- Computer and Information Technology Rules for Students
- Technology Integration Research
- I. Vision Statement
- II. Criteria
- III. Implementation
I. VISION STATEMENT
Southern Kings Consolidated School continually strives to provide every
student with the best possible education, preparing all students to function
effectively in the society in which they live. Therefore, we believe all
students in SKC School must develop competencies in using and applying a
broad range of technologies to support lifelong learning. SKC School's shared
vision is to aid its students in becoming skilled, knowledgeable,
independent, and self-directed learners who are comfortable with and
proficient in using technology in all its forms as information resources.
Through the integration of technology, with its varied aspects and
applications, each student at SKC will be afforded opportunities and
challenges that will allow them to successfully engage the future. This plan
conveys our vision statement, our beliefs in ICT integration, and our grades
1-8 learning outcomes as they relate to technology skills. Through this plan
we would hope to provide equitable access to the use of technology within
our school curriculum to enable students to become lifelong learners. ICT in
this context includes computer, electrical, and data systems designed and
networked, when feasible, to enhance our school's communication, information
processing and productivity needs.
Every SKC student should have the opportunity to acquire the
technological knowledge and skills necessary to compete in a global economy
and to exercise the rights and responsibilities of citizenship.
It is essential for all learners, including educators, to have access to,
process and manage information via ICT as a basis for lifelong learning.
Skillful integration of technology supports the development of process
skills such as flexibility, adaptability, critical thinking, problem solving,
and collaboration which are essential to success in our rapidly changing
SKC staff should provide appropriate integration of technology with
school curricula and instructional management to enhance student learning.
Networked ICT systems permit efficient and effective communications
within and outside the school, maximize productivity and efficiency, and
enable our school to better prepare students for future learning.
PLANNING PROCESS FOR PROFESSIONAL DEVELOPMENT
Level One Training: Personal Proficiency - Educators are able to use a
computer to enhance personal productivity, locate information and conduct
research via the Internet, and operate a variety of common technology display
Level Two Training: Instructional Proficiency - Educators are able to
apply ICT skills of level one proficiency in classroom instructional
strategies and activities.
Level Three Training: Mentor Proficiency - Educators are able to tutor
professional peers, produce technology-integrated lesson plans and present
educational technology training as an integrated tool in teaching and
learning across the curriculum.
- Provides training and support
strategies to ensure that staff has the appropriate competencies and
continuous support needed to integrate ICT into the curriculum.
- Provides opportunities for staff to
enhance their technology knowledge and skills.
- Provides staff with access to professional
development in the use of technology in order to prepare them to help
students meet high academic standards.
INTEGRATION OF TECHNOLOGY AND
- Integrates technology with
provincial curricular outcomes to help students attain high academic
- Develops and implements classroom
activities that integrate ICT and curriculum and define measures for
documenting success in raising student achievement levels.
- Expands classroom tools for teaching and
- Provides for the integration of ICT
resources into existing and emerging curriculum.
- Enables learning community to communicate
more effectively, access and process information, and work productively.
- Links the classroom with ICT resources
within the school, community and worldwide.
- Increases the productivity of students as
they work toward attaining learning outcomes.
- Encourages the integration of technology
tools enabling students to become active and experiential learners.
Research suggests that the goals of a learner in a technologically equipped
school are to learn how to think, to develop concepts and ideas, to apply what
they learn, and to question and solve many types of practical and social
problems. Research also says that the integration of ICT can make the school
more supportive of knowledge construction. Technology enhanced learning
encourages students to use the technology in ways to promote inquiry. The
integration of technology can have significant impact on learning for all
students; when it is used effectively as a tool for communications, research,
organization, calculation, experimentation, and simulation, students will:
- improve their ability to
write and communicate effectively;
- acquire skills that enable them to
evaluate a problem and apply the appropriate technology to assist them in
solving the problem;
- take advantage of multiple paths of
- participate in learning experiences
that extend beyond their own school;
- acquire skills to search, select, organize,
and present information from a variety of ICT sources;
- be able to perform experimental
investigations that are not otherwise feasible; analyze, interpret, and
- can learn to be active participants
in the problem solving process.
