technology and literacy 2 april 2012. learning intentions to be able to explain the literacy profile...
DESCRIPTION
e-asTTle national profile Beginning of yeare-asTTle reading national mean Curriculum expectation 84B 94P 104A5B 115P5ATRANSCRIPT
Technology and Literacy
2 April 2012
Learning Intentions• To be able to explain the literacy profile of NZ students
• To identify the subject specific demands of Technology
• To be able to use strategies to support students in Technology
e-asTTle national profileBeginning of year e-asTTle reading
national meanCurriculum expectation
8 4B 4B
9 4P 4P
10 4A 5B
11 5P 5A
Reading literacy proficiency levels PISACountry/ Group
Mean Ranking
NZ 521 7th
Pakehā 541 2nd
Asian 522 7th
OECD av 493
Māori Slovenia, Slovakia
478 34th=
PacificBelow ChileAbove Mexico
448 44th
What did PISA reading literacy test?The reading tasks covered 3 dimensions:• Knowledge (the form of the reading materials)Continuous texts, non-continuous texts, mixed texts
and multiple texts• Competencies or aspects (types of reading tasks or
process)Access and retrieve, integrate and interpret,
reflect and evaluate• Situations or context (the use for which the text
is constructed)Personal, educational and occupational and public
and scientific
Findings: Continuous vs non-continuous texts• NZ students performed strongly on tasks related
to non-continuous texts (lists, diagrams, graphs, tables) – 532 points.
• Not as strong on continuous texts (sentences, paragraphs) – 518 points.
• Most countries did not have more than a 10 point difference between continuous and non-continuous text scores.
• Females out-performed males in both types but the gap was wider with continuous texts.
Findings: Access and retrieve, integrate and interpret• NZ students performed strongly in this area.
• 5 countries outperformed NZ.• NZ had a significant gap between males and females in this area (40 points).
Findings: reflect and evaluate
• NZ students performed very strongly in this area.
• Only Shanghai-China, Korea and Hong-Kong China outperformed NZ.
• NZ had one of the widest gaps between males and females in this area (50 points).
Turn and talk
Each group takes 1 aspect:• Continuous texts & non-continuous texts• Access and retrieve, integrate and interpret
• Reflect and evaluate
Discuss the extent to which this aspect is important in one Technology NCEA standard
Literacy and language progressionShanahan and Shanahan 2008
Shanahan & Shanahan (2008)• Strong early reading skills do not automatically develop into more complex skills that enable students to deal with the specialised and sophisticated reading in specific disciplines
• Specialised literacy instruction needed for all students (not just those who score below the mean in literacy measures)
Each learning area has specific literacy demands involving:
• Specialist and academic vocabulary• Types of texts• Ways of thinking, evaluating and responding
• Methods of communicating• Conventions, styles, structures
Literacy in the Learning Areas