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