The appropriate integration of ICT can, in its present and future forms, present
the school community with powerful means to accomplish those goals we hold in
common. Our purpose is to give our students, teachers, leaders, and community the
very best tools available as we work together to realize our aspirations for our
students. Technology is simply one of many tools which can be integrated into
curricular activities to achieve specific purposes and goals. Specifically, we believe
that the integration of ICT can support our provincial learning outcomes by:
- providing timely, unlimited
access to data and information
- enabling and stimulating students to
express their creativity
- facilitating individual learning and
teaching to maximize student success
- providing diverse modes of communication
- promoting higher-level thinking skills
to solve authentic problems
- promoting learning of basic skills and
- providing efficient and cost effective
use of time and resources for management, teaching, and learning
- facilitating the development, organization,
and presentation of ideas to achieve intended purposes
- promoting the integration of curriculum,
disciplines, instruction, and modes of learning, and
- promoting adult, parent, and community
learning, communication and involvement.
With the tools of ICT, students can dramatically raise knowledge levels,
learn problem-solving techniques, develop the skills required to manage massive
amounts of information, analyze concepts from several different perspectives, and
develop the hard-to-qualify higher-order analytic and critical thinking skills that are
necessary for lifelong learning. Key categories of learning outcomes presented in
this document are Communication, Information Processing, and Productivity. A
broad overview of grades 1-8 outcomes as they relate to technology skills is
presented in each category.
Students will use ICT to communicate effectively and creatively.
1. Students will communicate through applications software.
- - Create well-written documents, spreadsheets and databases.
- - Use computer-assisted design tools.
2. Students will communicate visually, graphically and artistically through
- - Use a variety of technology (computers, LCD projection devices,
scanners, digital cameras).
3. Students will communicate through networks and telecommunication.
- - Use computer networks and telecommunications.
Students will use ICT to access and retrieve, to interpret and
1. Students will access and retrieve electronic information.
- - Use search strategies to retrieve information.
- - Use on-site electronic resources (encyclopedias, catalogs).
- - Use networks to access information (on-line databases, libraries).
2. Students will interpret and evaluate information to support learning
in all curricular areas.
Students will use ICT and its applications to maximize productivity and skill
1. Students will use technology to enhance their productivity.
- - Use ICT to develop learning and workplace skills.
- - Use ICT to support the development of process skills in all curricula.
- - Develop strategies for problem solving, critical and creative thinking.
- - Create high quality multi-media products.
- - Develop creativity and innovation through the integration of technology.
2. Students will develop basic technology skills.
- - Select and access ICT appropriate to needs.
- - Use correct starting and exiting procedures.
- - Develop keyboarding skills.
- - Operate peripheral devices.
- - Use technology independently and cooperatively.
- - Use technology safely and ethically.
ICT PLAN IMPLEMENTATION - PART ONE OF
Basic Core of Technology:
The purpose of this component is to provide a basic school wide ICT
infrastructure that will allow for maximum communications, connecting rooms
within the school, as well as universal access to technology resources
throughout the province and the world. This component will consist of the
Equipment and Software:
- 1. Every classroom will be
wired to the school's network thereby allowing for access to the network from
any area and/or work station in the school.
- 2. Each classroom will be provided with 4
computer workstations connected to the network.
- 3. Each networked computer will be
equipped with management, communications and application software.
- 4. Our school will be provided with at
least the equivalent of two computer labs, each consisting of 30 networked
ICT PLAN IMPLEMENTATION - PART TWO OF
Basic Core of Technology:
SKC will continue to build and strengthen the technology resources to
allow for maximum information and communication, as well as universal access
to technologies throughout the province and the world.
Equipment and Software:
- 1. Upgrade all networked computers.
