Page 27 - 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 appropri- ate for word processing (Simonson and Thompson, 1990). For this to happen, teachers not only need training, but access to information and communication technologies.
Teachers must also be given an opportunity to develop a philosophy concerning the use of information and communication technology in the classroom. For example, Alberta Learning has mandated student infor- mation 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 tech- nology outcomes, Alberta Learning has developed a number of re- source publications, including:
Alberta Learning, Curriculum Standards Branch. September, 1998. Al- berta Learning Illustrative Examples To Accompany Information and Communication Technology, Grade 1 to Grade 6 (Interim Program of Studies).
Alberta Learning, Curriculum Standards Branch. September, 1998. Al- berta Learning Illustrative Examples To Accompany Information and Communication Technology, Grade 7 to Grade 9 (Interim Program of Studies).
Alberta Learning, Curriculum Standards Branch. September, 1998. Al- berta Learning Illustrative Examples To Accompany Information and Communication 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 commu- nication technology outcomes will be included 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, Classroom Assess- ment Tool Kits are:
Alberta Learning. Curriculum Standards Branch, May 2000. Classroom Assessment Tool Kit — Grades 3 and 6.
Alberta Learning. Curriculum Standards Branch, May 2000. Classroom Assessment Tool Kit — Grade 9.
Alberta Learning. Curriculum Standards Branch, May 2000. Classroom Assessment Tool Kit — Grade 11.
These changes in the Alberta Learning curriculum have enormous impli- cations for teachers. These changes represent major changes in what the curriculum 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 Dis- trict Innovative Projects Fund. This fund would provide opportunities for teachers to develop and implement innovative uses of information and communication 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 information technology outcomes. As mentioned previously, the imple- mentation of this curriculum is scheduled for September 2000. This ini- tiative has obvious implications for teacher preservice and inservice pro- grams. It is estimated that this curriculum will require from 5 - 7 years to implement. Then continuing maintenance and updating will be neces- sary.
In addition, during this implementation period, as all Alberta Education curriculum is revised and updated, the integration of student informa- tion and communication technology outcomes will be included in spe- cific curriculum topics. Once again, these initiatives have obvious impli- cations for teacher preservice and inservice programs. Best Practices studies relevant to this section include:
Making Technology Happen: Best Practices and Policies From Exem- plary K - 12 Schools (Southern Technology Council, U.S., 1997)
Professional Development for Teaching Technology Across the Curricu- lum (Alberta Learning, 1999)
FRAMEWORK FOR TECHNOLOGY INTEGRATION IN EDUCATION
• All Alberta schools and classrooms be equipped with modern computer tech- nology to achieve an average student to computer ratio of 5:1
• Minimum provincial standards be set for technology (computers, networking, emerging technologies) to satisfy in- structional, curricular, and administra- tive needs
• All provincial schools, post-secondary institutions, libraries, media centres and museums be electronically connected to a provincial learning network
• A provincial learning network be estab- lished to serve education and training needs and standards be defined for the network
• All schools have access to the informa- tion highway within one year
• Alberta Education Publications - ISBN 0-7732-1833-5
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