ICT Program of Studies Information and Communication Technology, Kindergarten to Grade 12 The Alberta ICT program of studies emphasizes technology as a ‘way of doing things’ – the processes, tools and techniques that alter human activity. As a curriculum it specifies what students from Kindergarten to grade 12 are expected to know, be able to do, and be like with respect to technology. This ICT curriculum provides a broad perspective on the nature of technology, how to use and apply a variety of technologies, and the impact on self and society. As technology is best learned within the context of applications, activities, projects, and problems that replicate real-life situations, the ICT program of studies is structured as a ‘curriculum within a curriculum’, using the core subjects of English Language Arts, Math, Science and Social Studies as a base. View Program of Studies Documents
General Outcome P4: Students will integrate various applications.
Specific Outcomes Division 1 1.1 integrate text and graphics to form a meaningful message 1.2 balance text and graphics for visual effect Division 2 2.1 integrate a spreadsheet, or graphs generated by a spreadsheet, into a text document 2.2 vary font size and font style, and placement of text and graphics, in order to create a certain visual effect Division 3 3.1 integrate information from a database into a text document 3.2 integrate database reports into a text document 3.3 emphasize information, using placement and colour Division 4 4.1 integrate a variety of visual and audio information into a document to create a message targeted for a specific audience 4.2 apply principles of graphic design to enhance meaning and audience appeal 4.3 use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text
General Outcome P1: Students will compose, revise and edit text.
Specific Outcomes Division 1 1.1 create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques 1.2 edit complete sentences, using such features of word processing as cut, copy and
paste Division 2 2.1 create and revise original text to communicate and demonstrate understanding of forms and techniques 2.2 edit and format text to clarify and enhance meaning, using such word processing features as the thesaurus, find/change, text alignment, font size and font style 2.3 convert digital text files by opening and saving them as different file types Division 3 3.1 design a document, using style sheets and with attention to page layout, that incorporates advanced word processing techniques, including headers, footers, margins, columns, table of contents, bibliography and index 3.2 use advanced word processing menu features to accomplish a task; for example, insert a table, graph or text from another document 3.3 revise text documents based on feedback from others 3.4 use appropriate communication technology to elicit feedback from others Division 4 4.1 continue to demonstrate the outcomes achieved in prior grades and course subjects
General Outcome C1: Students will access, use and communicate information from a variety of technologies.
Specific Outcomes Division 1 1.1 access and retrieve appropriate information from electronic sources for a specific inquiry 1.2 process information from more than one source to retell what has been discovered Division 2 2.1 access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs) 2.2 organize information gathered from the Internet, or an electronic source, by selecting and recording the data in logical files or categories; and by communicating effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes Division 3 3.1 plan and conduct a search, using a wide variety of electronic sources 3.2 refine searches to limit sources to a manageable number 3.3 access and operate multimedia applications and technologies from stand-alone and online sources 3.4 access and retrieve information through the electronic network 3.5 analyze and synthesize information to create a product 3.6 communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose Division 4 4.1 plan and perform complex searches, using more than one electronic source 4.2 select information from appropriate sources, including primary and secondary sources
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evaluate and explain the advantages and disadvantages of various search strategies
General Outcome F2 Students will understand the role of technology as it applies to self, work and society.
Specific Outcomes Division 1 1.1 identify technologies used in everyday life 1.2 describe particular technologies being used for specific purposes Division 2 2.1 identify how technological developments influence one’s life 2.2 identify the role technology plays in a variety of careers 2.3 examine the environmental issues related to the use of technology 2.4 assess the personal significance of having limitless access to information provided by communication networks, such as the Internet 2.5 describe, using examples, how communication and information networks, such as the telephone and the Internet, create a global community Division 3 3.1 describe the impact of communication technologies on past, present and future workplaces, lifestyles and the environment 3.2 identify potential technology-related career paths 3.3 identify the cultural impact of global communication 3.4 evaluate the driving forces behind various technological inventions 3.5 make inferences regarding future trends in the development and impact of communication technologies 3.6 explain ways in which technology can assist in the monitoring of local and global environmental conditions 3.7 analyze and assess the impact on society of having limitless access to information 3.8 identify the manner in which telecommunications technology affects time and distance Division 4 4.1 use technology outside formal classroom settings 4.2 analyze how technological innovations and creativity affect the economy 4.3 demonstrate an understanding of new and emerging communication systems 4.4 evaluate possible potential for emerging technologies 4.5 demonstrate conservation measures when using technology 4.6 demonstrate an understanding of the basic principles and issues of e-commerce, including such topics as security and privacy, marketing, and implications for governments, businesses and consumers alike 4.7 use current, reliable information sources from around the world 4.8 analyze and assess the impact of technology on the global community
General Outcome F6 Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.