- 2. Upgrade software.
STAFF DEVELOPMENT STRATEGIES
A. PLANNING PROCESS FOR STAFF TRAINING AND DEVELOPMENT
1. School Technology Committee assists staff through plan implementation
process, and provides suggested procedures for implementing the ICT vision
in their school.
2. Staff network training with focus on how network systems work and
skill in using them. Using network software with enough knowledge and skill
to engage in initial applications.
3. School Technology Committee advanced leadership/technology training.
Develop technical expertise needed to help school carry out its
implementation plan. Specialized training on network hardware and software.
Integrating ICT to change instructional practices. School Technology
Committee members will provide in-service, become peer mentors, develop
strategies for sharing ICT expertise, provide in-class teacher support, and
model best instructional practices.
4. Staff implementation training. Identify procedure for selecting
curriculum software. Develop staff development plan. Establish evaluation
and revision process based on student data. Practice with hardware/software
with available mentoring. Participate in focused in-service provided by
School Technology Committee and other colleagues. Access information from a
variety of electronic and print sources. Share developing skills with
students and peers. Coach others on staff in ICT integration.
B. STAFF NEEDS EVALUATION
School staff will complete the SKC ICT Skills rubric, graph the results
annually and use the information to plan for staff development opportunities.
As well, staff will administer, observe, and score student performance
evaluations at grade levels. As staff members note the information literacy
skills in which students need assistance, they will work with their
colleagues to enable changes in student learning experiences.
C. STAFF DEVELOPMENT SUPPORT
SKC uses a variety of support systems for training and ongoing staff
development. The computer and network support specialist of the Systems and
Technology Services at the Department of Education assists with phone and email
help lines, as well as direct support, and an on-site user support specialist helps
staff adapt to new technologies. The Resource-Based Learning Coordinator at the
Education Department prepares ICT integration courses and workshops, offering
them in a variety of formats and times, including during and outside of the school
day and the school year. Some are offered intensively; others are spaced out over
time to provide for practice. At school, the Teacher Librarian and Technology
Committee provide in-class support and in-service, including the "5-minute in-
service" or "just-in-time learning".
INTEGRATION OF ICT
All members of the school community continue to develop information
literacy skills and strategies which enable them to become successful
life-long learners. They are committed to the development of ICT integrated
curriculum for the improvement of learning by participation in professional
development, action and research, evaluation, experimentation, reflection,
and outcomes-oriented student learning. Students and staff members are
competent users of technology resources; they have personal e-mail accounts
and receive ongoing training in proper and effective integration of
technologies in cross-curricular activities. Students regularly use ICT
resources for curriculum-related activities under the direct supervision of
their teachers and teacher librarian; they
are becoming more experienced in accessing, analyzing, producing, and
evaluating up-to-date information in technological formats. At all levels, the use of technology
integrated into the curriculum is increasing information and communication
between students, teachers, parents, and persons outside of school. With
more ICT resources, and the increased bandwidth provided by an upgraded
network, more students will be able to use the new technologies quickly and
efficiently. The school's current capacity is stretched to the limit as many
simultaneous learners and staff strain the current system when accessing
network sources of information.
Students and staff are quickly building an
impressive presence on the Web. Since its first online appearance in
December 1998, the school website (www. edu.pe.ca/southernkings/index.htm)
showcases and carefully organizes the best of SKC curricular and
extra-curricular activities, highlighting the students' accomplishments,
projects, and programs. Detailed, extensive, and current, the site helps
students, teachers and parents as a resource of school-related information,
as well as links to help with study and research. Both comprehensive and
well-rounded, the site provides as much and as useful information as it can,
encouraging students and staff to take advantage of the knowledge available
to them through the Internet. By providing many search engines, and countless
educational links that include resources for the school community, the
website functions as an excellent starting point for research.
