Page 214 - Technology Plan ICT Review

but it is unlikely to ever be the norm for the vast majority of students and, even in virtual schools, the guidance of and connection to teachers is critical to students’ success.
We envision classrooms in the future where technology is fully integrated as a teaching
and learning tool. Teachers become designers, coordinators, facilitators, guides, learners, and knowledge builders in their students’ ongoing learning. Students in the future are expected to be knowledge-builders and “cognitive apprentices” - able to think, organize and analyze information and ideas, generate questions, investigate and do research, invent new ideas, and solve problems. Rather than simply receiving information, they will be expected to become “infotectives” - investigating and seeking information and using that information to uncover solutions. Second, it’s not good enough to simply add more computers to schools. Unless technology is integrated throughout the classroom experience and teachers are provided with adequate support to make it work and work well, the full potential of using technology to improve learning will not be achieved
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Students should be able to use technology to search for information, use online resources, undertake projects, and share their learning with their teachers and other students. It should enable them to access online resources, courses and information anytime rather than only during the school day. Technology can also be used for telementoring, linking students with knowledgeable adult volunteers who can provide career guidance, academic advice, direction on specific projects and tasks, or support for students to carry out ambitious projects and long-term investigations. It also could be used by parents and students to maintain students’ learning during the summer months so that gains made in the previous year are not compromised or lost over the summer.
Teachers should be able to plan and organize their teaching with full access to technology as a tool for their students’ and their own learning.
Technology should also allow teachers to expand their assessment of a wide range of students’ skills. And it should allow parents to participate in their children’s education by providing support, communicating with teachers, and checking homework and assignments online. Set province-wide standards for the types of technology that should be available in every classroom. Access to technology varies greatly across the province. Initially, when computers were introduced in schools, they often were placed in computer labs where students had limited access and only at certain times. The next stage was to move computers into the classroom where they were more readily available for both students and teachers and could be more easily integrated into all aspects of teaching and learning. The ideal is to have a computer available for every teacher and a reasonable number of computers available for student use. While some have suggested that every student should have a computer, this likely is not necessary and perhaps not even ideal. Researchers have learned that access does not necessarily require a computer on every desk. Some
research suggests that a ratio of one computer for five students would assure students near universal access.
The Commission believes that province-wide standards should be set and understands that work is already underway under the leadership of Alberta Learning. The standards should
ensure that all students have reasonable access to technology at no cost to them. minimum, classrooms should have:
• One computer for the teacher
• Several computers for student use
• A projection system
• An interactive whiteboard • Online resources.
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In addition to these basic classroom requirements, schools should have access to other related equipment including a digital and a video camera, conferencing hardware and software, as well as regular equipment such as microscopes and lab equipment. These proposed standards are based on standards currently in place in the United Kingdom.
For a variety of reasons, the Commission believes that these standards should be phased in over five years. The costs of implementing the standards immediately would be substantial and would result in significant replacement costs if all equipment requires updating at the same time. Online resources and software need to be developed. Furthermore, simply having the technology in schools and classrooms is not sufficient to guarantee its effective use. The critical factor is ensuring that teachers are well prepared to fully integrate technology into their teaching practices.
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Expect principals to provide proactive leadership in integrating technology in
both the instructional and administrative aspects of the school.
Strong and positive leadership from principals is key to successful schools, and the integration of technology is no exception. For technology to be integrated and used effectively in schools, principals must provide the necessary leadership and support collaborative efforts among teachers. Professional development should be available for teachers, principals and vice-principals to promote the use of technology for creative, higher-order thinking. The successful integration of technology should be a key part of professional learning communities in every school.
Require all teachers to be proficient in the integrated use of technology in their teaching and ensure that they have the necessary support in their classrooms.
To successfully integrate technology in the classroom, teachers should be expected to:
• Demonstrate a sound understanding of technology and electronic media operations
and concepts
• Plan and design effective learning environments and experiences supported by technology
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