Additional Qualification Course Guideline Integration of Information and Communication Technology in Instruction (Part I)
1. Introduction
The Ontario College of Teachers is the self-regulatory body for the teaching profession in Ontario. Its mandate is to “provide for the ongoing education of members of the College” (Ontario College of Teachers Act, Part II Subsection 3 (1) paragraph 6).
In-service professional learning, within the mandate of the College, is identified in Regulation 184/97, Teachers’ Qualifications. This regulation includes courses/ programs such as Additional Basic Qualification courses, Additional Qualification courses, the Principal’s Qualification Program and the Supervisory Officer’s Qualification Program. Accredited courses support the Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession and meet the legislative requirements included in Regulation 184/97.
Successful completion of the Additional Qualification course: Integration of Information and Communication Technology in Instruction, Part I listed in Regulation 184/97 made under the Ontario College of Teachers Act, is recorded on the Certificate of Qualification issued to the members of the College.
The underlying purpose of the Additional Qualification course: Integration of Information and Communication Technology in Instruction, Part I is to develop skills and knowledge of teachers in the design, delivery and assessment of curriculum through information and communication technology. The Additional Qualification course: Computers in the Classroom, Part I supports the expectations outlined in the Ministry of Education curriculum policy documents and other Ministry of Education policies.
In this document, all references to candidates are to teachers enrolled in the Additional Qualification course. References to students indicate those in school programs.
2. Background
The Additional Qualification course: Integration of Information and Communication Technology in Instruction, Part I provides candidates with a basic foundation in the use of information and communication technology as an educational tool within the classroom setting. The course is open to candidates who meet the entry requirements identified in Regulation 184/97. The College recognizes that candidates will have a need to explore in an integrated delivery model, topics and issues of particular relevance to the educational context in which they work or may work. Candidates come to the Additional Qualification course: Integration of Information and Communication Technology in Instruction, Part I with an interest in exploring information and communication technology curriculum connections. Critical to the delivery of curriculum through the integration of information and communication technology is the ability of teachers to ensure positive learning experiences for students. Teachers are skilled at combining their knowledge of child and/or adolescent development and learning with their understanding of information and communication technology to facilitate active student engagement.
The Additional Qualification course: Integration of Information and Communication Technology in Instruction, Part I is an introductory course primarily intended for elementary and secondary teachers who are interested in learning how to extend and enrich students’ learning through information and communication technology. It focuses on the theory and practice underpinning the delivery of curriculum through the integration of information and communication technology within the classroom setting.
3. Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession
A commitment to a clear vision of what it means to be a teacher is at the core of teacher professionalism. The Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession provide the focus for ongoing professional learning and are the foundation for the development of the Additional Qualification course: Computers in the Classroom, Part I. In addition, the Professional Learning Framework for the Teaching Profession supports the Standards of Practice for the Teaching Profession, articulates the principles on which effective teacher learning continues and provides a range of options to promote continuous professional learning.
4. Learning Expectations
The Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession have been embedded in the learning expectations for the Additional Qualification course: Integration of Information and Communication Technology in Instruction, Part I.
This Additional Qualification course has the following learning expectations for candidates:
• understanding and implementing Ministry of Education curriculum expectations and Ministry of Education and district school board policies and guidelines as they relate to the integration of information and communication technology in the curriculum • having the theoretical understanding and foundation necessary to design, implement, and assess programs for students • understanding how to create inclusive, safe, ethical and equitable learning environments that address the diversity of learners • understanding of the learner’s intellectual, social, emotional, physical, linguistic, cultural, spiritual and moral development in information and communication technology environments as they relate to program development and the assessment and evaluation of students • understanding how to use, accommodate and modify expectations, strategies and assessment practices based on the developmental or special needs of students • exploring strategies that facilitate collaboration with in-school personnel, parents/guardians and the community to support the integration of information and communication technology in the classroom • identifying and accessing a variety of resources and networks within and beyond the educational system to enhance and support student learning • demonstrating the ability to respond to and initiate innovation and change to further enhance learning • demonstrating an understanding of theories and methodologies in the integration of information and communication technology through reflection on their influence on and application to professional practice • demonstrating the ability to modify programs through reflection, active engagement and collaboration • demonstrating the ability to integrate information and communication technology in the curriculum and advancing skills in this area • embedding theory into practice • understanding how the integration of information and communication technology can extend and enrich student learning
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5. Curriculum Content, Part I
The Additional Qualification course: Integration of Information and Communication Technology in Instruction, Part I supports the following:
Choices into Action Ontario Secondary Schools, Grades 9-12 The Ontario Curriculum, Grades 1-8 The Ontario Curriculum, Grades 9-10 The Ontario Curriculum, Grades 11-12 Individual Education Plans: Standards for Development, Program Planning and Implementation Ontario Software Acquisition Program Advisory Committee www.osapac.org Ontario Human Rights Code Canadian Charter of Rights and Freedoms Freedom of Information Act Protection of Privacy Act
Successful candidates will demonstrate their understanding and ability to apply the following:
A. Standards of Practice for the Teaching Profession and Ethical Standards for the Teaching Profession