Specific Outcomes Division 1 1.1 perform basic computer operations, which may vary by environment, including powering up, inserting disks, moving the cursor, clicking on an icon, using pull-down menus, executing programs, saving files, retrieving files, printing, ejecting disks and powering down 1.2 use proper keyboarding techniques for the home row, enter, space bar, tab, backspace, delete and insertion-point arrow keys 1.3 operate basic audio and video equipment, including inserting, playing, recording and ejecting media Division 2 2.1 power up and power down various technologies and peripherals correctly 2.2 use and organize files and directories 2.3 use peripherals, including printers and scanners 2.4 use appropriate keyboarding techniques for the alphabetic and punctuation keys Division 3 3.1 connect and use audio, video and digital equipment 3.2 perform routine data maintenance and management of personal files 3.3 demonstrate proficiency in uploading and downloading text, image, audio and video files 3.4 demonstrate the ability to control devices electronically 3.5 describe the steps involved in loading software 3.6 identify and apply safety procedures, including antivirus scans and virus checks, to maintain data integrity Division 4 4.1 continue to demonstrate the outcomes addressed within the previous divisions. Students interested in pursuing advanced study in such areas as electronics, programming, computer-aided design and drafting (CADD), robotics and other industrial applications of technology will find opportunities in Career and Technology Studies (CTS) courses.
DISTANCE EDUCATION AT A GLANCE GUIDE 9: Distance Education: Research Common Research Questions Distance vs. Traditional Education Why are Students Successful? Why is Instruction Successful? How Important is Interaction? Cost vs. Benefits References For Further Information
Common Research Questions Because distance education is perceived as an increasingly effective method of instruction, educational researchers have examined the purposes and situations for which distance education is best suited. Frequently asked questions cluster in five areas: • Is technology-assisted, distant teaching as effective as traditional face-to-face teaching? • What factors determine the most effective mix of technology in a given distant teaching situation?
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What are the characteristics of effective distant students and teachers? How important is teacher-student and student-student interaction in the distance education process and in what form(s) can this interaction most effectively take place? What cost factors should be considered when planning or implementing distance education programs and how are those costs offset by benefits to the learner?
Distance vs. Traditional Education Research indicates that the instructional format itself (e.g., interactive video vs. videotape vs. "live" instructor) has little effect on student achievement as long as the delivery technology is appropriate to the content being offered and all participants have access to the same technology. Other conclusions drawn from this line of research suggest: • Achievement on various tests administered by course instructors tends to be higher for distant as opposed to traditional students (Souder, 1993), yet no significant difference in positive attitudes toward course material is apparent between distant and traditional education (Martin & Rainey, 1993). • Conventional instruction is perceived to be better organized and more clearly presented than distance education (Egan, et al., 1991). • The organization and reflection needed to effectively teach at a distance often improves an instructor's traditional teaching. • Future research should focus on the critical factor in determining student achievement: the design of instruction itself (Whittington, 1987).
Why are Students Successful? Research suggests distant students bring basic characteristics to their learning experience which influence their success in coursework. Distance education students: Are voluntarily seeking further education. • Have post-secondary education goals with expectations for higher grades (Schlosser & Anderson, 1994). • Are highly motivated and self-disciplined. • Are older. Studies also conclude that similar factors determine successful learning whether the students are distant or traditional. These factors include: • Willingness to initiate calls to instructors for assistance. • Possessing a more serious attitude toward the courses. • Employment in a field where career advances can be readily "achieved through academic upgrading in a distance education environment" (Ross & Powell, 1990). • Previous completion of a college degree (Bernt & Bugbee, 1993).
