Page 26 - Lakeland Catholic Technology Plan

“A CATHOLIC COMMUNITY OF LEARNERS OPENING HEARTS MINDS AND DOORS....”
Teachers who have never used a database system cannot be expected to devise classroom applications of such a system, nor can teachers who have never used a word processor create writing activities appropriate for word processing (Simonson and Thompson, 1990). For this to happen, teachers not only need training, but access to information and communication tech- nologies.
Teachers must also be given an opportunity to develop a philosophy con- cerning the use of information and communication technology in the class- room. For example, Alberta Learning has mandated student information and communication technology outcomes from kindergarten to grade 12. The implementation of the Alberta Learning Information and Communication Technology Kindergarten to Grade 12, June 1998 (an interim Program of Studies) is scheduled for September 2000. To assist in the implementation of student information and communication technology outcomes, Alberta Learning has developed a number of resource publications, including:
Alberta Learning, Curriculum Standards Branch. September, 1998. Alberta Learning Illustrative Examples To Accompany Information and Communica- tion Technology, Grade 1 to Grade 6 (Interim Program of Studies).
Alberta Learning, Curriculum Standards Branch. September, 1998. Alberta Learning Illustrative Examples To Accompany Information and Communica- tion Technology, Grade 7 to Grade 9 (Interim Program of Studies).
Alberta Learning, Curriculum Standards Branch. September, 1998. Alberta Learning Illustrative Examples To Accompany Information and Communica- tion Technology, Grade 10 to Grade 12 (Interim Program of Studies).
In addition, support publications dealing with student assessment in this area are under development.
As all Alberta Learning curriculum is revised and updated, the integration of student information and communication technology outcomes will be in- cluded in specific curriculum topics. Final release of the program of studies was announced in May 2000, with provincial implementation commencing in September 2000 and fully implemented by June 2003. The new draft, Class- room Assessment Tool Kits are:
Alberta Learning. Curriculum Standards Branch, May 2000. Classroom As- sessment Tool Kit — Grades 3 and 6.
Alberta Learning. Curriculum Standards Branch, May 2000. Classroom As- sessment Tool Kit — Grade 9.
Alberta Learning. Curriculum Standards Branch, May 2000. Classroom As- sessment Tool Kit — Grade 11.
These changes in the Alberta Learning curriculum have enormous implica- tions for teachers. These changes represent major changes in what the cur- riculum defines, what teachers will need to do and what children will be able to do.
It should be noted that this section includes actions to establish a District Innovative Projects Fund. This fund would provide opportunities for teachers to develop and implement innovative uses of information and communica- tion technologies to improve teaching and student learning. In this regard, Action Research can be a useful tool for this area (Zuber-Skerritt, 1996).
In this regard, Alberta Learning has mandated the standard for student infor- mation technology outcomes. As mentioned previously, the implementation of this curriculum is scheduled for September 2000. This initiative has obvi- ous implications for teacher preservice and inservice programs. It is esti- mated that this curriculum will require from 5 - 7 years to implement. Then continuing maintenance and updating will be necessary.
In addition, during this implementation period, as all Alberta Education cur- riculum is revised and updated, the integration of student information and communication technology outcomes will be included in specific curriculum topics. Once again, these initiatives have obvious implications for teacher preservice and inservice programs. Best Practices studies relevant to this section include:
Making Technology Happen: Best Practices and Policies From Exemplary K - 12 Schools (Southern Technology Council, U.S., 1997)
Professional Development for Teaching Technology Across the Curriculum (Alberta Learning, 1999)
On-line Learning, (Alberta Learning, 1999)
FRAMEWORK FOR TECHNOLOGY INTEGRATION IN EDUCATION
Albertans have said that pro- viding modern computer tech- nology, appropriate software and access to the information highway for both students and teachers, should be among the first priorities in technol- ogy integration. They believe that technology can improve education and increase ac- cess to education opportuni- ties, especially for rural stu- dents. Courses should be available to remote and small schools through affordable distance delivery and telecom- munications so that rural stu- dents have the same level of access as urban students. By setting minimum standards, equal access can be achieved across Alberta.
• Alberta Education Publica- tions - ISBN 0-7732-1833-5
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