1. Technology and Literacy 2 April 2012

2. 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

3. e-asTTle national profile Beginning of yeare-asTTle reading national mean Curriculum expectation 84B 94P 104A5B 115P5A

4. Reading literacy proficiency levels PISA Country/ Group MeanRanking NZ5217th Pakehā5412nd Asian5227th OECD av 493 Māori Slovenia, Slovakia 47834 th = Pacific Below Chile Above Mexico 44844th

5. 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

6. 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.

7. 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).

8. 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).

9. 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

10. Disciplinary literacy Literacy and language skills and knowledge specialized to history, science, mathematics, literature, or other subject matter. Intermediate literacy Literacy and language skills and knowledge common to many tasks, including generic comprehension strategies, common word meanings, and basic fluency. Unconstrained knowledge and skills Basic literacy Literacy and language skills and knowledge such as decoding and knowledge of high-frequency words that underlie virtually all reading tasks Literacy and language progression Shanahan and Shanahan 2008

11. 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)

12. 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