1. Integrating ICT into a Program ICT Profile for College Students Presented by: Your name, your college Your activity/ Date 1 Original slide show distributed in October 2009, created by: Lorraine Ouellette, Cégep de Victoriaville Huguette Dupont, Cégep de Granby – Haute-Yamaska A multimedia presentation based on the following document : De Ladurantaye, R. (2008). A Guide for Integrating ICT into a Program. Profweb Report, English version published June 18, 2008.A Guide for Integrating ICT into a Program

2. Information about this slide show 2 This slide show is a collective work designed to respond to the needs of various persons or groups regarding the use of the “ICT Profile for College Students”. It is part of the IT REPS (REPTIC) toolbox to support ICT integration and promote the use of this slide show in the college community and in various situations. Terms of use for this slide show Mandatory display of this slide, “Information about this slide show”. Mandatory display of essential title page components: original authors, source (Profweb Report), and Creative Commons licence logo. Unless otherwise indicated, the content of this document is under Creative Commons licence Attribution - Noncommercial- Share alike- 2.5 Canada. http://creativecommons.org/licenses/by-nc-sa/2.5/ca/deed.en_CA Permitted adaptations and modifications This slide show may be modified or adapted as needed. Its use in Québec colleges is encouraged. Local adaptations may be added to the IT REPS toolbox, in the spirit of collaboration of this community of practice. However, certain restrictions apply to the “Contextual diagram of the ICT Profile for College Students”: the source of the original diagram must be mentioned, and the content retained in its entirety (no changes made to the objects therein, and to the skills in particular). Document title: Integrating ICT into a Program Author(s) : Lorraine Ouellette, Cégep de Victoriaville and Huguette Dupont, Cégep de Granby – Haute-Yamaska Version updated on: October 8, 2009 How to cite this document: OUELLETTE, L. and DUPONT, H. Integrating ICT into a Program. Document produced as part of the work carried out by the IT REPS (REPTIC) network. October 2009. URL : http://www.reptic.qc.ca/dossiers/profil-tic-eleves/profil-tic-des-etudiants-du-collegial.htmlhttp://www.reptic.qc.ca/dossiers/profil-tic-eleves/profil-tic-des-etudiants-du-collegial.html

3. The aim of this presentation is to answer three questions:  Why?  Reflection  Why integrate ICT into programs?  What?  Tools to facilitate the integration of ICT  The ICT Profile – a project that’s really taking off!  Presentation of the IT REPS network provincial ICT Profile  How?  Practical implementation of the ICT Profile  Suggested approach  Examples ICT ??? 3

4. Why? Integrating ICT… 4

5. Why integrate ICT into programs?  To follow the trend, to be “in”?  To meet the requirements of your college?  Because it’s everywhere?  Because students want it? 5 Digital natives – A review 2009

6. ICT and the teacher Integrating ICT into your personal use Integrating ICT into your teaching Integrating ICT into your students’ learning POELLHUBER, B. and R. BOULANGER (2001). Un modèle constructiviste d’intégration des TIC, rapport de recherche PAREA, Trois-Rivières, Collège Laflèche, 49-54p (translation)Un modèle constructiviste d’intégration des TIC, rapport de recherche PAREA 6 At what stage of ICT integration are you?

7. Why integrate ICT into your program and into your teaching practices? 1.To keep up with the local action plan  Strategic plan, success plan, ICT plan 2.To support active learning  As a means for students to learn actively, in context. 3.To follow ministerial policies (General goals, objectives and standards,...)  To meet the requirements and support the philosophy of a competency-based approach. 4.To train students in a greater mastery of ICT  To develop socially responsible ICT skills in students.  To meet the expectations and requirements of university studies and the workplace. 7

8. 1. To keep up with the local action plan 8 Strategic plan of Cégep de Granby Haute-Yamaska. Online: http://cegepgranby.luka.ca/public/e5c73c2a-dda0-4232-bd6c-57bffc8e93d3/le_cegep/plan_strategique/2_pdf/plan_strategique.pdf. http://cegepgranby.luka.ca/public/e5c73c2a-dda0-4232-bd6c-57bffc8e93d3/le_cegep/plan_strategique/2_pdf/plan_strategique.pdf (Consulted September 25, 2009) Dupont, Huguette. Les déterminants institutionnels, pédagogiques et techniques d’une intégration pédagogique réussie et concertée des TIC dans l’apprentissage et l’enseignement au Cégep de Granby – Haute-Yamaska. September 2009. Building a technological culture that is socially responsible Better academic results Increased interest, motivation and engagement Simulation of complex cognitive activities Upgrading of ICT quality in programs Developing ICT skills in teaching staff and students Emergence of pedagogical innovations Influence of Cegeps Sense of pride and accomplishment among members of the community

