knowledge and to be able to communicate those forms.  They are different, and a student would need both kinds of education.

What are the most important conceptual developments that you will take with you as we move forward in this course?

There are many applications for a variety of tasks, being exposed to them helps to decide what I feel comfortable doing.  It will take a while to be comfortable showing and working with students.  Having never heard of pearltrees or mind meister, is proving to be interesting.  I think the more you have in the “tool box” the better it is.

What issues or opportunity have you identified as a key topic for your inquiry work next week?

I would like to look into Blooms new taxonomy that highlights different applications for different levels of developmental skills ie knowledge to synthesis.  I would research the different application and write handouts for the applications I decide would work for my teaching practice in the library.  Practical inquiry would benefit me the most.