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2001 Gwen Gawith: Digitised Cinderellas

2001 Cathy de Moll: The Internet and September 11 disaster

2001 Mark Treadwell: Cognitive and conceptual development

2001 Gillian Eadie: ICT directions

2001 Rob Green: Integrating ICT into the secondary curriculum: PD for teachers

2001 Gwen Gawith: Garbage detection is a key component of information literacy

2000 Ron Johnston: Knowledge is abundant, but the ability to use it is scarce

2000 Stuart Hale: The last communication revolution.

1999 Pete Sommerville: Virtual field trips.

1999 Gwen Gawith: An open letter to Bill Gates.

1999 Gwen Gawith: Hype, hope or information literacy.

1998 Mark Treadwell: The emperor's new computer.

1998 Nola Campbell: A conversation about being online.

1998 Gwen Gawith: Intelligent technologies: Teaching for information literacy.

1997 Gwen Gawith: Technology and ODL: Rent an information literate luddite!

1997 Gwen Gawith: Technology and learning.

1996 Gwen Gawith: IT: charms or challenges.

1994 Gwen Gawith: new technologies: new skills for information literacy.

information literacy:
ICT & learning online

Integrating ICT into the secondary school curriculum:

PD for secondary teachers

Rob Green

New Plymouth Boys High

The business of integrating ICT into the curriculum is, I feel, most importantly linked to information literacy.

That is the message I have been trying to send to all who will listen. That message is only now beginning to be heard.

Secondary schools seem to have an enormously difficult time trying to integrate ICT and all the various learning potentials that accompany this process. I believe the unwieldiness of secondary schools may, in large part, be attributed to the Departmental structures. At our school we have at last achieved the goal of a school-wide network with each and every student having their own login ID and hence access to the Internet. BUT this has given us quite a few challenges:

  1. Truly effective use of ICT will only take place once it is given credibility by being incorporated into the Departmental schemes and learning programmes. The school cannot simply rely on teachers using ICT on a ‘voluntary’ basis...when they feel like it. Progress in the use of ICT needs to be targeted in Departmental goals with these in turn being translated into personal goals. The progress toward the realisation of these goals needs to be carefully monitored and evaluated inside the review process.
  2. Teacher training in the use of ICT should proceed on a Departmental basis and arise out of the review process. The financial resources and time resources for this training needs to be provided formally as part of the Professional Development programme... not simply provided in a voluntary after-school time slot where teachers can come and go as they wish. We have too few after-school slots anyway once the other more usual meeting times are considered. Many staff are involved in so many extra-curricular activities that they simply cannot attend.
  3. The culture of the Internet as an entertainment medium is a hard one to break. I am sure that for most students (at least, at this school) the prime use of the Internet is for entertainment. This means that students need to be carefully supervised at all times to ensure that they remain on task.
  4. Research skills need to be deliberately taught or coached - but I feel that we need to start by ensuring that our teachers are the ones who are coached. As one who is given the responsibility of ensuring that our Internet costs are manageable and well-managed I am all too often aware that our teachers are simply sending kids to research on the Internet as the first - and possibly the only - resource. Kids turning up to research ‘Acid Rain’ with no forethought being given to Key Questions and Key Words...

Teachers simply must coach kids to efficiently use the many information resources available. Teachers need to actually go through the assignment process themselves first in order to be able to appreciate the difficulties that the kids will face.

ICT has emphasised the need for professional development for all secondary teachers in this area.