Additional Qualification Course Guideline Integration of Information and Communication Technology in Instruction (Part 2)
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 II 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 II is to extend and apply skills and knowledge of teachers in the design, delivery, programming and assessment of curriculum through information and communication technology. The Additional Qualification course: Integration of Information and Communication Technology in Instruction, Part II 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 II provides candidates with an in-depth exploration of information and communication technology issues as they relate to education, and strengthens practical information and communication technology skills and knowledge, within the classroom and whole school context. 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.
Critical to the delivery of Integration of Information and Communication Technology in Instruction is the ability of teachers to ensure positive and interactive learning experiences for all 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 course is based on an in-depth knowledge of information and communication technology to support the curriculum and to promote the use of computers as an educational tool to extend and enrich students’ learning in important and unique ways. Candidates will have opportunities to reflect, communicate and apply their learning through practical experiences.
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 II. 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 II.
This Additional Qualification course has the following learning expectations for candidates:
• building personal understanding about implementing and integrating Ministry of Education curriculum, Ministry of Education and district school board policies and guidelines • having the theoretical understanding and foundation necessary to design, implement, and assess the integration of information and communication technology across the curriculum • demonstrating a deeper understanding of theories and methodologies for the integration of information and communication technology in the curriculum through reflection on their influence on and application to professional practice • expanding knowledge and application of strategies to create inclusive, equitable and safe learning environments that address the diversity of learners • articulating an increased 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 the evaluation of students • expanding and demonstrating understanding of how to accommodate and/or modify expectations, teaching strategies and assessment practices based on the developmental and/or special needs of students • demonstrating strategies that facilitate collaboration with partners which may include in-school and board personnel, subject associations, parents/guardians and the community to support the integration of information and communication technology in the classroom • developing further and expanding personal management and organizational skills required in the integration of information and communication technology in the curriculum • identifying, accessing and evaluating a variety of resources and networks within and beyond the educational system to enhance and support student learning • demonstrate increased ability to integrate information and communication technology into the curriculum to support and enhance student learning • embedding theory into practice • demonstrating the ability to respond to and initiate innovation and change to further enhance learning • demonstrating the ability to modify program through reflection, active engagement and collaboration • expanding skills using and developing an array of assessment and evaluation practices related to the integration of information and communication technology in the classroom • demonstrating an awareness of research relevant to the integration of information and communication technology in the curriculum and an understanding of its implications
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5. Curriculum Content, Part II
The Additional Qualification course: Integration of Information and Communication Technology in Instruction, Part II 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 Integration of Information and Communication Technology in Instruction, Part II:
• understanding the relevance of Ministry policies and regulations 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 • designing innovative practices in the integration of information and communication technology to meet student needs • understanding learning theories and the individual learning needs of all students as they relate to information technology • analyzing critically current theory of equitable classroom practice
C. Program Development, Planning and Implementation:
• applying and extending the integration of information and communication technology in the curriculum • planning and designing courses that demonstrate the relationship among expectations, teaching/learning strategies, and assessment and evaluation • expanding understanding of how to accommodate and modify expectations, teaching strategies and assessment practices based on the developmental and/or special needs of students • expanding opportunities to learn practical information and communication technology skills • understanding the importance of developing a personal teacher learning plan in the areas of teaching and learning and information and communication technology • assessing and evaluating the appropriateness and quality of information and communication technology, hardware and software, for specific curriculum application • demonstrating the effective integration of a variety of information and communication technology (hardware and software) as it relates to the curriculum • applying principles of equity when integrating information and communication technology and extending understanding of equity issues within the context of school and/or district • applying knowledge of supportive and assistive technologies to curriculum planning • expanding knowledge of a wide range of resources and equipment by analyzing suitability for the integration of information and communication technology at all levels • expanding research skills to inform classroom/school practice. • developing leadership skills in the area of information and communication technology
D. The Learning Environment:
• developing and fostering a positive classroom community with a focus on the social cohesiveness and development of the group • expanding the use of relevant and engaging teaching strategies that enable students to make connections between classroom learning and real life experiences • examining and evaluating modifications and accommodations in activities and programs to meet the needs of all learners • promoting the use of technologies as a teaching and learning tool where appropriate • examining and promoting the safe, ethical and equitable use of information and communication technology with students, staff, and parents • applying knowledge of health and safety procedures in the information and communication technology environment • examining strategies that promote the effective use of classroom assistants
E. Legal and Ethical Issues:
• applying knowledge of legal and ethical issues and responsibilities in the integration of information and communication technology in the curriculum • analyzing the implications of relevant school board and provincial policies and guidelines in an information and communication technology environment • promoting the safe, ethical and equitable use of software and electronic resources with students, staff, and parents
F. Assessment and Evaluation:
• designing and implementing information and communication technology classroom activities as part of their formative and summative assessment strategies • developing a variety of student assessment and evaluation instruments in the area of information and communication technology in curriculum delivery • assessing and evaluating sequence of instruction in the integration of information and communication technology in curriculum • demonstrating an awareness of the intellectual, social, emotional, physical, linguistic, cultural, spiritual and moral development of students when assessing and evaluating • expanding awareness and understanding of how to accommodate and modify assessment practices based on the developmental and/or special needs of all students
G. School, Parent/Guardian and Community:
• developing strategies for communicating the significance and relevance of information and communication technology in curriculum within the Ministry expectations to parents/guardians and others • establishing collaborative relationships with colleagues, parents, community members and organizations • identifying strategies to solicit community volunteers to work in partnership with the school in the area of information and communication technology and to encourage the participation of students in community events and activities • establish mentoring opportunities with colleagues and resource personnel
6. 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 and 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 school-based experiences are included in the course, for example, classroom observations, practicum experiences, action research projects and collaboration with colleagues. Instructors model effective instructional strategies and formative and summative assessment that can be duplicated in the candidate’s classroom. Instructors may 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 demonstrate their learning through performance, written and oral assessments. There are opportunities for both formative and summative evaluation.
Central to 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.
Part of the evaluation process may include a major independent project or action research component over the duration of the course. This project will demonstrate candidates’ high levels of cognitive thinking and communication skills. Similarly, if a portfolio assignment is used, it will demonstrate candidates’ reflection and learning over time. A practicum experience, if included, will be supervised and structured in such a way that candidates are able to integrate and apply what they have learned from this additional qualification course.
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: designing lessons, activities and units that integrate specific fundamental skills and knowledge of information technology; planning in collaboration with colleagues a curriculum unit which integrates the use of information technology b) Oral presentation: present an implementation strategy for a series of information technology workshops designed to address curriculum expectations; present the results of an Action Research/Independent project, considering the implications and future recommendations c) Portfolio: creating a portfolio which demonstrates growth and understanding of the use of integration of information technology in curriculum d) Action research: engaging in action research/independent project by reflecting and acting upon a specific inquiry into designing a curriculum with the integration of information technology e) Written assessment: critiquing a variety of software, operating systems, and websites; practice skills as a reflective practitioner through journal writing, classroom observations and examination of best practices f) Written test: responding to questions or writing an essay on any aspect of the course content