Page 143 - Lakeland Catholic Technology Plan

Introduction
The gap between the use of information and communication technologies in the business commu- nity and their use in education continues to widen daily. We must continue to narrow this gap be- cause we believe that these technologies have and will continue to contribute significantly to the improvement of education.
Sub-goals and Actions
Building on the District experience and recent Alberta Learning curriculum initiatives, ten sub-goals and actions were identified to achieve Goal Two: Teachers, Staff and Curriculum.
Information and communication technologies can provide teachers with engaging, effective, 2.1 productive and motivating ways to meet student’s needs. Easy access to computers and informa-
tion technologies can help teachers improve their classroom practice by expanding their opportuni- 2.2 ties for training, by fostering collaborative work with other teachers and professionals, access edu-
cational research, download Alberta Learning curriculum documents, download lesson plans, ac- 2.3 cess libraries and engage in on-line professional development.
2.4
Information and communication technologies can also be used to provide teachers with the tools
which will expand their scope in handling and sorting information, relieve them from administrative 2.5 burdens, and expand their capabilities and creativity. However, it is only after a teacher starts to
use the computer and information technologies as part of their daily activities that the power and 2.6 potential educational value becomes apparent.
2.7
According to a recent survey of 15,000 teachers use of technology for Education Week, as inter-
preted by Tim Johnson, Editor of the Fall 1999 issue of The ATA Magazine, 2.8
“One finding of the survey expressed the correlation between teacher age/experience 2.9
and the likelihood of using technology: “Teachers who have been in the classroom five
years of fewer are no more likely to use digital content than those who have been 2.10 teaching for more than 20 years.” My take on this is that veterans are just as likely to use
digital content as are novices because computer technology has become so pervasive
in everyone’s life.”
Technology Training Centre(s)
Johnson continues to report interesting findings of the survey, such as:
• 97% of all teachers use a computer at home and/or at school for professional activities.
• 53% of teachers use software for classroom instruction.
• 61% of teachers use the Internet for instruction.
• Teachers who don’t use software or Web Sites are likely to cite a lack of classroom computers more than any other reason.
• Of those teachers who use software for instruction, about 50% say there are titles they would like to use but cannot because their computers are not powerful enough.
• 48% of teachers using Web Sites for instruction say it is difficult to find sites that fill specific classroom needs.
• Science teachers report the greatest difficulty in finding software, followed by English, math, and social studies teachers.
• As the grade level increases, teachers have a harder time finding software that meets their classroom needs.
Michele Revoy presenting at the Saskatoon conference on the district’s Moral Intelligence Project.
The eleven
sub-goal areas are:
Teacher Computer Technology Access
Enhance and Improve Curriculum Instruction
District Innovative Projects Fund
New Or Renovated Schools
Computer Technology Requirements For New Teachers Employee Computer Purchase Program
District Level Staff Technology Development Programs School Level Staff Technology Development Programs Support Staff Technology Training
Premier’s Award of Excellence
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