Section 3: Reading the DCFL with ICT

What you really have to do is study the developmental continuum poster ( sorry, can't help thinking about "Q" on Star Trek: The Next Generation when I hear about the Developmental Continuum)to really understand what is said about this.It's divided into two parts: Cognitive Domain and Affective Domain. In the Cognitive Domain therre are horizontal axis of it and is a sequence of three stages of thinking.(Bloom's Taxonomy).The first stage,Knows-Comprehnds-Becomes aware, describe the skills and knowldedge learners have already aquired. They become to think about what they already know. There are two kinds of knoledges. Declarative Knowledge and Procedural Knowledge. Concepts of a community, rules of a game (Declarative) and learning the steps and procedures in a process such as doing long division, or following the steps to capturing an image and putting it into a text document.Stage two is analyses-Applies-Believes, involves skills and knowledge with teacher support, to new learning and experiences. These includes comparisions, classification, recognizing patterns, inductive reasoning, decuctive reasoning, formulating opinions, persuasion, and arguing pro and cons. Deeper Thinking.
Stage three, is Syntehsizes-Evaluates-values which describes more complex thinking behaviours.Learners engage to create products and representations through developing independence. Learners end up asking more critical essential questions, and solve problems, and create original representations that express ideas, feelings, and understandings for specific people,other than the teacher.In the Coginitive Domain there are five Big Ideas: Plan and Question, learners follow directions, modify given plans, and learn to develop their own ideas accordingly to initial plans. Gather and Make Sense: Learners find and collect information through electronic and media source; make notes, record data (primary data) Using ICT. They have to make sure that they assess the information, to ensure that it is relevant to use.
Produce to Show Understanding: Learners use digital devices to record, sketch out images, compose text, and graph data/or create video information based on what they have done in class, or with teacher modeling.
Commnicate: describes learners who share and display information and ideas from their electronic work with face-to-face audiences.They discuss information, ideas, and use electronic devices to present their findings. Communicaiton is also based on feedback from their audiences.
Reflect: describes learners who use guided conversations to think about ICT that extends their learning. This also builds upon critical and creative thinking skills.
In the Affective Domain, There are also three stages.Knows-Conprehends-Becomes aware, Analyzes-Applies-Believes and Synthesizes-Evaluatess-Values.
The Affective Dpomain consists of four Big Ideas along the VERTICAL AXIS.
Big Idea: Responsibility and Ethics: knowing about, demonstrating beliefs about, valuing policies, guidelines, and behaviours for using ICT ethically. Not to mention responsibly and safely.
social Implicaitons: being aware of and believing and understanding values with the use of ICT in society.
Collaboration: students learn how to work in face-to-face groupings. They learn how to work together but from various distances; on line, cyber group networking, and they learn how to lead collaborative groups through ICT.
Motivation and Confidence: Students' interest, persistence and engagement in using ICT for learning purposes. They learn how to solve problems by using ICT.
There are coded skills on the ICT Developmental Continuum, which are divided into four categories. Access and Communication Skills, Input/Output Skills, Tools and Text Skills and Vocabulary Skills ( recalling, reciting ICT vocabulary in context)