Digital and Information Literacy in Year 1

Posted by neridakiprotich


 

The use of technology is carefully considered and purposefully planned for in our Year 1 classrooms. We receive in class support from the Digital Literacy Coordinator and assistants, as well as for Information Literacy from our PYP Teacher Librarian.  We follow the Scope and Sequence guidelines for ESF to determine what is appropriate for the year level. Digital and Information Literacy is planned and taught through learning areas such as literacy as well as our Units of Inquiry. It is used to expose children to skills through multiple modes.

In the first 8 weeks of school, children have used Ipads to;

  • record and share their understanding in inquiry through Seesaw,
  • ‘Listen to reading’ as an important aspect of literacy,
  • Practice handwriting in an alternative mode,
  • Complete independent research through Pebble Go.

 

Becoming fluent with digital technology is vital in preparing students to work, live and contribute towards communities and society as a whole. Digital and Information literacies enables students to investigate, create, communicate, collaborate, organize and be responsible for their own learning and actions.

Below you will find some of the goals of Digital and Information Literacy for Year 1.

 

Through Communicating, learners:

  • communicate information and ideas to audiences using a prescribed variety of media and formats.

Through Managing and Operating, learners:

  • are introduced to developmentally appropriate and accurate terminology., icons and symbols.
  • describe the uses of a variety of age­ appropriate digital tools and select tools or resources from those available to effectively accomplish a variety of tasks.
  • begin to perform basic hardware and software operations.
  • begin to demonstrate the ability to navigate in electronic environments
  • identify common problems that occur during everyday use.  

Through Digital Citizenship, learners:

  • follow the school’s LT responsible use agreements.
  • collaboratively develop simple essential agreements for the care and maintenance of digital tools and environments
  • appreciate that technology helps with learning at school and in the wider world.

Through Investigating, learners:

  • understand that digital tools are available for locating and recording information.
  • with the teacher’s help, find and organise information with technology, learners then share it with others
  • locate specific information using prescribed resources.

Through Creating, learners:

  • identify features of simple programs such as drawing and text editing and make connections with skills and tools they have experienced before.
  • follow simple instructions and use basic tools to create products as a means of personal or group expression, following a given set of instructions.
  • reflect on the ways they have used ICT as a learning tool.