Presentation on theme: "Integrating ICT into a Program ICT Profile for College Students Presented by: Your name, your college Your activity/ Date 1 Original slide show distributed."— Presentation transcript:
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
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
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
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?
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
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
2. To support active learning Putting students into action Courtesy of Cégep de Victoriaville 9
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
An active learning approach Prof Searching for information Analyzing information Processing and managing information ExperimentingCollaborating Presenting information Communicating information Prof = Supporter-guide 11
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
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
AMT Program Objectives Social Science Program Objectives Example of ICT in a program: 15
AMT Objectives and Standards Social Science Objectives and Standards Examples of ICT in a program: 16
Examples of ICT in a program: 17 General Goals of the Science Program
Examples of ICT in a program: 18 Specific Education
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
4. To train students in a greater mastery of ICT 20
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
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
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
The Web 2.0 explosion CEFRIO NETendances 2008 24
They’re connected… But what do they use it for? 25
The ICT Profile Do you know your students’ profile? 27
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
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
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
The ICT Profile for College Students Presentation 32
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
The ICT Profile: Using ICT for learning purposes 34 DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. September 2009.
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
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
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
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
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
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
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.
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.
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
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.
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
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
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
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
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
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
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
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
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
Process for integrating ICT into a program 56 DUPONT, Huguette. Schéma de processus d’intégration des TIC dans un programme d’études. September 2009.
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
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
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
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
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
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
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
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?