Why is Instruction Successful? Good distance teaching practices are fundamentally identical to good traditional teaching practices and "those factors which influence good instruction may be generally universal across different environments and populations." (Wilkes & Burnham, 1991). Because distance education and its technologies require extensive planning and preparation, distance educators must consider the following in order to improve their effectiveness (Schlosser & Anderson, 1994): • Extensive pre-planning and formative evaluation is necessary. Teachers cannot "wing it". Distance learners value instructors who are well prepared and organized (Egan, et al., 1991). • Learners benefit significantly from a well-designed syllabus and presentation outlines (Egan, et al., 1991). Structured note taking, using tools such as interactive study guides, and the use of visuals and graphics as part of the syllabus and presentation outlines contribute to student understanding of the course. However, these visuals must be tailored to the characteristics of the medium and to the characteristics of the students.
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Teachers must be properly trained both in the use of equipment and in those techniques proven effective in the distance education environment. Learners get more from the courses when the instructor seems comfortable with the technology, maintains eye contact with the camera, repeats questions, and possesses a sense of humor (Egan, et al., 1991).
How Important is Interaction? Many distant learners require support and guidance to make the most of their distance learning experiences (Threlkeld & Brzoska, 1994). This support typically takes the form of some combination of student-instructor and student-student interaction. Research findings on the need for interaction have produced some important guidelines for instructors organizing courses for distant students: • •
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Learners value timely feedback regarding course assignments, exams, and projects (Egan, et al., 1991). Learners benefit significantly from their involvement in small learning groups. These groups provide support and encouragement along with extra feedback on course assignments. Most importantly, the groups foster the feeling that if help is needed it is readily available. Learners are more motivated if they are in frequent contact with the instructor. More structured contact might be utilized as a motivational tool (Coldeway, et al., 1980). Utilization of on-site facilitators who develop a personal rapport with students and who are familiar with equipment and other course materials increases student satisfaction with courses (Burge & Howard, 1990). The use of technologies such as fax machines, computers, and telephones can also provide learner support and interaction opportunities.
Cost vs. Benefits When establishing a distance education program, one of the first things considered is the cost of the system. Several cost components factor into the design of a distance education system (Threlkeld & Brzoska, 1994): • Technology - hardware (e.g., videotape players, cameras) and software (e.g., computer programs). • Transmission - the on-going expense of leasing transmission access (e.g., T-1, satellite, microwave). • Maintenance - repairing and updating equipment. • Infrastructure - the foundational network and telecommunications infrastructure located at the originating and receiving campuses. • Production - technological and personnel support required to develop and adapt teaching materials. • Support - miscellaneous expenses needed to ensure the system works successfully including administrative costs, registration, advising/counseling, local support costs, facilities, and overhead costs. • Personnel - to staff all functions previously described. Although the costs of offering distance education courses may be high, there are high costs associated with offering conventional courses. Benefits of distance education courses to the learner include (Ludlow, 1994): • Accessible training to students in rural areas. • Students may complete their course of study without suffering the loss of salary due to relocation. • Students are exposed to the expertise of the most qualified faculty. Perhaps the question institutions must answer is whether it is part of their mission as educators to offer programs to those who might not be reached without distance education. The primary benefit to educational institutions through distance education may be the
increased number of non-traditional students they are able to attract and serve. Research also suggests that as programs become more efficient, program costs should decrease (Ludlow, 1994).
From the Editor I think we're finally getting some solid answers to some longasked questions about online learning. Ten years ago, when we were still muddling along in a hurry (if that's possible) to set up systems and policies, all we really had were questions. How does online learning fit with the institutional mission? How are the needs of online faculty different from those of face-to-face faculty? How do we know that the online student is doing his or her own work? While we now know the answers to these questions, we often need some good, handy data when asked by those who are less familiar with online learning (surely you know those people, too). This issue has a wealth of research and information for these questions building on what we've learned over the last decade. For instance George Watson and James Sottile, both of Marshall University, describe their study which found that faceto-face students actually reported a higher level of academic dishonesty! I was very excited about both the findings and the methodology used in this study, and would encourage replication. On another note, we're getting ready for our upcoming 11th Annual Distance Learning Administration Conference at Jekyll Island Club Hotel on June 6-9. Registration is open, and I hope to see you there. You won't regret it, I promise. Happy Spring! Melanie N. Clay, Ph.D. March 12, 2010