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ICT Implementation in Education
Quebec, CANADA
Canada is generally considered to be one of the world's leaders in ICT integration in education. It has one of the most favourable pupil:computer ratios (6.5:1) and all primary and secondary schools have access to Internet. The present analysis of national strategies concerns only Quebec, though two schools are examined in the following section, one in Quebec and the other in Alberta.
The national vision states that: ICT contributes to developing intellectual skills, problem-solving abilities and communication skills. It aids in the development of a solid, multidisciplinary approach to learning and the mastery of skills necessary for the selection, processing and analysis of information, enabling pupils to develop critical thinking skills directly linked to using ICT (word processing, spreadsheets, graphic applications…) and to navigate on telecommunication networks. These skills underlie the capacity of students to learn "differently".
National policy is based on the belief that four parameters determine the efficiency of ICT integration: the philosophy underlying the use of ICT (shared vision), the implementation strategies defined, the information technology actually available and evaluation methods. Two fundamental aims play a determining role in implementation strategies: make ICT a veritable tool at the service of teaching and learning, and place teachers at the heart of the action by allowing them to choose the aims and means whereby their teaching will evolve. In view of these aims, strategies focus mainly on learning content for pupils and teachers, equipment, training, innovation and research, and pupils' needs as well as the objectives and means promoted by the teaching team. All efforts are made to encourage pupils to continue their auto-training in ICT, which is now well underway. Quebec has opted for a project-based pedagogy, and to this end software and banks of data, maps, texts and pictures are continually being developed.
Implementation strategies involve three key levels:
- Schools
Each school must formulate its own ICT integration plan (school plan). This plan sets out how the school, in collaboration with the school commission, intends to plan and organise ICT implementation, notably assuming the responsibility of training teachers and acquiring equipment and pedagogical material. A ministerial team and a web site have been set up to support the efforts of schools.1
National aid for the creation of the school plan includes:
- access to relevant official documents published by Education Ministry
- guidelines for the acquisition of equipment (budgetary regulations and admissible purchases)
- e-mail contact for schools with experts in the field
- a complete guide on drawing up a school plan
- a repertory of over 100 school plan-related comments
- examples of plans for integrating ICT into teaching establishments.
Teachers play a key role in drawing up the school plan, selecting the means necessary to bring about the desired profound evolution in their teaching practice and the mode of application of these means. First they are called on to examine their own competencies in order to define and integrate the necessary changes in their methods. The school administrators and commissions set the priorities in ICT integration, and attribute their budget accordingly.
The Ministry relies on school plans for most of its interventions, fully respecting the rate of assimilation of technology by the school personnel and contributing to the efficiency of the actions undertaken by the school. A support programme consecrating an annual budget of 60 million dollars (70 % paid by the Ministry and 30 % by Quebec's 70 school commissions) aids schools to purchase computers and link up to Internet2
- Ministry
The Ministry is in charge of coordinating projects, in accordance with the priorities of all parties concerned. It is also responsible for promoting the development of contents, making necessary adjustments in terms of equipment, and inviting organisations from the public and private sector to contribute. Measures adopted by the Ministry to facilitate ICT integration include:
- ongoing evaluation with its partners of the potential of ICT as a teaching/learning tool, making adjustments to the curriculum when necessary; modification of evaluation practices in order to enable teachers to use ICT in their teaching;
- telematic networks used to disseminate to teachers pedagogical documents such as curricula, definitions of subject areas, information on school organisation, study programs, etc.;
- an annual $2 million budget is invested in computer and telecommunications equipment and content, in collaboration with the private sector for equipment and general-purpose programs;
- donates ICT equipment no longer used to schools, and encourages the private sector to do likewise;
- provides government grants to promote content development, supports a content evaluation programme as well as the elaboration and dissemination of pedagogical content designed for the information highway by partners in all educational sectors;
- allocates an annual budget for the maintenance and development of the RTSQ network (Réseau de télématique scolaire québécois);
- supports the creation of an education server in Quebec which will promote direct communication between partners and simplify searches for educational information from the global information highway. This server will become an important tool for cooperation, communication and pedagogical development, notably through interaction with other French-speaking regions and countries.
The Ministry has requested a major effort from those in charge to facilitate ICT integration.
- Teacher training, innovation and research
ICT is still not widely used in universities and teacher training establishments as pedagogical and didactic tools, therefore recently graduated teachers and teacher trainees are not necessarily well prepared for integrating ICT into teaching practice. The Ministry is currently examining the situation, though already a number of measures have been undertaken:
- universities are collaborating in defining requisite ICT skills, recording best practices in integration projects and disseminating research on these issues. Initial training programmes will be being adjusted in consequence. Results from a dozen or so active research projects relative to ICT integration will shortly be published by FCAR
3
(Fonds de recherche universitaire) , a fund set up by the Ministry in collaboration with universities and educational sector partners for the training of researchers and for aid in research. A 3 million dollar budget has been invested in this research .
4
- trainee teachers will do practical training in schools that are successfully integrating ICT, or in regional or supraregional RECIT centres where they have access to appropriate equipment and skills.
- 70 RECIT (which replaced the former 31 CEMIS - centres d'enrichissement en micro-informatique scolaire - in September 2000), i.e. one RECIT per school commission, are dedicated to pedagogical innovation, animation, training and the raising of awareness of teaching staff. A dozen national RECIT coordinate activities for specific sectors (e.g. handicapped learner needs, professional development and adult training) or certain subject areas (e.g. French, maths, arts, humanities). A mediathèque collects all productions realised by RECIT (and the former CEMIS) and ensures presentation and distribution into the school network. Budget $1.8 - $2.3 million per year.
