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Sekcja ogólna
Kierunek studiów
Upplýsinga- og tæknimennt EN
This chapter explains the educational value and main purpose of information and technology education. It takes into account the six basic elements discussed in Chapter 2, the focus areas in learning discussed in Chapter 6, and the key competences defined in Chapters 9.4 and 18. Competence criteria are presented at the end of grades 4, 7, and 10. On the basis of the competence criteria, teaching methods, learning materials, and assessment methods are selected and shall be explained in the school curriculum of the school in question. At the end of the chapter, assessment criteria are presented at the end of grades 4, 7, and 10. The assessment criteria at the end of grades 4 and 7 are intended to be a guide for schools and are only presented to support assessment at the end of the youngest and middle levels. Schools are required to use the assessment criteria at the end of grade 10 when graduating students from grade 10.
The educational value and main purpose of information and technology education
Good skills in all aspects of information and technology education are becoming increasingly important as the demands for technological skills and information literacy are an important part of education, employment and people’s daily lives. Knowledge of technology, how it is shaped and changed can promote the development of new solutions and responsible treatment of technology and all information that is worked with.
School libraries as information centers play a major role in information and technology education and should be a driving force for free reading, writing, content search, data processing, multimodal communication and multimodal literacy on a broad basis. They can manage cards and computer games, specialized equipment related to the use of technology and programming suitable for children and adolescents, promote student interest in a variety of areas of interest and create opportunities for collaboration.
The main purpose of learning and teaching in information and technology education is for students to acquire comprehensive skills in analyzing, acquiring, using and working with information and data respectfully and critically in accordance with ethical standards in different situations in everyday life, play and work. It is important that students are able to cultivate an interest in and knowledge of the equipment and technology that are all around us and to develop technological awareness.
When planning studies and teaching in information and technology education, all competency standards for students’ schooling must be taken into account. Students must be encouraged to acquire the expected competencies, as competency includes an overview and the ability to apply the knowledge and skills that have been acquired.
Competency standards in information and technology education, as well as other subjects, are divided into several categories. The categories are not isolated within a subject or field of study, but rather parts of an integrated whole where each category can benefit from the others, within and between subjects and fields of study, providing opportunities for comprehensive project work and integration.
Teaching in information and technology education must take place throughout schooling and aim to ensure that students develop and maintain a positive attitude towards the subject, understand its usefulness, and gain confidence in their own abilities.
Students need to be given opportunities to develop knowledge of how technological solutions are used and work, to seek solutions and present issues in a variety of ways. They need to use creative thinking, reflection and reasoning and to express themselves about their issues using the vocabulary and basic concepts of information and technology education.
Students need to be taught about technology and software and trained in their use. Emphasis must be placed on information and technology education as an interdisciplinary field of study where realistic subjects are integrated into most subjects and areas of study. Students will thus receive training in independent working methods and collaboration.
Competency criteria for information and technology education
The competence standards in information and technology education fall into four categories: information and media literacy, creativity and communication, digital citizenship and problem-solving. Although the competence standards are grouped in this way, it is important to see them as a coherent whole. When focusing specifically on one competence standard, it is important to remember that learning is a continuous process and creative activity rather than the accumulation of limited knowledge and training in a specific skill.
Utilization of school library
By the end of 4th grade, a student can:
a new school library for their own benefit and enjoyment,
By the end of 7th grade, a student can:
a new school library for acquiring knowledge in guided learning and on one's own terms for benefit and pleasure,
By the end of the 10th grade, a student can:
a new school library in a diverse way for acquiring and sharing knowledge for benefit and pleasure,
Information search
By the end of 4th grade, a student can:
search for and select relevant information and digital content,
By the end of 7th grade, a student can:
use search engines, artificial intelligence and other tools in an ethically responsible manner for information gathering,
By the end of the 10th grade, a student can:
use search engines, databases, artificial intelligence and other tools in a diverse and ethically responsible way to gather information and understand what is underlying it,
Data analysis and processing
By the end of 4th grade, a student can:
distinguish the difference between academic material and fiction,
By the end of 7th grade, a student can:
assessed the quality of various information and understood the diversity of digital content,
By the end of the 10th grade, a student can:
analyze, compare and critically evaluate the credibility and reliability of data, information and digital content,
Source usage
By the end of 4th grade, a student can:
Know that copyright applies to a wide range of materials and work with sources in a simple way.
By the end of 7th grade, a student can:
work with sources in accordance with copyright and present a simple bibliography.
