Integrating ICT into a ProgramICT Profile for College Students

Presented by:Your name, your college

Your activity/ Date

1Original slide show distributed in October 2009, created by:Lorraine Ouellette, Cégep de VictoriavilleHuguette Dupont, Cégep de Granby – Haute-Yamaska

A multimedia presentation based on the following document :

De Ladurantaye, R. (2008). A Guide for Integrating ICT into a Program. Profweb Report, English version published June 18, 2008.

Information about this slide show

2

This slide show is a collective work designed to respond to the needs of various persons or groups regarding the use of the “ICT Profile for College Students”. It is part of the IT REPS (REPTIC) toolbox to support ICT integration and promote the use of this slide show in the college community and in various situations.

Terms of use for this slide show

• Mandatory display of this slide, “Information about this slide show”.• Mandatory display of essential title page components: original authors, source (Profweb Report), and Creative

Commons licence logo.

Unless otherwise indicated, the content of this document is under Creative Commons licenceAttribution - Noncommercial- Share alike- 2.5 Canada.http://creativecommons.org/licenses/by-nc-sa/2.5/ca/deed.en_CA

Permitted adaptations and modifications

This slide show may be modified or adapted as needed. Its use in Québec colleges is encouraged. Local adaptations may be added to the IT REPS toolbox, in the spirit of collaboration of this community of practice. However, certain restrictions apply to the “Contextual diagram of the ICT Profile for College Students”: the source of the original diagram must be mentioned, and the content retained in its entirety (no changes made to the objects therein, and to the skills in particular).

Document title: Integrating ICT into a ProgramAuthor(s) : Lorraine Ouellette, Cégep de Victoriaville and Huguette Dupont, Cégep de Granby – Haute-Yamaska

Version updated on: October 8, 2009How to cite this document: OUELLETTE, L. and DUPONT, H. Integrating ICT into a Program.

Document produced as part of the work carried out by the IT REPS (REPTIC) network . October 2009.URL : http://www.reptic.qc.ca/dossiers/profil-tic-eleves/profil-tic-des-etudiants-du-collegial.html

The aim of this presentation is to answer three questions:

Why? Reflection

Why integrate ICT into programs? What?

Tools to facilitate the integration of ICT The ICT Profile – a project that’s really taking

off! Presentation of the IT REPS network provincial ICT Profile

How? Practical implementation of the ICT Profile

Suggested approach Examples

ICT ???

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Why?

Integrating ICT…

4

Why integrate ICT into programs?

To follow the trend, to be “in”? To meet the requirements of your college? Because it’s everywhere? Because students want it?

5Digital natives – A review 2009

ICT and the teacher

Integrating ICT into your

personal use

Integrating ICT into your teaching

Integrating ICT into your students’ learning

POELLHUBER, B. and R. BOULANGER (2001). Un modèle constructiviste d’intégration des TIC, rapport de recherche PAREA, Trois-Rivières, Collège Laflèche, 49-54p (translation)

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At what stage of ICT integration are you?

Why integrate ICT into your program and into

your teaching practices?

1. To keep up with the local action plan Strategic plan, success plan, ICT plan

2. To support active learning As a means for students to learn actively, in context.

3. To follow ministerial policies(General goals, objectives and standards, ...)

To meet the requirements and support the philosophy of a competency-based approach.

4. To train students in a greater mastery of ICT To develop socially responsible ICT skills in students. To meet the expectations and requirements of university

studiesand the workplace.

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1. To keep up with the local action plan

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Strategic plan of Cégep de Granby Haute-Yamaska. Online: http://cegepgranby.luka.ca/public/e5c73c2a-dda0-4232-bd6c-57bffc8e93d3/le_cegep/plan_strategique/2_pdf/plan_strategique.pdf. (Consulted September 25, 2009)

Dupont, Huguette. Les déterminants institutionnels, pédagogiques et techniques d’une intégration pédagogique réussie et concertée des TIC dans l’apprentissage et l’enseignement au Cégep de Granby – Haute-Yamaska. September 2009.