9. 2. To support active learning Putting students into action Courtesy of Cégep de Victoriaville 9

10. A pedagogical approach where I teach… but are my students learning? Prof Making sure the content is covered Planning courses that cover the content Organizing teaching so that content is covered Evaluating learning as it relates to content Learning content expert 10

11. An active learning approach Prof Searching for information Analyzing information Processing and managing information ExperimentingCollaborating Presenting information Communicating information Prof = Supporter-guide 11

12. 3. To follow ministerial policies 12

13. Where can we find opportunities for integrating ICT into a program?  The program’s general goals  Program objectives  Objectives and standards (specific competencies)  Contexts in which these can be achieved  Examples… 13

14. Examples of ICT in a program:  General Goals of the Accounting and Management Technology Program (AMT)  General Goals of the Social Science Program 14 People in management provide support and assistance in managing a business’s human, financial and material resources. Their responsibilities may include, among others, the managing of procurement, sales and projects, market development, international commercial transactions, and personnel supervision. Whatever the scope of their work, people in management are required to work in a highly computerized environment, use integrated management tools and methods, contribute to the quality management of their services and, in particular, process and transmit information. They often play the role of intermediaries between a business’s different services, suppliers and clients

15.  AMT Program Objectives  Social Science Program Objectives Example of ICT in a program: 15

16.  AMT Objectives and Standards  Social Science Objectives and Standards Examples of ICT in a program: 16

17. Examples of ICT in a program: 17 General Goals of the Science Program

18. Examples of ICT in a program: 18 Specific Education

19. Examples of ICT in a program:  Science  Use word-processing software to produce laboratory reports  Use a spreadsheet program to process mathematical data  Community recreation leadership training  Use accounting software to improve understanding of accounting basics  Use email for effective communication in planning and organizing activities  In several programs  Communicate research results  Write reports, manage a budget, make presentations 19

20. 4. To train students in a greater mastery of ICT 20

21. NetAdos 2004  90 % of adolescents 16-17 and older use the Internet on a regular basis;  92 % of users use the Internet more than books or magazines as a research tool;  90 % of those using the Internet as a research tool claim that it helps them to a "great" or "fair" degree in their work.  97 % of adolescents are comfortable using a search engine for research purposes;  92 % are very comfortable using word-processing software to produce written work;  79 % use e-mail as a means of communication;  72 % chat, on MSN for example;  65 % claim to be able to learn new software on their own. Ref : CEFRIO NetAdos 2004 21

22. NETendances 2007  90% of adults18-34 say the Internet is their tool of preference.  83% of Quebeckers are connected to high-speed Internet.  25% use a wireless connection for laptops. Ref: CEFRIO NETendances 2007 22

23. Specific data concerning young people in Quebec ages 12 to 24  91 % have access to a high-speed Internet connection at home.  46 % of young people believe only a few of their teachers have the necessary knowledge to guide them in their mastery of ICT.  61 % of most frequent Internet users are male, surfing an average of 36 hours per week.  13 % of secondary school students use a computer regularly in class, compared to 33% in cegep and 29% in university.  Chatting remains the most popular means of communication for 18- to 34- year-olds (62.6%), compared to 34.8% of all Quebeckers.  50.3% of young people ages18-34 use social networking sites, compared to 22.9% of all adults. Source : Source : CEFRIO, 2009 23

