Page 120 - Lakeland Catholic Technology Plan

3. What is the ICT Program of Studies?
3.1 The ICT Program of Studies identifies outcomes that students will be expected to demon- strate by the end of Division I (grade 3), Division II (grade 6), Division III (grade 9) and Division IV (grade 12). It includes three interrelated categories:
• foundational operations, knowledge and concepts (e.g., moral and ethical use of technology, ergonomic and safety issues, basic computer telecommunications);
• processes for productivity (e.g., use of basic computer applications such as word processing, spreadsheets, databases, graphics and the Internet); and
• communicating, inquiring, decision making and problem solving (e.g., critically assessing information, using research techniques).
3.2 The outcomes are integrated into other curricula taught in the classroom.
4. How is the ICT curriculum unique?
4.1 The ICT Program of Studies is unique as it involves the integration of technology out- comes in all subjects for kindergarten to grade 12.
4.2 The outcomes are organized by division, not grade, and teachers can decide where each outcome best fits in their teaching plans or use the suggestions available in the ICT Illustrative Examples database.
4.3 The implementation extends over three years, resulting in a need for planning to allow time for teacher planning and preparation.
5. Issues to consider when implementing an ICT plan
5.1 Grade level/subject area/unit/module and ICT outcomes.
• In which grade and subject area will the ICT outcomes be introduced and where will the outcomes be mastered?
• Which ICT outcomes can be grouped and taught together? For
example, by first addressing the outcomes in section C (Communicating, Inquiring, Decision Making and Problem Solving), many of the outcomes in sections P (Processes for Productivity) and F (Foundational Operations, Knowledge and Concepts) will be incorporated in the student learning process. The outcomes are not listed in any hierarchical manner within the three sections and should be grouped appropriately for instructional purposes.
5.2 Student activities.
• What types of projects and activities will engage students in a meaningful way to learn both the ICT outcomes and one or more core subject topics, themes, and outcomes?
5.3 Resources needed for the outcomes.
• What hardware and software resources are needed?
• How can they best be deployed throughout the school?
• What technical support is required?
• What resources are available in the community or through businesses; i.e.,
Are there natural partnerships that should be explored that would support
the implementation of the ICT program?
• What provisions can be made to provide the greatest possible access times?
5.4 Staff development.
• What knowledge, skills and experience will teachers need to implement the ICT program?
• What knowledge, skills and experience do teachers already have that will help in implementing the ICT program?
• What images of teaching and learning will help to develop a comprehensive, systemic, school-wide approach to ICT infusion?
• What types of in-service programs are needed to prepare teachers for this curriculum component?
• Can current in-service programs be adapted to include the integration of the ICT outcomes; e.g., new math course in-services from the Alberta Regional Professional Development Consortia?
• What plans are in place to meet these staff development needs?
5.5 Budget.
• What are the budget needs both for resources and staff development?
5.6 Timelines.
• What stages of implementation would ensure a smooth and seamless process?
• Where are students and teachers now in terms of their learning and readiness, and where should they be in three years?
5.7 Evaluation.
• How are the ICT outcomes to be assessed?
• What information is needed to develop a formative evaluation process? • How will the ICT outcomes be assessed in relation to regular classroom
assessment of the curriculum?
• How will student performance on the ICT outcomes be communicated
to students and their parents? To the public and the community?
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