Alberta ICT Program Implementation

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Introduction

• Alberta ICT Program Implementation

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Target Groups

• Division 1 grades P-3
• Division 2 grades 4-6
• Division 3 grades 7-9
• Division 4 grades 10-12

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Foundations of the curriculum

• Philosophy
• Pragmatism
• Progressivism
• Reconstructionism

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Philosophical Language
Pragmatism Progressivism Reconstructionism
Critically assess information Draw conclusions Alternative viewpoints
Become discerning consumers Solve problems Collaborate
Solve problems Design and create Interact with others
Design and create Technology as it applies to self Moral and ethical approaches
Discriminate between Navigate Technology as it applies to society
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Foundations of the curriculum

• Psychology
• Behaviourism
• Cognitive
• Humanism

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Sample outcomes Division 1 C5 - access,
retrieve, and share information from electronic
sources, such as common files Division
2/3 P6 communicate with a targeted audience
within a controlled environment by using
such communication technologies as e-mail
and web browsers. Division 4 P6 select and
use the appropriate technologies to communicate
effectively with a targeted audience.
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Foundations of the curriculum

• Social Culture
• Technology in our society is developing at a
  faster pace necessitating the students ability
  to adapt and learn.
• Lessons and skills students learn can be used
  throughout their personal and professional lives.
• The ICT rationale promotes utilizing technology
  in effective, efficient and ethical ways

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Foundations of the curriculum

• History
• From the invention of the printing press until
  the 20th century, the technology used in
  education was essentially the same.
• First uses of modern technologies in education
  were in separate skill and trades classes.
• Along with the use of technology in trades-based
  courses, we are seeing its use in academic
  classes with computers and multimedia .

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Key elements of design

• Subject Centered
• Process design

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Approach To the Curriculum

• Technical-Scientific Approach
• Tyler Model

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Barriers to Implementation

Teachers lack confidence in their technological competence
Limited activity ideas for effective use
Availability of technology / Cost
Subject-integration time constraints / Increased workload
Time for training
Saboteurs
Lack of Communication
Unfamiliarity of students and parents
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Facilitators of Implementation

Board Members
Curriculum Developers
Administrators
Teachers
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Implementation Plan

• Phase 1
• Assessment of strengths and needs of
• existing practices, materials and present
• curriculum outcomes and recruitment of
• lead team teachers

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Phase 2

• Training of lead team members and initiation of
  pilot program

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Phase 3

• Full implementation within the Board with
  continued professional development (PD) and
  support from the lead team

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Phase 4

• Working towards institutionalization

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Steps Toward Evaluation

• Surveys
• Lead Team members
• Teachers
• Students
• Informal Interviews
• Formal feedback to predefined questions.

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Types of Questions

• Intrinsic
• Instrumental
• Comparative
• Idealization
• Decision

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