Building a technological culture that is socially responsible

Better academic results

Increased interest, motivation and engagement

Simulation of complex cognitive activities

Upgrading of ICT quality in programs

Developing ICT skills in teaching staff and students

Emergence of pedagogical innovationsInfluence of Cegeps

Sense of pride and accomplishment among members of the community

2. To support active learningPutting students into action

Courtesy of Cégep de Victoriaville

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A pedagogical approach where I teach…but are my students learning?

Prof

Learning content expert

10

An active learning approach

Prof

Searching for information

Analyzing information

Processing and managing

information

Experimenting

Collaborating

Presenting information

Communicating information

Prof = Supporter-guide

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3. To follow ministerial policies

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Where can we find opportunities for integrating ICT into a program? The program’s general goals Program objectives Objectives and standards (specific competencies) Contexts in which these can be achieved Examples…

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Examples of ICT in a program:

General Goals of the Accounting and Management Technology Program (AMT)

General Goals of the Social Science Program

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People in management provide support and assistance in managing a business’s human, financial and material resources. Their responsibilities may include, among others, the managing of procurement, sales and projects, market development, international commercial transactions, and personnel supervision. Whatever the scope of their work, people in management are required to work in a highly computerized environment, use integrated management tools and methods, contribute to the quality management of their services and, in particular, process and transmit information. They often play the role of intermediaries between a business’s different services, suppliers and clients

AMT Program Objectives

Social Science Program Objectives

Example of ICT in a program:

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AMT Objectives and Standards

Social Science Objectives and Standards

Examples of ICT in a program:

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Examples of ICT in a program:

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General Goals of the Science Program

Examples of ICT in a program:

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Specific Education

Examples of ICT in a program:

Science Use word-processing software to produce laboratory

reports Use a spreadsheet program to process mathematical

data Community recreation leadership training

Use accounting software to improve understanding of accounting basics

Use email for effective communication in planning and organizing activities

In several programs Communicate research results Write reports, manage a budget, make presentations

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4. To train students in a greater mastery of ICT

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NetAdos 2004

90 % of adolescents 16-17 and older use the Internet on a regular basis;

92 % of users use the Internet more than books or magazines as a research tool;

90 % of those using the Internet as a research tool claim that it helps them to a "great" or "fair" degree in their work.

97 % of adolescents are comfortable using a search engine for research purposes;

92 % are very comfortable using word-processing software to produce written work;

79 % use e-mail as a means of communication;

72 % chat, on MSN for example;

65 % claim to be able to learn new software on their own.

Ref : CEFRIO NetAdos 2004

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NETendances 2007

90% of adults18-34 say the Internet is their tool of preference.

83% of Quebeckers are connected to high-speed Internet.

25% use a wireless connection for laptops.

Ref: CEFRIO NETendances 2007

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Specific data concerning young people in Quebec ages 12 to 24

91 % have access to a high-speed Internet connection at home.

46 % of young people believe only a few of their teachers have the necessary knowledge to guide them in their mastery of ICT.

61 % of most frequent Internet users are male, surfing an average of 36 hours per week.

13 % of secondary school students use a computer regularly in class, compared to 33% in cegep and 29% in university.

Chatting remains the most popular means of communication for 18- to 34-

year-olds (62.6%), compared to 34.8% of all Quebeckers. 50.3% of young people ages18-34 use social networking sites,

compared to 22.9% of all adults.

Source : CEFRIO, 2009

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The Web 2.0 explosionCEFRIO NETendances 2008

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They’re connected… But what do they use it for?

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Why?

An ICT Profile

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The ICT ProfileDo you know your students’ profile?

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Describe your students’ level of ICT skills in their fist college semester.

In the course of their program, describe your students’ use of technology and the ICT skills they develop as their studies progress.

Do the graduates of your program meet the requirements of the workplace or university studies, regarding the use of ICT?

Students are immersed in a world of technology, but are they using it in a way that’s efficient, ethical and responsible? Are they using ICT to its full potential? What are your impressions? One of the main causes of electronic plagiarism is students’ lack of

knowledge about how to cite electronic sources.

Do you know your students’ ICT profile?

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Perreault, N. (2007). Plagiarism and Other Types of Electronic Cheating. Profweb Report, English version published February 2, 2007. URL : http://www.profweb.qc.ca/en/reports/plagiarism-and-other-types-of-electronic-cheating/the-issue/index.html

Why have an ICT profile in college?

