A Taxonomy of Curricular Goals for ICT Literacies for Teachers
This paper will present a taxonomy of curricular goals aimed at developing ICT literacies. The taxonomy originates from a theoretical perspective that sees ICT literacies in terms of social practice and a changing discourse about communication. Specifically, the paper will report how the texonomy has been applied to the Information and Communication Technologies (ICT) curriculum in Japan where efforts are underway to move ICT as a subject area in secondary schools into the elementary and middle schools. However, the goal is to fully integrate ICT into a program of ICT literacies across the curriculum. The taxonomy represents a framework for doing so, recognizing that many teachers are not consciously aware of ICT literacies, or even if they are awarc of it. they cannot conceptualize how it might be integrated meaningfully into the curricullum. To illustrate how the framework might be applied, data from some instances at Japanese school will be presented. The teacher who is the focus of the instances is an expert teacher who at the time of data collection had begum to use multi-media but had little awareness of or commitment to ICT literacies. The teachers shift toward an awareness of ICT literacies will be presented in light of the taxonomy presented at the outset of the paper.
- 奈良教育大学紀要. 人文・社会科学
奈良教育大学紀要. 人文・社会科学 51(1), 217-226, 2002-10