24. The Web 2.0 explosion CEFRIO NETendances 2008 24

25. They’re connected… But what do they use it for? 25

26. Why? An ICT Profile 26

27. The ICT Profile Do you know your students’ profile? 27

28.  Describe your students’ level of ICT skills in their fist college semester.  In the course of their program, describe your students’ use of technology and the ICT skills they develop as their studies progress.  Do the graduates of your program meet the requirements of the workplace or university studies, regarding the use of ICT?  Students are immersed in a world of technology, but are they using it in a way that’s efficient, ethical and responsible? Are they using ICT to its full potential? What are your impressions?  One of the main causes of electronic plagiarism is students’ lack of knowledge about how to cite electronic sources. Do you know your students’ ICT profile? 28 Perreault, N. (2007). Plagiarism and Other Types of Electronic Cheating. Profweb Report, English version published February 2, 2007. URL : http://www.profweb.qc.ca/en/reports/plagiarism-and-other- types-of-electronic-cheating/the-issue/index.html http://www.profweb.qc.ca/en/reports/plagiarism-and-other- types-of-electronic-cheating/the-issue/index.html

29. Why have an ICT profile in college?  To train students to use ICT in more than just an everyday context  To raise standards to a more efficient use of ICT  To meet the expectations of university programs  To meet the expectations of the workplace  To remain competitive with other education systems world-wide  To keep pace with the realities of a digital society (social perpective) 29

30. But why have an ICT Profile at the local level?  The choice of a college to give itself a local colour and the means by which to achieve it.  The choice of a program, the choice of teachers.  To ensure that students in the same program/college have a minimal knowledge of ICT; to certify the mastery of these skills.  To teach certain skills rather than assume students already have them.  To create the conditions conducive to ICT integration in the program and in the college.  Establish a solid basis for the development of a program-level or college-level ICT Plan. 30

31. What Integrating ICT… 31

32. The ICT Profile for College Students Presentation 32

33. History of the ICT Profile Work accomplished  2004 Experimental project in Social Science and AMT  2005 Scope of mandate widened to include all students in the college network  2005 Creation of a work group: 7 REPTIC (IT-REPS)  2006 to 2009 Profile development work:  Collecting information  Analysis of existing profiles: secondary, B2i/C2i, CREPUQ…  Public presentations, soliciting support  Validation and consolidation of the profile  InukTIC (website and LRs); harmonization of Profile and InukTIC  Toolbox: information/promotion, analysis, planning, etc. 33

34. The ICT Profile: Using ICT for learning purposes 34 DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. September 2009.

35. ICT Profile: entrance profile 35 DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. September 2009. Secondary School Cross-curricular competencies C1 – Use information C6 – Use ICT ICT experience Student entrance profile Private life Home, work and leisure activities Assessment

36. ICT Profile: exit profile 36 DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. Septembre 2009. Using ICT for learning purposes Working in groups Projects Using information Problem-solving Acquiring knowledge Communicating search results Acquiring efficient work method Vocational Requirements of the workplace ICT certification Assessment Student exit profile Socialy- responsible ICT skills Pre-university Requirements of universities

37. The ICT Profile: Using ICT for Learning Purposes  Master the work environment  To ensure that basic ICT skills are mastered  Search for information  Using specific proven techniques, methods and tools  Process information  To avoid copying/pasting  To help develop competencies  Present information  Using tools that are varied and engaging  Communicate and collaborate on the Internet  To fully benefit from essential communication tools  Project evaluation  To showcase and follow up on the mastery of college-level ICT skills 37

38. ICT Profile: Skills upgrade 38 DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. September 2009. Assessment Student entrance profile Skills upgrade 0-Master the work environment Using ICT for learning purposes 0.1- Effectively use a workstation 0.2 - Use a computer in a responsible and autonomous manner 0.3 – Use ICT in an ethical, socially responsible and secure manner

39. ICT Profile: Skills 39 DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. September 2009. Using ICT for learning purposes 5 – Project evaluation (ongoing assessment) 5.1 Build an electronic learning portfolio (ePortfolio) 4 – Communicate and collaborate on the Internet 4.1 Use the educational institution ’s portal ‘ 4.2 Use the educational institution’s platform 4.3/4.4 Use (basic|advanced) communication and telecollaboration tools 0-Master the work environment 0.1- Effectively use a workstation 0.2 - Use a computer in a responsible and autonomous manner 0.3 – Use ICT in an ethical, socially responsible and secure manner 1-Search for information 1.1 Perform a documentation search 1.2 Evaluate search results 1.3 Use and transmit information in a legal and ethical manner 2.1 Organize information 2.2 Process qualitative data 2.3 Precess quantitative data using a spreadsheet 2-Process information 3.1 Create a document with a word processor 3.2 Present data using a spreadsheet 3.3 Make a computer- assisted presentation 3.4 Publish on the Web Produce audio and visual material 3-Present information