To train students to use ICT in more than just an everyday context

To raise standards to a more efficient use of ICT To meet the expectations of university programs To meet the expectations of the workplace To remain competitive with other education

systems world-wide To keep pace with the realities of a digital society

(social perpective)

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But why have an ICT Profile at the local level?

The choice of a college to give itself a local colour and the means by which to achieve it.

The choice of a program, the choice of teachers. To ensure that students in the same

program/college have a minimal knowledge of ICT; to certify the mastery of these skills.

To teach certain skills rather than assume students already have them.

To create the conditions conducive to ICT integration in the program and in the college. Establish a solid basis for the development of a program-

level or college-level ICT Plan.

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What

Integrating ICT…

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The ICT Profile for College StudentsPresentation

3232

History of the ICT Profile

Work accomplished 2004 Experimental project in Social Science and

AMT 2005 Scope of mandate widened to include all

students in the college network 2005 Creation of a work group: 7 REPTIC (IT-REPS) 2006 to 2009 Profile development work:

Collecting information Analysis of existing profiles: secondary, B2i/C2i,

CREPUQ… Public presentations, soliciting support Validation and consolidation of the profile InukTIC (website and LRs); harmonization of Profile and

InukTIC Toolbox: information/promotion, analysis,

planning, etc.

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The ICT Profile: Using ICT for learning purposes

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DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. September 2009.

Using ICT for learning purposes Working in groups

Projects Using information Problem-solving

Acquiring knowledge Doing activities in context

Building and applying knowledge Communicating search results

Acquiring efficient work methods

Using ICT for learning purposes Working in groups

Projects Using information Problem-solving

Acquiring knowledge Doing activities in context

Building and applying knowledge Communicating search results

Acquiring efficient work methods

ICT Profile: entrance profile

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DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. September 2009.

Secondary School

Cross-curricular competencies

C1 – Use informationC6 – Use ICT

ICT

ex

pe

rie

nc

e

Student entranceprofile

Private life

Home, work and leisure activities

Assessment

ICT Profile: exit profile

EXPLOITER LES TIC POUR APPRENDRE

Travailler en équipeRéaliser des projets

Exploiter l’informationRésoudre des problèmes

Acquérir des connaissancesFaire des activités en situation

Construire et actualiser son savoirCommuniquer les résultats d’une rechercheSe donner des méthodes de travail efficaces

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DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. Septembre 2009.

Using ICT for learning purposes

Working in groupsProjects

Using informationProblem-solving

Acquiring knowledgeCommunicating search results

Acquiring efficient work method

Vocational

Requirementsof the workplace

ICT

cer

tifi

cati

on

AssessmentAssessment

Student exitprofile

Socialy-responsible

ICT skills

Pre-university

Requirementsof universities

The ICT Profile: Using ICT for Learning Purposes

Master the work environment To ensure that basic ICT skills are mastered

Search for information Using specific proven techniques, methods

and tools Process information

To avoid copying/pasting To help develop competencies

Present information Using tools that are varied and engaging

Communicate and collaborate on the Internet To fully benefit from essential

communication tools Project evaluation

To showcase and follow up on the mastery of college-level ICT skills

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ICT Profile: Skills upgrade

EXPLOITER LES TIC POUR APPRENDRE

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DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. September 2009.

Assessment

Student entranceprofile

Skillsupgrade

0-Master thework environment

Using ICT for learning purposes

0.1- Effectively use a workstation

0.2 - Use a computer in a responsible and autonomous manner

0.3 – Use ICT in an ethical, socially responsible and secure manner

ICT Profile: Skills

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DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. September 2009.