LONG-TERM FUNDING STRATEGY
To facilitate future decisions pertaining to ICT resources, the SKC
administration is committed to providing a long term financial plan which
provides the learning community with emerging technologies to support student
learning, and at the same time, protects the community's investment. We
understand that responding to the financial challenges presented by the need
to make new technologies available to our students is multifaceted. This
challenge includes not only the initial purchase price of the equipment, but
also the infrastructure to connect one classroom to another, and every
student and staff member to the world. Furthermore, beyond providing the
initial equipment, the school must be able to provide basic and advanced
staff training both in the use of the equipment and software, as well as
instructional strategies for the integration of this technology into the
curriculum. Finally, the school must be prepared to meet the challenge of
upgrading and replacing both software and hardware as required by
obsolescence and growth. Replacement and upgrading are intended to insure
that our staff and students have access to the current hardware and software
products they need.
A. INITIAL PURCHASE
To increase opportunities for technology integration, the school needs
funds to install a school-wide ICT infrastructure complete with networked
computers, and various peripheral equipment, such as LCD projector and
system, smartboards, laptops, printers, scanners, and digital cameras. The
school needs to have every classroom and library connected to its network.
This initial investment will provide what amounts of we consider our baseline
level of technology in the school. Our financial challenge is twofold: 1)
provide, maintain and support this baseline level in all the ways noted
above, and 2) provide for an enhanced level of access in the form of more
computers and technology throughout the school.
B. ONGOING MAINTENANCE & SUPPORT
In order to provide the financial resources required to maintain our
technology base, the school has developed a 3-year ICT Replacement plan.
This plan is not intended to provide additional levels of technology but
rather insure that what we already have is functional and up-to-date. In
year one of this plan we hope to be upgrading significant quantities of our
hardware and software. Hardware upgrades will bring all systems up to a
Pentium performance level. Concurrently, all computer systems will be brought
up to a minimum 1 GB diskspace allocation. The software upgrades will bring
all Windows for Workgroups systems up to Windows 2000. Corel Office Suite
9 or AppleWorks will be installed on all systems as the school standard.
ASSESSMENT & EVALUATION
The goal of the SKC ICT Plan is to bring rich information resources to the
school to support the kinds of learning outlined in our provincial
curriculum outcomes. Installation of the initial purchase of an ICT
infrastructure hopefully will begin in 2001 and extend throughout the next 3
school years, concurrently with scheduled hardware and software replacement
and upgrading. During the past several years, all staff members participated
in many hours of staff development designed to emphasize the main goal of
the plan: promoting technology integration into the school curriculum, while
encouraging collaboration between all members of the learning community in
the design, facilitation and evaluation of student ICT innovations. In order
to enhance their achievements, staff will be provided additional time and
resources to meet and share information and skills as required to develop
more advanced skills.
Technology integration evaluation began at the outset with a
partnership with the Faculty of Education at the University of Alberta in a
research study conducted between May 2001 and June 2002, focusing on how our
staff is developing ways to integrate ICT into the curriculum to enrich
students' learning experiences, and reporting their best practices in a
multiphase research project conducted in Alberta and across Canada. Also, an
invitation will be extended to the Faculty of Education at the University of
Prince Edward Island to participate in a research study to measure the impact
of technology integration on our students' learning and education.
During the SKC ICT Plan Implementation 3-Year Schedule,
performance task assessment will be administered on an annual basis to gain a
measure of students' abilities to solve problems using new technologies.
During the past years, the teacher librarian and teacher teams emphasized
Information Literacy and collaborative student inquiry assignments as they
integrated technologies into curricular programs, and consolidated progress.
The school will collect information on a bi-annual and annual
basis in order to continually improve student information literacy. Each year
students in selected grades will complete the self-assessment instrument
regarding their learning with technology. This information will be used to
examine the school program and see what needs to be improved. The
performance evaluation of groups of students cooperatively working through a
problem-solving task, will enhance a shift toward students becoming creative,
critical thinkers who take ownership and effectively manage their learning.