- An annual $300,000 budget is attributed to supporting innovation and research projects, notably on telecommunication projects and models integrating ICT-based teaching/learning in schools .
5
- $400,000 is granted annually to finance new projects (those which have never previously attempted in Canada) that promote the exploration of ICT in teaching/learning environments and which could engender ongoing long-term spin-offs in pre-school, primary and secondary school education6
A considerable budget is allocated annually to support the Internet publication of educational contents and offer teachers and students resources and services to support current curricula (pre-school, primary and secondary school)
7
Further details on these measures can be obtained in the 1999-2000 annual report recently published by the Superior Council of Education and dealing specifically with the integration of ICT in schools8
Further information on projects in Quebec: http://vitrine.ntic.org/vitrine/veille/bibtdm.html
For a discussion on the pedagogical basis on which ICT integration in the Quebec educational system is founded, see http://vitrine.ntic.org/vitrine/veille/Textes/BIBrapaille.html
Each school must formulate its own ICT integration plan (school plan). This plan sets out how the school, in collaboration with the school commission, intends to plan and organise ICT implementation, notably assuming the responsibility of training teachers and acquiring equipment and pedagogical material. A ministerial team and a web site have been set up to support the efforts of schools.1 National aid for the creation of the school plan includes:
- access to relevant official documents published by Education Ministry
- guidelines for the acquisition of equipment (budgetary regulations and admissible purchases)
- e-mail contact for schools with experts in the field
- a complete guide on drawing up a school plan
- a repertory of over 100 school plan-related comments
- examples of plans for integrating ICT into teaching establishments.
The Ministry relies on school plans for most of its interventions, fully respecting the rate of assimilation of technology by the school personnel and contributing to the efficiency of the actions undertaken by the school. A support programme consecrating an annual budget of 60 million dollars (70 % paid by the Ministry and 30 % by Quebec's 70 school commissions) aids schools to purchase computers and link up to Internet2
The Ministry is in charge of coordinating projects, in accordance with the priorities of all parties concerned. It is also responsible for promoting the development of contents, making necessary adjustments in terms of equipment, and inviting organisations from the public and private sector to contribute. Measures adopted by the Ministry to facilitate ICT integration include:
- ongoing evaluation with its partners of the potential of ICT as a teaching/learning tool, making adjustments to the curriculum when necessary; modification of evaluation practices in order to enable teachers to use ICT in their teaching;
- telematic networks used to disseminate to teachers pedagogical documents such as curricula, definitions of subject areas, information on school organisation, study programs, etc.;
- an annual $2 million budget is invested in computer and telecommunications equipment and content, in collaboration with the private sector for equipment and general-purpose programs;
- donates ICT equipment no longer used to schools, and encourages the private sector to do likewise;
- provides government grants to promote content development, supports a content evaluation programme as well as the elaboration and dissemination of pedagogical content designed for the information highway by partners in all educational sectors;
- allocates an annual budget for the maintenance and development of the RTSQ network (Réseau de télématique scolaire québécois);
- supports the creation of an education server in Quebec which will promote direct communication between partners and simplify searches for educational information from the global information highway. This server will become an important tool for cooperation, communication and pedagogical development, notably through interaction with other French-speaking regions and countries.
ICT is still not widely used in universities and teacher training establishments as pedagogical and didactic tools, therefore recently graduated teachers and teacher trainees are not necessarily well prepared for integrating ICT into teaching practice. The Ministry is currently examining the situation, though already a number of measures have been undertaken:
- universities are collaborating in defining requisite ICT skills, recording best practices in integration projects and disseminating research on these issues. Initial training programmes will be being adjusted in consequence. Results from a dozen or so active research projects relative to ICT integration will shortly be published by FCAR 3 (Fonds de recherche universitaire) , a fund set up by the Ministry in collaboration with universities and educational sector partners for the training of researchers and for aid in research. A 3 million dollar budget has been invested in this research . 4
- trainee teachers will do practical training in schools that are successfully integrating ICT, or in regional or supraregional RECIT centres where they have access to appropriate equipment and skills.
- 70 RECIT (which replaced the former 31 CEMIS - centres d'enrichissement en micro-informatique scolaire - in September 2000), i.e. one RECIT per school commission, are dedicated to pedagogical innovation, animation, training and the raising of awareness of teaching staff. A dozen national RECIT coordinate activities for specific sectors (e.g. handicapped learner needs, professional development and adult training) or certain subject areas (e.g. French, maths, arts, humanities). A mediathèque collects all productions realised by RECIT (and the former CEMIS) and ensures presentation and distribution into the school network. Budget $1.8 - $2.3 million per year.
- An annual $300,000 budget is attributed to supporting innovation and research projects, notably on telecommunication projects and models integrating ICT-based teaching/learning in schools . 5
- $400,000 is granted annually to finance new projects (those which have never previously attempted in Canada) that promote the exploration of ICT in teaching/learning environments and which could engender ongoing long-term spin-offs in pre-school, primary and secondary school education6 A considerable budget is allocated annually to support the Internet publication of educational contents and offer teachers and students resources and services to support current curricula (pre-school, primary and secondary school) 7
Further details on these measures can be obtained in the 1999-2000 annual report recently published by the Superior Council of Education and dealing specifically with the integration of ICT in schools8
Further information on projects in Quebec: http://vitrine.ntic.org/vitrine/veille/bibtdm.html For a discussion on the pedagogical basis on which ICT integration in the Quebec educational system is founded, see http://vitrine.ntic.org/vitrine/veille/Textes/BIBrapaille.html