40. ICT Profile: Process and teaching 40 DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. September 2009. Teaching [Communication | Information | Design | Production] Integrate ICT for learning purposes Learning Teaching Evaluation 5 – Project evaluation (ongoing assessment) 5.1 Build an electronic learning portfolio (ePortfolio) 4 – Communicate and collaborate on the Internet 4.1 Use the educational institution ’s portal 4.2 Use the educational institution’s platform 4.3/4.4 Use (basic|advanced) communication and telecollaboration tools 0-Master the work environment 1-Search for information 2-Process information 3-Present information 0.1- Effectively use a workstation 0.2 - Use a computer in a responsible and autonomous manner 0.3 – Use ICT in an ethical, socially responsible and secure manner 1.1 Perform a documentation search 1.2 Evaluate search results 1.3 Use and transmit information in a legal and ethical manner 2.1 Organize information 2.2 Process qualitative data 2.3 Precess quantitative data using a spreadsheet Acquisition | Utilisation | Enrichment | Reinvestment

41. ICT skills: project content 41 The IT Reps “ICT Profile” team. Detailed content of skills found in the ICT Profile for College Students. Document produced as part of the work carried out by the IT Reps network. October 2009.

42. ICT skills: detailed content 42 The IT Reps “ICT Profile” team. Detailed content of skills found in the ICT Profile for College Students. Document produced as part of the work carried out by the IT Reps network. October 2009.

43. How? Integrating ICT… 43

44. Which profile is best for your program?  Using the general ICT Profile as a starting point, would it be possible and relevant to create a student ICT Profile that is adapted to a program and integrated into it? Why?  What steps can you take to define a program- level ICT Profile in your college, and make sure it is integrated and put to use? 44

45. Practical implementation: Suggested approach 45

46. Suggested approach - program 1.Analyze the program’s current ICT situation A.Get an overall picture of present ICT practices B.Determine where ICT fits into the program 2.Develop an ICT Profile for students in the program 3.Plan the integration of the ICT Profile 4.Implement the integration of the ICT Profile 5.Evaluate the program’s ICT Plan 46 DUPONT, Huguette. Schéma de processus d’intégration des TIC dans un programme d’études. September 2009.

47. The ICT integration process: people involved – tools – objectives 47 DUPONT, Huguette. Schéma de processus d’intégration des TIC dans un programme d’études. September 2009. Teachers Decision- makers Students Teaching support Program EA IT-EA Librarian Planning the successful integration of ITC Into teaching and learning, trought a program-based approach in a collegial institution. PROGRAM OF STUDY PROVINCIAL Ministerial policies Analysis of workplace functions LOCAL Program description Graduate exit profile Course grid Logic diagram Competency-course grid Framework plans Course plans Activities and evaluations Action plans and work plans Workplace Universities Graduate exit profile including ICT Tools and strategies Concerted ICT integration plan

48. Suggested approach to ICT integration 48 DUPONT, Huguette. Schéma de processus d’intégration des TIC dans un programme d’études. September 2009. APPROACH Analysis – Development – Planning – Implementation - Evaluation 1. Analyze the program’s current ICT context A. Get an overall picture of present ICT practices B. Determine where ICT fits into the program 2. Develop an ICT Profile for students in the program 3. Plan the integration of the ICT Profile 4. Implement the integration of the ICT Profile 5. Evaluate the program’s ICT Plan

49. Steps to integrating ICT 49 DUPONT, Huguette. Schéma de processus d’intégration des TIC dans un programme d’études. September 2009. 1. Analyze the program’s current ICT context A. Get an overall picture of present ICT practices Basic acquisition of the

50. 1A. Get an overall picture of current practices Tools: ICT Profile for College Students, ministerial policies, local planning tools, grids, questionnaires...  Create a general picture of what is being done to integrate ICT into the program’s teaching and learning practices.  Collaboration from all teachers  Identify activities, strategies and ICT tools already being used (by teachers and students)  Pool together current practices and create a general grid that matches courses with corresponding skills in the Profile  Identify the level: teaching, reinvestment, evaluation.  Document common practices, perceptions, assessments 50