By the end of the 10th grade, a student can:
work with diverse sources and assess their reliability, respect copyright and general ethics in source work, and present a bibliography according to accepted methods
Promotional material
By the end of 4th grade, a student can:
new software for creating simple presentations,
By the end of 7th grade, a student can:
new software for creating various presentations,
By the end of the 10th grade, a student can:
select and use software when creating and presenting diverse and interactive presentations,
Word processing
By the end of 4th grade, a student can:
new software for setting up simple writing tasks,
By the end of 7th grade, a student can:
new software for setting up writing assignments according to standards for setting up and finishing,
By the end of the 10th grade, a student can:
selected and used software for the preparation of multi-variate writing assignments and essays according to criteria for preparation and completion,
Processing of numerical data
By the end of 4th grade, a student can:
new software for presenting simple numerical data,
By the end of 7th grade, a student can:
new software for data collection and presentation of numerical data,
By the end of the 10th grade, a student can:
selected and used software for data collection, analysis and presentation of numerical data,
Photography and filmmaking
By the end of 4th grade, a student can:
take photographs and short videos,
By the end of 7th grade, a student can:
new equipment and software for photography and short filmmaking,
By the end of the 10th grade, a student can:
selected and used equipment and software for high-quality photography and filmmaking,
Image processing and image creation
By the end of 4th grade, a student can:
new tools and software for image creation,
By the end of 7th grade, a student can:
new tools and software for simple design, image processing and image creation,
By the end of the 10th grade, a student can:
selected and used tools and software for diverse design, image processing and image creation,
Sound processing
By the end of 4th grade, a student can:
new software for simple audio processing,
By the end of 7th grade, a student can:
new equipment and software for recording and simple audio processing,
By the end of the 10th grade, a student can:
selected and used equipment and software for diverse recordings and audio processing,
Online media
By the end of 4th grade, a student can:
new software for simple online sharing.
By the end of 7th grade, a student can:
new software for online media.
By the end of the 10th grade, a student can:
selected and used software for diverse online media.
Balance in digital use and well-being
By the end of 4th grade, a student can:
practice good posture when using digital technology and explain the difference between positive and negative screen time and talk about how the use of digital media can affect well-being,
By the end of 7th grade, a student can:
consider their own health and well-being when using digital technology and realize the importance of balancing screen time,
By the end of the 10th grade, a student can:
use digital technology to increase well-being and improve health, find balance in their use and recognize the various symptoms and consequences of overuse of computers and smart devices and explain the impact of social media on their lives,
Friðhelgi og öryggi
By the end of 4th grade, a student can:
explain in a simple way what personal data is and what can and cannot be shared in a digital environment,
By the end of 7th grade, a student can:
have realized the importance of protecting personal information and privacy in a digital environment and have understood who benefits from collecting digital information,
By the end of the 10th grade, a student can:
understand the use of personal information and critically evaluate its purpose and apply methods to protect against the collection of personal information,
Digital footprint and identity
By the end of 4th grade, a student can:
describe in a simple way the concept of digital footprint, understand how it is created and what its interaction is with internet use,
By the end of 7th grade, a student can:
discussed and explained that all internet use by individuals leaves a long-term footprint in the digital environment,
By the end of the 10th grade, a student can:
understand digital footprints and how they are shaped by all online behavior,
Respect in the digital environment
By the end of 4th grade, a student can:
realize the importance of seeking help from adults if danger or harassment arises online,
By the end of 7th grade, a student can:
have become aware of the main dangers in the digital environment and are familiar with different ways to report illegal and questionable content online and that social media affects communication,
By the end of the 10th grade, a student can:
know the main dangers in the digital environment and protect themselves, equipment and data from various online threats and can use the digital environment in a constructive way,
Etiquette, discourse and respect in digital communication
By the end of 4th grade, a student can:
þekkt hugtakið neteinelti og einfaldar reglur í samskiptum og myndbirtingum á netinu og þekkt leiðir til að vernda sig og aðra fyrir neteinelti.
By the end of 7th grade, a student can:
Name the main online safety and communication rules and take responsibility for your own online behavior and use ways to protect yourself and others from cyberbullying.
By the end of the 10th grade, a student can:
Explain the main rules of conduct on the internet and understand how they are based on mutual respect and apply ways to protect themselves and others from cyberbullying, hate speech and digital conflict.
Digital support
By the end of 4th grade, a student can:
given an example of simple digital support in learning,
By the end of 7th grade, a student can:
new digital support in learning,
By the end of the 10th grade, a student can:
choose appropriate digital support systematically for learning,
Data retention
By the end of 4th grade, a student can:
realized that in some software, data needs to be saved to preserve work,
By the end of 7th grade, a student can:
classify and store data securely,
By the end of the 10th grade, a student can:
classify, store and preserve data securely,
Computers and smart devices
By the end of 4th grade, a student can:
know different types of computers, smart devices and main peripherals and use them for education,
By the end of 7th grade, a student can:
use different types of computers, smart devices and peripherals for education,
By the end of the 10th grade, a student can:
use diverse and appropriate educational equipment and solve technical problems,
Using software and simple programming
By the end of 4th grade, a student can:
know various software and tools and use them to solve simple puzzles.