B. Theoretical Foundations of Computers in the Classroom, Part I:
• understanding the relevance of the Education Act, Ministry of Education curriculum expectations and regulations, and the standards that support information and communication technology in the classroom • understanding how current theories, research and best practices impact on the integration of information and communication technology • understanding learning theories and the individual learning needs of all students as they relate to information and communication technology • analyzing critically current theory of equitable classroom practice
C. Program Development, Planning and Implementation:
• demonstrating knowledge of Ontario Ministry of Education curriculum expectations as it relates to information and communication technology • demonstrating practical information technology and basic electronic communication skills • demonstrating an awareness of fundamental categories of software applications such as communications software, multi-media, data management, word processors and spreadsheet design • exploring, developing and understanding the ramifications of networked communities • exploring the impact and use of information and communication technology on the implementation of curriculum • recognizing and understanding how information and communication technology can be integrated and used with all students in the Ontario Ministry of Education curriculum • supporting teachers in the integration of information and communication technology to enhance learning opportunities for all students • analyzing classroom practices to ensure equitable opportunities for students • exploring the acquisition and use of supportive and assistive technologies • developing an awareness of the implications of hardware distribution models in curriculum delivery • developing research skills to enhance classroom practice
D. The Learning Environment:
• developing and fostering a positive classroom community with a focus on the social cohesiveness and development of the group • using strategies that promote the safe, ethical and equitable use of information and communication technology with students and parents/guardians • understanding how to create a positive, accepting, safe, learning environment through the implementation of effective information and communication technology practices
E. Legal and Ethical Issues:
• understanding legal and ethical issues and responsibilities related to Computers in the Classroom • demonstrating an awareness of relevant school, board and provincial guidelines, procedures, policies and regulations for the use of Internet and information and communication technology • demonstrating an awareness of the safe and equitable use of electronic resources with students and parents/guardians
F. Assessment and Evaluation:
• understanding relevant and authentic assessment and evaluation practices that promote learning in an information and communication technology learning environment • understanding the stages of information and communication technology development to support classroom practice • understanding how to accommodate and modify assessment practices based on the developmental and/or special needs of all students
G. School, Parent/Guardian and Community:
• understanding the importance of communicating fundamental Ministry expectations regarding information and communication technology in curriculum to parents/guardians and others • identifying opportunities to explain classroom programs, observations and assessments to parents/guardians as they relate to information and communication technology • identifying a variety of effective communication strategies for collaborating with parent and others regarding the use of information and communication technology in the curriculum
5. Instructional Practice
In the delivery of this Additional Qualification course, instructors use strategies that are relevant, meaningful and practical in providing candidates with learning experiences about program, instruction and assessment and evaluation. These include but are not limited to, small group interaction, action research, peer presentations, independent inquiry, problem solving, co-operative learning and direct instruction. Instructors honour the principles of adult learning, recognize candidates’ experience and prior learning and respond to individual needs. Important to the course are opportunities for candidates to create support networks, receive feedback from peers and instructors and share the products of their learning with others. Opportunities for professional reading, reflection, communication and expression are also integral parts of the course.
Where possible, experiential learning and authentic collaborative school-based experiences are included in the course, for example, classroom observations, practicum experiences and action research projects. Instructors model effective instructional strategies and formative and summative assessment that can be duplicated in the candidate’s classroom. Instructors use technology to support candidates’ learning via on-line interactive communications, connections to quality resources and links to other sites.
7. Assessment and Evaluation of Candidates
At the beginning of the course, candidates are provided with the specific expectations and forms of assessment and evaluation that will be used throughout the course.
A balanced approach to candidate assessment and evaluation is used. It includes the combination of self and peer assessment and instructor evaluation, and models best practice. Candidates will demonstrate their learning through performance, written and oral assessments. There are opportunities for both formative and summative evaluation.
Central to the teachers enrolled in Additional Qualification courses is the opportunity to be engaged in productive and meaningful work. Assignments and projects will include practical materials that help teachers make the connection between theory and practice. At the same time, assignments must allow candidates flexibility, choice and individual inquiry opportunities.
A final culminating experience in the course is recommended. This experience may take the form of a written assessment, a research paper, a performance or a product that is new, meaningful and practical.
Other Assessment Experiences
The following list of assessment strategies is not exhaustive; it is intended to serve as a guide only.
a) Performance assessment: demonstrating learning through presentation of model lessons and activities in the area of information technology or demonstrating acquired practical information technology skills b) Oral presentation: presenting a critique of a software application; presenting a model lesson for students in the utilization and integration of information technology; present the results of the Action Research/independent project c) Portfolio: creating a portfolio, which demonstrates growth, and understanding in the use and integration of information technology in the curriculum d) Action research: engaging in reflective practice through personal research and identifying its application within the context of information technology e) Written assessment: writing an essay on a topic related to the course. For example, developing a rubric for evaluating curriculum-based software and web sites relevant to classroom curriculum f) Written test: responding to questions or writing an essay on any aspect of the course content