| Our
Approach
We try to expose teachers to computers
in ways that promote active and engaged learning leading
to their learning autonomously, working collaboratively
and integrating technology wisely.
- A needs assessment to systematically
study and gather data about the present level of technology
integration.
- A visioning session to see how teachers
would like to incorporate technology into their teaching
practices.
- A planning guide to outline a lesson
plan or project incorporating technology.
- Teaching basic computer skills in the
context of pedagogical application.
- Providing follow-up support.
Conditions for Success
Using Technology for Learning: A Planning
Guide is intended to provide ideas, tools, and examples
to teachers and school administrators faced with the
challenge of integrating technology into the classroom.
It offers a succinct, structured process for technology
planning that places a major focus on pedagogy rather
than equipment. The Guide is divided into the six phases
of the technology planning process:
Using
Technology for Learning website
Issues in the Integration of Technology
for Learning: This document is designed for school boards,
school teams and corporate sponsors who are interested
in forming meaningful partnerships to enrich the use
of technology in schools. It was created through such
a partnership and is intended, therefore, for as wide
an audience as possible:
Download
IITL document (PDF format)
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Professional Development in ICT
Overview
"Practitioners not only look for
ways to improve their practice within the various constraints
of the situation in which they are working, but are
also critical change agents of those constraints, and
of themselves " (Riding, Fowell, & Levy, 1995).
The NTIC team is committed to the idea
of diverse ways of learning, both for the student and
the teacher. The integration of new technologies into
the classroom and curriculum promises to open up many
paths to enlightenment. The challenge is to chart the
right course through these as yet unchartered, at times
stormy seas of learning to see which processes, methods
and objectives best lend themselves to the use of new
technologies.
The opportunity these projects provide
to us is to be thoughtful, systematic, and open in exploring
teaching-learning objectives, and to be able to research
(both qualitatively and quantitatively) the classroom
processes and practices which promote learning. The
NTIC team is guided by the philosophy that effective
integration of technology into the curriculum involves
more than teachers using computers to assist them in
traditional modes of classroom instruction.
Technology has the power to change the
elementary and secondary learning environments; but
teachers need help to accomplish the wise integration
of technologies into their curricula as never before.
The desired outcomes of integration are to provide educational
environments in which children actively use not only
computers but various kinds of technology as tools to
construct meaning and to facilitate, document and enrich
their learning. Teachers, as adult learners, need to
do the same (Beck, 1990 in LeBaron & Bragg, 1994,
pp.8). Indeed, "Professional development needs
to reflect the fact that teachers, like students, construct
understanding; they need to collaborate with others,
try things out, reflect on the results, modify their
attempts, and try again." (Marx, 1997; pp.355-356).
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Materials
Job Aids
Below is a collection of Job aids
in (.PDF)
format available for download
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|
CSLP