Using ICT for learning purposes

5 – Project evaluation (ongoing assessment)5.1 Build an electronic learning portfolio (ePortfolio)

4 – Communicate and collaborate on the Internet4.1 Use the educational institution’s portal

‘

4.2 Use the educational institution’s platform

4.3/4.4 Use (basic|advanced) communication and telecollaboration tools

0-Master thework environment

0.1- Effectively use a workstation

0.2 - Use a computer in a responsible and autonomous manner

0.3 – Use ICT in an ethical, socially responsible and secure manner

1-Searchfor information

1.1 Perform a documentation search

1.2 Evaluate search results

1.3 Use and transmit information in a legal and ethical manner

2.1 Organize information

2.2 Process qualitative data

2.3 Precess quantitative data using a spreadsheet

2-Processinformation

3.1 Create a document with a word processor

3.2 Present data using a spreadsheet

3.3 Make a computer-assisted presentation

3.4 Publish on the Web

Produce audio and visual material

3-Presentinformation

ICT Profile: Process and teaching

Enseignement [ Communication | Information | Design | Production ] Intégrer les TIC à des fins d’apprentissage

Apprentissage

Enseignement

Évaluation

Appropriation | Utilisation | Enrichissement | Intégration | Réinvestissement40

DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. September 2009.

Teaching [Communication | Information | Design | Production] Integrate ICT for learning purposes

Learn

ing

Teach

ing

Evalu

atio

n5 – Project evaluation (ongoing assessment)

5.1 Build an electronic learning portfolio (ePortfolio)

4 – Communicate and collaborate on the Internet4.1 Use the educational institution’s portal4.2 Use the educational institution’s platform

4.3/4.4 Use (basic|advanced) communication and telecollaboration tools

0-Master thework environment

1-Searchfor information

2-Processinformation

3-Presentinformation

0.1- Effectively use a workstation

0.2 - Use a computer in a responsible and autonomous manner

0.3 – Use ICT in an ethical, socially responsible and secure manner

1.1 Perform a documentation search

1.2 Evaluate search results

1.3 Use and transmit information in a legal and ethical manner

2.1 Organize information

2.2 Process qualitative data

2.3 Precess quantitative data using a spreadsheet

Acquisition | Utilisation | Enrichment | Reinvestment

ICT skills: project content

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The IT Reps “ICT Profile” team. Detailed content of skills found in the ICT Profile for College Students. Document produced as part of the work carried out by the IT Reps network. October 2009.

ICT skills: detailed content

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The IT Reps “ICT Profile” team. Detailed content of skills found in the ICT Profile for College Students. Document produced as part of the work carried out by the IT Reps network. October 2009.

How?

Integrating ICT…

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Which profile is best for your program?

Using the general ICT Profile as a starting point, would it be possible and relevant to create a student ICT Profile that is adapted to a program and integrated into it? Why?

What steps can you take to define a program-level ICT Profile in your college, and make sure it is integrated and put to use?

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Practical implementation:Suggested approach

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Suggested approach - program

1. Analyze the program’s current ICT situationA. Get an overall picture of present ICT practicesB. Determine where ICT fits into the program

2. Develop an ICT Profile for students in the program

3. Plan the integration of the ICT Profile4. Implement the integration of the ICT Profile5. Evaluate the program’s ICT Plan

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DUPONT, Huguette. Schéma de processus d’intégration des TIC dans un programme d’études. September 2009.

The ICT integration process: people involved – tools – objectives

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DUPONT, Huguette. Schéma de processus d’intégration des TIC dans un programme d’études. September 2009.

Planifier l’intégration pédagogique réussie des TIC dans l’apprentissage et l’enseignement à travers une approche programme

dans un établissement collégial.

Teachers

Decision-makers Students

Teachingsupport

ProgramEA

IT-EA

Librarian

Planning the successful integration of ITCInto teaching and learning, trought a program-based

approach in a collegial institution.

PROGRAM OF STUDY

PROVINCIALMinisterial policies

Analysis of workplace functions

LOCAL

Program descriptionGraduate exit profile

Course gridLogic diagram

Competency-course gridFramework plans

Course plansActivities and evaluations

Action plans and work plansWorkplace

Universities

Graduate exit profileincluding ICT

Tools and strategies

Concerted ICTintegration plan

Suggested approach to ICT integration

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DUPONT, Huguette. Schéma de processus d’intégration des TIC dans un programme d’études. September 2009.