By the end of 7th grade, a student can:
new software and tools in a variety of ways and to solve a variety of problems. Have been introduced to basic programming concepts.
By the end of the 10th grade, a student can:
use programming for creativity and to promote reasoning and solution-seeking.
Assessment criteria for information and technology education
Assessment criteria are set for all subjects and areas of study at the end of grades 4, 7 and 10. They are a description of how well a student has mastered a defined skill. Schools are required to set assessment criteria for subjects and areas of study for other grades and explain them in the school curriculum.
Assessment criteria are presented on an A–D assessment scale. A describes excellent competence, B describes good competence, C describes fair competence, and D describes competence that does not meet the criteria described in C. It can be assumed that the majority of students will achieve the competence specified in B, competence achieved, as they are based on the competence criteria for the year.
A is awarded to those who demonstrate outstanding competence and C to those who do not fully meet the requirements set out in B criteria. There are no criteria set for D, but this evidence is used when a student does not meet the requirements set out in C criteria. The school then makes a special account of the competence of the student in question.
Schools are required to use the A–D grading scale and assessment criteria when graduating students from grade 10.
The A–D assessment scale and assessment criteria at the end of grades 4 and 7 are intended to be a guide for schools and are only presented to support assessment at the end of the junior and middle levels.
The assessment criteria for each study period should be based on the competency criteria and the learning objectives that have been worked on. The most important thing is to assess at the end of the study period what was expected according to the assessment criteria.
Assessment results need to be based on reliable assessment data and diverse assessment methods so that students, parents, and schools receive the most accurate information about their status.
The student can critically weigh and evaluate the quality of information for knowledge dissemination. Responsibly respect ethics in source work and work with sources according to recognized methods. Safely and on their own initiative use a variety of technical equipment, software and data in a responsible and creative way in diverse project work. Describe and critically discuss digital citizenship and be aware of their own. Safely use the possibilities of digital support in various forms. Organize very well, classify and preserve data securely. Solve diverse technical problems and complex programming projects in a creative way.
The student can weigh and evaluate the quality of information for knowledge transfer. Respect ethics in source work and work with sources according to recognized methods. Independently use a variety of technical equipment, software and data in a responsible and creative way in diverse project work. Discuss digital citizenship and connect it to their own use of digital technology. Make good use of the possibilities of digital support in various forms. Organize, classify and preserve data securely. Solve technical problems and complex programming projects.
The student can, to a certain extent, weigh and evaluate the quality of information for knowledge transfer. Respect ethics in source work to some extent and work with sources. Use a variety of technical equipment, software and data in a responsible and creative way in project work to some extent. Discuss digital citizenship to some extent and connect it to their own use of digital technology. Make fairly good use of the possibilities of digital support in various forms. Sort and store data securely. Solve simple technical problems and programming projects.
The student can make very good use of school libraries and data sources for information and knowledge acquisition. Critically assess the credibility and quality of information. Work with sources and set up a bibliography. Make very good use of a variety of technical equipment, software and data in a responsible and creative way in a variety of project work. Describe rules for online behavior safely and critically. Discuss the relationship between health and well-being when using digital technology. Use a variety of digital support in learning. Categorize and store data securely. Solve a variety of programming projects and puzzles.
The student can use school libraries and data sources to gather information and knowledge. Evaluate the credibility and quality of information. Work with sources and set up a simple bibliography. Use a variety of technical equipment, software and data responsibly and creatively in project work. Describe rules for online behavior and discuss the relationship between health and well-being when using digital technology. Use digital support in learning. Categorize and store data securely. Solve various programming tasks and puzzles.
The student can to some extent use school libraries and data sources for information and knowledge acquisition. Evaluate the credibility of information. Work in a simple way with sources and set up a very simple bibliography. To some extent, use a variety of technical equipment, software and data in a creative way during project work. Describe the main rules of behavior on the Internet and to some extent discuss the relationship between well-being, health and the use of digital technology. To some extent , use digital support in learning. Sort and store data securely to a certain extent. Solve simple programming tasks and puzzles.
The student can effectively use the school library for their own benefit and enjoyment. Search for diverse information in texts and on the web and complete projects from sources. Safely use selected technical equipment, software and data for project work. Discuss in detail appropriate behavior on the Internet. Safely store data and solve programming projects.
The student can use the school library for their own benefit and enjoyment. Search for specific information in texts and on the web and complete projects from selected sources. Use selected technical equipment, software and data for simple project work. Discuss appropriate behavior on the Internet. Preserve data and solve simple programming tasks.
The student can use the school library to some extent for their own benefit and enjoyment. Search for a solution to specific information in texts and on the web and complete projects from selected sources. Use selected technical equipment, software and data to some extent in simple project work. Give examples of appropriate behavior on the Internet. Preserve data to some extent and solve very simple programming tasks.