P Theroux,
Teacher,
Alberta, Canada
Updated 01/19/2010
ptheroux@shaw.ca
The ICT program of studies is..."best described as a requirement to teach technology across the
curriculum, this approach emphasizes the seamless relationship
between technology and the subject disciplines, the process nature
of technology itself, and the co-existence of knowledge, skills, and
attitudes (KSAs) for technology alongside those for subject
areas."
Integrating The
Technology Learner Outcomes The Interim Program of
Studies for Information and Communication Technology defines in great detail the expected student outcome skills for
Alberta. There is no suggestion that technology should be taught as a subject in its own
right but rather, it should be considered as a tool for learning and integrated into all
other curricula.
There are three major sections within the document:
1. Foundational Operations, Knowledge and
Concepts
2. Processes for Productivity
3. Communicating, Inquiring, Decision Making and Problem
Solving
The first section requires that students understand how
computers are used in our society. The second section defines necessary computer skills.
The third section defines how students will be expected to use technology in their
learning process.
Put more simply we are dealing with these three
dimensions: the basic understanding of
technology, the development of computer skills and
integration of these fundamentals into effective instruction/learning.
It is interesting to note that the Inquiry process
provides a framework that encompasses all of the technology outcomes for the third
section. The links below show how the technology outcomes relate to the steps of the
inquiry process.
"Provincial legislation, in form of the
Alberta School Act
and specifically the Ministerial Order #016/97 Policy
4.2.1.,
defines the following technology requirement for teacher interim
certification:
Teachers who hold an Interim Professional
Certificate are expected to demonstrate consistently that they
understand:
j) the functions of traditional and electronic
teaching/learning technologies. They know how to use and how to
engage students in using these technologies to present and
deliver content, communicate effectively with others, find and
secure information, research, word process, manage information,
and keep records (Alberta Education, 1998).
From the point of view of teacher education in Alberta,
it is not only desirable that our students (teachers) become
familiar with the content of the new technology curriculum, it
is the law. "
These web pages were assembled
for teachers. There are well over 100 pages on this site and all have a
similar format. All pages that vary in appearance from this page are
linking off site to the work of others.
Every effort is made to validate the educational substance of these
sites. Please remember that the dynamic nature of the Internet requires each of us to use
caution when presenting web sites to students.
