Thanks to SETBC and "Growing Innovation Rural Education Change Network" for supporting our project!

Curriculum Connections

This project is being offered to schools as an opportunity for involvement at any level, and there are many ways to customize it as a cross curricular, cross grade, or project based learning experience. Along with meeting many criteria for the Core Competencies, there are also many curricular connections, as well as connections to the First People Principles of Learning and the BC Digital Literacy Framework. We have highlighted just a few examples below:

Curriculum Connections: ADST

Empathize with potential users to find issues and uncover needs and potential design opportunities
Generate potential ideas and add to others’ ideas
Evaluate personal, social, and environmental impacts and ethical considerations
Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task
Identify how the land, natural resources, and culture influence the development and use of tools and technologies

Curriculum Connections: English Language Arts

Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
Transform ideas and information to create original texts
Construct meaningful personal connections between self, text, and world

Curriculum Connections: Social Studies

Ask questions, corroborate inferences, and draw conclusions about the content and origins of a variety of sources, including mass media
Compare how graphs, tables, aerial photos, and maps represent information
Collect and organize information to support a course of action
Individually, or in groups, implement a plan of action to address a problem or issue
Interpret and present data in a variety of forms (e.g., oral, written, and graphic).

FIRST PEOPLES PRINCIPLES OF LEARNING:

Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
Learning involves generational roles and responsibilities.
Learning recognizes the role of indigenous knowledge.
Learning is embedded in memory, history, and story.
Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.

BC DIGITAL LITERACY FRAMEWORK:

integrates, compares and puts together different types of information related to multimodal content.
is able to build meaningful knowledge through interaction with digitally available resources
uses digital technology to plan and manage activities to develop a solution or complete a project
creates knowledge representations (e.g. mind maps, diagrams) using digital media.
creates complex models and simulations of the real world using digital information.
applies existing knowledge to generate new ideas, products, or processes using digital technology.
creates original digital works as a means of personal or group expression.
understands how meaning is produced through multimedia (text, images, audio, video) and how culture is produced through the Internet and social media in particular.
understands the concept of privacy in their everyday lives, and as it relates to using the Internet.
understands how the ability for people to communicate online can unite a community.
understands the benefits of sharing information online and the potential risks of sharing inappropriate information.
understands the concept of having ownership over creative work.
understands copyright and licence rules, fair use, and the rights he/she has as a creator.
considers legal and ethical principles of use and publication of information.
exhibits a positive attitude toward using technology that supports collaboration, learning, and productivity.
exhibits a positive attitude towards learning about emerging digital technologies.
• understands the wider context of digital tools in a 'digital age' characterised by globalisation and networks.
interacts, collaborates, co-constructs content, and publishes with peers, experts, or others employing a variety of digital environments and media.
contributes to project teams to produce original works or solve problems.
makes valuable contributions to the public knowledge domain
uses ICT resources to safely expand his/her own knowledge and connect to the world.
learns how to work with any new digital technology by trying it out, and using its internal guidance and help.
exploits technological potentials in order to represent and solve problems.

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