51. 1B. Determine where ICT fits into the program Tools: ICT Profile for College Students, ministerial policies, local planning tools, grids, questionnaires... Task-sharing: team of educational advisor and teachers  Analyze the ministerial policies and local planning tools  Components: general goals, objectives, objectives and standards, context in which these can be accomplished  Program description and exit profile, framework plans, course plans, grids and logic diagrams, action plans and evaluation reports.  Determine where ICT fits into the program (general goals, objectives, local context);  Create a grid that matches skills in the Profile with corresponding program competencies. 51

52. 2. Develop an ICT Profile for students in the program Tools: ICT Profile for College Students, ministerial policies, local planning tools, grids, questionnaires... Task-sharing: team of educational advisor and teachers  Analyze all the skills/course/competency grids  Make links between the grids, indentify missing elements in relation to the provincial profile, the ministerial policies and local strategies.  Equal distribution of the elements in the program ICT Profile (network+ local colour)  Choose courses in which skills are developed  Co-construct the ICT Profile grid for the program  Identify the level of integration: T eaching- R einvestment- E valuation  Choose strategies, activities, resources and tools (pedagogical design)  Determine criteria for success and methods of certification 52

53. 3. Plan the integration of the ICT Profile  The ICT Plan: creates the necessary conditions for implementation  Increases the Directorship’s awareness of the issue  Defines the ICT teaching and professional practices aimed for by the program: tools and strategies, techno-pedagogical innovations  Leads to personalized plans for training and development at the program and individual levels  Proposes the installation of adequate and accessible materials  Defines specific needs relative to human resources, technological and techno-pedagogical support  May suggest classroom or lab design and organization  Creates a timetable for implementation Ref: Metasynthèse Christian Barrette 53

54. 4. Implement integration of the ICT Profile  At this stage:  Put the necessary conditions in place  Training and development at the group and individual levels  Install an adequate ICT environment (rooms and labs, material, software, etc.)  Offer support at the technological and techno-pedagogical levels.  Design learning activities and evaluation procedures  Conditions necessary for the successful integration of ICT: the proper strategy, tools and context  Students develop ICT skills during the course of their studies; the college certifies their mastery of the skills. 54

55. 5. Evaluate the program’s ICT Plan  Define the evaluation process.  Follow the usual procedure for evaluating an action plan at the college level  Implementation report  Coherence – Relevance – Efficacy  Problems encountered  Analyze the certification process 55

56. Process for integrating ICT into a program 56 DUPONT, Huguette. Schéma de processus d’intégration des TIC dans un programme d’études. September 2009.

57. Examples of approaches… 57

58. At Cégep de Granby – Haute-Yamaska  Profweb column on the history of ICT at Cégep de Granby Haute-Yamaska: La danse de l'intégration des TIC : garder le milieu en mouvement, un petit pas à la fois!La danse de l'intégration des TIC : garder le milieu en mouvement, un petit pas à la fois!  Steps taken from 2006 to 2009:  Analysis of the milieu Analysis of the milieu  Snapshot of the institution’s ICT situation; links with our strategic plan; strategic ICT vision. (by means of Performa courses)  Examine reinvestment plan at the provincial level (ICT environment)  ICT Committee ICT Committee  Adoption of the network profile  Common assessments and major orientations  Work objectives, priorities and approach 58

59. At Cégep de Granby – Haute-Yamaska  Steps taken from 2006 to 2009 (cont.)  Carrefour TIC Carrefour TIC  Merging of IT and media services (computer, audiovisual, electronic)  Unique technological support system (in collaboration with the library’s circulation desk)  Significant pedagogical training for technical support staff  Open-house for all staff members 59

60. At Cégep de Granby – Haute-Yamaska  2009 to 2012  Examination of programs: Fall 2009  Snapshot of each program: work beginning in Winter 2010  Implementing cross-curricular measures  Skill 0: Work environment (upgrade and support)  Skill 1: Computer skills (evaluation of phase 1 documentary research labs, improvement of procedure, and phase 2 for certain programs)  Skill 4: Communicate and collaborate on the Internet (DECclic college platform + portal/Intranet)  Improvement of French-language skills: Integration of Antidote in a General Education course  Collaboration of Carrefour TIC on the development of content and expertise (H0, office automation, Web 2.0 and audio/visual productions) 60

