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ICT Implementation in Education
Implementation in practice in Canada
Probably due to the intensive efforts consecrated by the Education Ministry to integrate ICT in primary and secondary schools and consequently the high standards set, several schools contacted in Canada were hesitant about filling out the questionnaire because they consider themselves neither particularly successful nor very innovative in their approach. The first findings apparent from the two questionnaires returned (one from Alberta, the other from Quebec) show that, although the initiative to promote ICT integration is taken both at the school and ministry level, schools draw heavily on the assistance offered at the above-mentioned web-sites, Schoolnet1
and the School Administrators' Technology Resource (SATIT/RITAS)2
- an online resource providing Professional Development for school-based administrators across Canada. Education-business partnerships also provide valuable assistance: in Alberta, the Galileo Educational Network provides support for ICT implementation through an intensive classroom-based approach, and the Telus Learning Connection provides Internet-based in-service training, support and mentorship through a cascade model. Hence ICT knowledge is largely supplemented by sources outside schools, though responses also indicate the presence in many schools of an IT agent with technology-based expertise. Team work and regular teacher training sessions (after school hours - early release one day per week for this purpose - and during preparation periods), workshops, professional days, mentoring, one-on-one assistance, but also student mentorship, are underlined as major contributing factors to successful implementation. Decisions on professional development are made by the staff as a whole, and in Alberta each school has its own PD fund to provide extra support. Classroom computer-based training and on-line courses are also available, and teachers can take external computer courses at reduced cost.
Curriculum and assessment
In both schools (one primary and the other a junior high) ICT is used as a tool across the curriculum. The progressive adoption of a cross-disciplinary approach to infuse ICT into core programs of study at a national level is one strategy that is being applied: first Language Arts and Social Studies were integrated into a Humanities program, and recently new study programs with ICT components were introduced in Mathematics and Science. New assessment methods are also being introduced progressively, with current focus on electronic portfolios as a means of developing more comprehensive assessment strategies. This is indicated as a key issue for research both by schools and educational authorities.
Human resources
Many opportunities are provided for peer collaboration between teachers both within and outside of the school through specialist teacher councils, conferences, staff meetings and common preparation periods. Most teachers have their own personal computers and Internet Service Providers, but also have access to the Board of Education Network and to a web-based version of Microsoft Exchange Server.
One key factor contributing to successful implementation is a high level of parent support - an important element also cited by other schools responding to the questionnaire. This is promoted both through close links between school and families, and because awareness is constantly being raised through the efforts of the ministry and the media to the importance of ICT in education.
In response to the final section of our questionnaire analysing the ICT-competent teacher profile, both schools cite "early adapters and risk-takers available to "grab" information efficiently, teachers with a broader variety of teaching strategies, adhering to a constructivist philosophy of education, and able to create their own teaching material". They point out the need to identify and support "champions" as a means of leading other staff to experiment with new teaching and learning modes. Time rates as the most important overall factor to integration: time for training, time for PD, time for collaboration. The H.D. Cartwright School in Alberta completed the questionnaire with a list of elements that are facilitating its ICT integration:
- good network and computer infrastructure
- supportive administration
- commitment to a middle school philosophy highly compatible with ICT integration
- professional staff that is willing to move forward,
- core of knowledgeable lead teachers
- solid core of technologically literate students who make up the Tech Club and maintain the web site.
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