Additional Qualification Course Guideline Integration of Information and Communication Technology in Instruction(Specialist)
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, Specialist 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, Specialist is to extend the knowledge and skills from Part II, with a focus on leadership skills in designing, delivering and assessing the integration of information and communication technology in curriculum at the school and/or district level. The Additional Qualification course: Integration of Information and Communication Technology in Instruction, Specialist 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, Specialist provides candidates with a strong foundation and understanding of the vision and underlying philosophy related to information and communication technology. 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 and enrich the curriculum and includes a focus on leadership skills. 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, Specialist. 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, Specialist.
This Additional Qualification course has the following learning expectations for candidates:
• demonstrating leadership in the implementation of Ministry of Education curriculum expectations and Ministry of Education and school board policies and guidelines • having the theoretical understanding and foundation necessary to design, implement, and assess programs for students • facilitating understanding and application of theories and methodologies for teaching, and fundamental concepts of information and communication technology • demonstrating and analyzing strategies to create an inclusive, equitable and safe learning environment that addresses the diversity of learners • assisting others to address the social, emotional, intellectual, physical, linguistic, cultural, spiritual and moral development of students in programs • demonstrating leadership in accommodating and/or modifying expectations, teaching strategies and assessment practices based on the developmental and/or special needs of students • demonstrating skills and strategies that facilitate the establishment of networks with school and board personnel, subject associations, parents/guardians and the community to support the integration of information and communication technology in teaching and learning • developing strategies to assist others in modifying and in refining classroom practice and develop personal management and organizational skills required in the integration of information and communication technology in the curriculum • providing support in accessing and evaluating a variety of resources and networks within and beyond the educational system to enhance and support student learning • modeling the integration of information and communication technology in the classroom and school • demonstrating the ability to facilitate innovation and change to influence learning positively • embedding theory into practice • demonstrating leadership in assisting others to modify practice based on reflection, active engagement and collaboration • modeling the use and development of an array of assessment and evaluation practices related to the integration of information and communication technology in the curriculum • promoting the use of current research and an understanding of its implications for teaching and learning in an environment supported by information and communication technology • demonstrating leadership skills in assessing and evaluating information and communication technology integration strategies • modeling the development of information and communication technology plans
5. Curriculum Content, Specialist
The Additional Qualification course: Integration of Information and Communication Technology in Instruction, Specialist 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, Specialist:
• demonstrating knowledge of theories of leadership and change • understanding theories of change in educational practices as they relate to information and communication technology • designing innovative information and communication technology practices to meet the curriculum needs of school and/or district • modeling the application of human development theories and research in the teaching and learning of information and communication technology • demonstrating knowledge of board, provincial, national and international reports and current trends in theory and research relating to information and communication technology
C. Program Development, Planning and Implementation:
• facilitating opportunities for school, district and/or community to develop information and communication technology integration practices based on Ministry curriculum expectations • assessing and evaluating information and communication technology integration strategies at the school and/or district level • developing strategies to guide school/district personnel in adopting equitable, ethical and inclusive practices related to information and communication technology • modeling and assisting colleagues with program planning • facilitating professional opportunities for ongoing professional learning opportunities for teachers • extending research skills to inform practice at all levels in the system • examining and critiquing policies, statements and/or guidelines that have implications for the integration of computers in the classroom and then creating local plans of action and response • facilitating the acquisition of supportive and assisting technologies for use in the school • leading in the planning of programs with colleagues that reflect the relationship among expectations, teaching/learning strategies, and assessment and evaluation • leading in the planning of programs and courses with colleagues that focus on the use, accommodation and/or modification of expectations, teaching strategies and assessment practices based on the developmental and/or special needs of students
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D. Leadership:
• demonstrating leadership in the application of classroom management principles to provide a safe learning environment • encouraging and providing support for best practice in the integration of computers in the classroom • providing leadership in sustaining a learning community for colleagues to develop a commitment to and acquire confidence in delivering programs with the integration of information and communication technology that meet the needs of students • promoting the use of technologies as a teaching and learning tool when appropriate • promoting the use of local, provincial, national and/or international organizations related to teaching and learning in a information and communication technology environment • modeling a commitment to maintain a high level of knowledge and skills in the area of information and communication technology • demonstrating knowledge and skills in designing, developing and implementing professional development experiences
E. Legal and Ethical Issues:
• demonstrating leadership in the application of school, board and provincial guidelines, procedures, policies and regulations with regard to the Internet and related communications technology • informing others about changes in policies, guidelines, legal and ethical issues related to information and communication technology
F. Assessment and Instruction:
• working collaboratively to develop formative and summative assessments of school and/or district curriculum initiatives involving information technology • assessing and evaluating a sequence of professional development activities designed to assist educators in the integration of information and communication technology in the curriculum • demonstrating leadership in accommodating and/or modifying assessment practices based on the developmental and/or special needs of students • demonstrating leadership in the implementation of assessment and evaluation policies and practices
G. School, Parent/Guardian and Community:
• facilitating the development of strategies to establish and maintain communication between schools/district and parents/guardians and others regarding information and communication technology initiatives in the curriculum • facilitating the development of strategies for communicating curriculum expectations, program details and assessment practices to parents/guardians • identifying, accessing and assessing appropriate resources in the community • modeling collaborative strategies with in-school personnel, parents/ guardians and the community • demonstrating leadership skills to promote information and communication technology within the community
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 the teachers enrolled in Additional Qualification courses is the opportunity to be engaged in productive and meaningful work. Assignments and projects should include practical materials that help teachers make the connection between theory and practice. At the same time, assignments 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, communication skills and leadership ability. 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: demonstrating learning through presentation of model lessons and activities or a school-based improvement plan for the integration of information technology b) Oral presentation: sharing information with colleagues with respect to a new skill, resource, web site or organization providing insight into an issue that impacts on the integration of information technology in the classroom c) Portfolio: compiling a series of sample planning, tracking and assessment tools to provide guidance for a new teacher d) Action research: writing an essay on a topic related to the course content; developing a plan to assess and evaluate a program to share with colleagues e) Written assessment: evaluating the school and/or district's plan in the integration of information technology in curriculum; practising skills as a reflective practitioner through journals, school and/or district observations and examinations of best practice f) Written test: responding to questions or writing an essay on any aspect of the course content