61. At Cégep de Granby – Haute-Yamaska 2009 to 2012  Adoption, promotion and utilisation of InukTICInukTIC  Work within the programs: Fall 2009 to Fall 2011  Two programs targeted for 2010 (1 Pre-U+1 Technical)  Planning  Pedagogical design  Program ICT Plan (material and human resources and development)  Development of a new institutional ICT Plan in 2011 61

62. Other examples of approaches…  Collège Gérald-Godin  "TIC et Biblio" certificate, available to all students in the college (~1100).  G-G Profile and portfolio.  Comprehensive project: ICT integration in English and health courses.  Cégep de Drummondville  ICT integration in four vocational programs  Certification objective.  Collège Jean-de-Brébeuf  Magellan Project – leads to certification.  Mastery of ICT skills that are required in university studies. 62

63. Useful references (1/2)  IT REPS network http://reptic.qc.ca http://reptic.qc.ca  ICT Profile for College Students http://profiltic.qc.ca http://profiltic.qc.ca  De Ladurantaye, R. (2008). A Guide for Integrating ICT into a Program. Profweb Report, English version published June 18, 2008.A Guide for Integrating ICT into a Program  Creative Commons Licence Attribution – Noncommercial – Share Alike- 2.5 Canada. http://creativecommons.org/licenses/by-nc-sa/2.5/ca/deed.en_CA http://creativecommons.org/licenses/by-nc-sa/2.5/ca/deed.en_CA  POELLHUBER, B. and R. BOULANGER (2001). Un modèle constructiviste d’intégration des TIC, rapport de recherche PAREA, Trois-Rivières, Collège Laflèche, 49-54p.Un modèle constructiviste d’intégration des TIC, rapport de recherche PAREA  CEFRIO : NetAdos, NETendances et 12-24 ans http://www.cefrio.qc.ca/fr/cefrio/ http://www.cefrio.qc.ca/fr/cefrio/  Perreault, N. (2007). Plagiarism and Other Types of Electronic Cheating. Profweb Report, English version published February 2, 2007. URL : http://www.profweb.qc.ca/en/reports/plagiarism-and-other-types-of-electronic- cheating/the-issue/index.html http://www.profweb.qc.ca/en/reports/plagiarism-and-other-types-of-electronic- cheating/the-issue/index.html 63

64. Useful references (2/2)  Barrette, Christian. Metasynthèse de l’ARC sur l’intégration des TIC. 2004a, 2004b, 2005b, 2007a, 2008.2004a2004b 2005b2007a2008  Dupont, H. (2008). La danse de l'intégration des TIC : garder le milieu en mouvement, un petit pas à la fois! Profweb column published May 12, 2008. URL : http://www.profweb.qc.ca/fr/chronique-animaweb/la-danse-de-l-integration-des-tic- garder-le-milieu-en-mouvement-un-petit-pas-a-la-fois http://www.profweb.qc.ca/fr/chronique-animaweb/la-danse-de-l-integration-des-tic- garder-le-milieu-en-mouvement-un-petit-pas-a-la-fois  Dupont, H. (2006). Modèle des déterminants d’une intégration pédagogique concertée et réussie des TIC tels qu’ils entrent en jeu au Cégep de Granby – Haute- Yamaska – Vision du plan institutionnel d’intégration pédagogique des TIC. Document developed as part of a seminar on ICT integration (PERFORMA). Université de Sherbrooke. 32 pages. URL : http://www.cdc.qc.ca/pdf/dupont_Granby_vision_tic_usherbrooke_2006.pdf http://www.cdc.qc.ca/pdf/dupont_Granby_vision_tic_usherbrooke_2006.pdf  Cégep de Granby ICT Committee https://lms2.decclic.qc.ca/Pub/A13D12CE-3A4F-4755-A2AA-D7F8458AD27C/https://lms2.decclic.qc.ca/Pub/A13D12CE-3A4F-4755-A2AA-D7F8458AD27C/  Carrefour TIC - Cégep de Granby http://cegepgranby.qc.ca/cTIC http://cegepgranby.qc.ca/cTIC  InukTIC http://inuktic.qc.ca http://inuktic.qc.ca 64

65. Are you ready to take the plunge… into integrating ICT? Questions? Comments? Thank you for your attention 65 Are you ready to integrate ICT into your program?