Page 216 - Technology Plan ICT Review

As noted earlier, the Commission believes that funding to implement the standards proposed in our report should be phased in over the next five years. In addition to funding from the provincial government, school jurisdictions and schools should also pursue partnerships with local community organizations, businesses and individuals.
Regularly assess the effectiveness of new technology and applications and provide advice to school boards to guide their decisions about the purchase of new technology. There are constant changes in technology and it’s difficult to keep pace with the latest models and developments. Equipment is expensive, and schools are not in a position to replace all
of their equipment as soon as a new model is introduced. Alberta Learning, along with teachers and administrators, could play an important role in testing new equipment, software and online resources and providing timely advice to school boards to guide their purchasing decisions. This would save time and expense and ensure that the most effective technology tools are used in Alberta’s schools. The Commission understands that work is underway through Alberta Learning to establish province-wide technology standards
and implement standard solutions. Ongoing research should also be done on the effectiveness of different approaches using technology to improve students’ learning and achievement.
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Communication with parents - Teachers are expected to keep parents well informed and actively involved in the education and progress of their children. This occurs not just at regular parent-teacher conferences, but on an ongoing basis throughout the year.
Teachers need strong skills in communicating objectives and results, explaining expectations, responding to parents’ questions and concerns, and engaging them in continuous improvement planning for their children. Effective communications with parents can also help teachers learn about their students’ backgrounds, experiences, and interests.
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Using technology as a teaching and learning tool Technology is a tremendous tool for teaching and learning, but it involves much more than simply teaching students how to keyboard or sitting them in front of a computer so they can do drills and practice or write reports. Teachers need to understand more than simply how to use a computer. They
need better preparation in how to integrate technology as a tool in their classrooms and
how to get the maximum benefit for their students in terms of using technology to gain, share and build knowledge.
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Develop and implement comprehensive professional development plans for every school jurisdiction and every school.
“High quality teaching in all classrooms and skillful leadership in all schools will not occur by accident. Ongoing professional development is essential to ensure that teachers, schools, and school systems continue to adapt and achieve the best outcomes for students.” Research suggests that, to be most effective, professional development should occur on an ongoing basis, it should be focused and targeted at specific challenges in a school, and it should engage teachers in continuous improvement. Traditional off-site conferences may provide opportunities for teachers to learn about new trends and ideas, to hear inspiring speakers, or to see the latest in classroom resources, but they do not necessarily result in changes in classroom practice or better outcomes for students. On the other hand, school-based activities that are part of a deliberate plan allow for collaborative program development and problem solving, mentoring, coaching and peer observations. New views on professional development have led to the development of a wide range of options and opportunities to enhance professional knowledge and skills. The major models include training, observation and assessment, involvement in a development process, study groups, inquiry/action research, individually guided activities, and mentoring. These models can be site-based, provided across school jurisdictions, or a combination of both.
While there are undoubtedly many well-planned and effective professional development plans across the province, the Commission heard concerns that professional development activities are not always clearly connected to the challenges in specific schools or to the priorities of school jurisdictions. Professional development may amount to a series of inspirational speakers combined with the annual teachers’ conventions. As the ATA notes, “The professional development available to teachers and principals generally consists of a single event in which there is no follow-up or support for change.” The Commission believes that every school system and every school should develop and implement a targeted professional development plan as a key part of its role as a professional learning community. Professional development plans should identify the challenges to be addressed and the activities to be undertaken. Adequate time should be made available to incorporate professional development as part of school’s ongoing activities. For example, some schools have adjusted their timetables to provide for weekly or monthly professional development activities. The Commission acknowledges that there may be costs involved in expanding professional development activities. This is a critical investment that will provide direct benefits to teachers, schools, and most importantly, to students.
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