Page 121 - Lakeland Catholic Technology Plan

6. Tips to help when planning the integration of the ICT outcomes
6.1 Meet as multi-subject teachers by division (K to 3, 4 to 6, 7 to 9, and 10 to 12).
• Use a matrix (grades on one axis and subjects on the other) to plot which outcomes are currently being implemented and in which grade and subject area.
• Look at the remaining outcomes and let subject teachers working cooperatively decide which outcomes are best taught in which subject areas.
• Phase in the additional outcomes over three years and identify this timeline in the plan.
6.2 Use a list of the ICT outcomes and fill in the grade, subject, unit or module.
6.3 Use the ICT Illustrative Examples database to identify the outcomes for each course and
subject.
6.4 Use the ICT Classroom Assessment Tasks (currently in development).
6.5 Consider using a portfolio or checklists to record each student’s successful learning of
the technology outcomes.
6.6 Consider the following suggestions for organizing your jurisdiction plan:
• Jurisdictions in collaboration with schools should decide on the format for the plan that best meets the needs of the schools in their jurisdiction. There may be more than one format used in a jurisdiction.
• Plans could be jurisdiction based or school based. Jurisdiction plans could be a compilation or portfolio of school plans.
7. What resources should be considered for implementing the ICT Program of Studies?
7.1 Computer access.
• Schools need to plan the allocation of their computer resources by asking questions such as, Where should our computers be located? When do we need to relocate them? Can the location of computer resources in our school be improved?
• If you need additional hardware, consider your budget, the Technology Integration Funding grant, or an application to the Computers for Schools (CfS) Program.
7.2 Learning resources.
• There are three types of learning resources to consider:
• productivity software (word processors, spreadsheets, databases,
presentation software, browsers, email, mind-mapping software), • suitable web sites, and
• provincially authorized resources.
• The Best Practices Study, Preparing to Implement Learner Outcomes in Technology, includes a table showing suggested types of software by division level (p. 20).
• Take advantage of the provincial software umbrella agreements whenever possible.
7.3 Internet access.
• Internet does not need to be available on every computer, and it will vary with grade level and from outcome to outcome.
7.4 Integrated project-teaching ideas.
• Use the Illustrative Examples documents.
• Adapt projects currently used in courses.
• Use the examples and ideas given on the TELUS Learning Connection
(TLC) <http://www.2learn.ca> and the Alberta Regional Professional Development Consortia’s Teaching and Learning with Technology (TLT)
<http://www.tlt.ab.ca> web sites and other web sites containing projects and ideas.
7.5 School leadership for ICT
• Several schools report that one of their teachers or a small group of teachers accepted the role of becoming the ICT leaders for their school.
• Use of the School Administrators’ Technology Integration Resource (SATIR/RITAS) web site at http://www.satir-ritas.org will assist school- based administrators to acquire the knowledge, skills and attitudes that are essential to the provision of leadership to students and staff concerning technology integration in schools.
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