5. Évaluer le Plan TIC du programme

4. Mettre en œuvre l’intégration du Profil TIC

3. Planifier l’intégration du Profil TIC

2. Élaborer le Profil TIC des étudiants du programme

1. Analyser le contexte TIC du programmeA. Dresser le portrait global des pratiques actuelles

B. Situer les technologies dans le programme

DÉMARCHEANALYSE – ÉLABORATION – PLANIFICATION – MISE EN ŒUVRE - ÉVALUATION

APPROACHAnalysis – Development – Planning – Implementation - Evaluation

1. Analyze the program’s current ICT context

A. Get an overall picture of present ICT practices

B. Determine where ICT fits into the program

2. Develop an ICT Profile for students in the program

3. Plan the integration of the ICT Profile

4. Implement the integration of the ICT Profile

5. Evaluate the program’s ICT Plan

Steps to integrating ICT

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DUPONT, Huguette. Schéma de processus d’intégration des TIC dans un programme d’études. September 2009.

1. Analyze the program’s current ICT context

A. Get an overall picture of present ICT practices

Basic acquisition ofthe

1A. Get an overall picture of current practices

Tools: ICT Profile for College Students, ministerial policies, local planning tools, grids, questionnaires...

Create a general picture of what is being done to integrate ICT into the program’s teaching and learning practices. Collaboration from all teachers Identify activities, strategies and ICT tools already being

used (by teachers and students) Pool together current practices and create a general grid

that matches courses with corresponding skills in the Profile

Identify the level: teaching, reinvestment, evaluation. Document common practices, perceptions, assessments

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1B. Determine where ICT fits into the program

Tools: ICT Profile for College Students, ministerial policies, local planning tools, grids, questionnaires...

Task-sharing: team of educational advisor and teachers

Analyze the ministerial policies and local planning tools Components: general goals, objectives, objectives and

standards, context in which these can be accomplished Program description and exit profile, framework plans, course

plans, grids and logic diagrams, action plans and evaluation reports.

Determine where ICT fits into the program (general goals, objectives, local context);

Create a grid that matches skills in the Profile with corresponding program competencies.

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2. Develop an ICT Profile for students in the program

Tools: ICT Profile for College Students, ministerial policies, local planning tools, grids, questionnaires...

Task-sharing: team of educational advisor and teachers

Analyze all the skills/course/competency grids Make links between the grids, indentify missing elements in

relation to the provincial profile, the ministerial policies and local strategies.

Equal distribution of the elements in the program ICT Profile (network+ local colour) Choose courses in which skills are developed Co-construct the ICT Profile grid for the program

Identify the level of integration: Teaching-Reinvestment-Evaluation

Choose strategies, activities, resources and tools (pedagogical design)

Determine criteria for success and methods of certification52

3. Plan the integration of the ICT Profile

The ICT Plan: creates the necessary conditions for implementation Increases the Directorship’s awareness of the issue Defines the ICT teaching and professional practices

aimed for by the program: tools and strategies, techno-pedagogical innovations

Leads to personalized plans for training and development at the program and individual levels

Proposes the installation of adequate and accessible materials

Defines specific needs relative to human resources, technological and techno-pedagogical support

May suggest classroom or lab design and organization Creates a timetable for implementationRef: Metasynthèse

Christian Barrette

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4. Implement integration of the ICT Profile

At this stage: Put the necessary conditions in place

Training and development at the group and individual levels Install an adequate ICT environment (rooms and labs,

material, software, etc.) Offer support at the technological and techno-pedagogical

levels. Design learning activities and evaluation procedures

Conditions necessary for the successful integration of ICT: the proper strategy, tools and context

Students develop ICT skills during the course of their studies; the college certifies their mastery of the skills.

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5. Evaluate the program’s ICT Plan

Define the evaluation process. Follow the usual procedure for evaluating an action plan

at the college level Implementation report Coherence – Relevance – Efficacy Problems encountered Analyze the certification process

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Process for integrating ICT into a program

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DUPONT, Huguette. Schéma de processus d’intégration des TIC dans un programme d’études. September 2009.

Examples of approaches…

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At Cégep de Granby – Haute-Yamaska

Profweb column on the history of ICT at Cégep de Granby Haute-Yamaska: La danse de l'intégration des TIC : garder le milieu en mouvement, un petit pas à la fois!

Steps taken from 2006 to 2009: Analysis of the milieu

Snapshot of the institution’s ICT situation; links with our strategic plan; strategic ICT vision. (by means of Performa courses)

Examine reinvestment plan at the provincial level (ICT environment)

ICT Committee Adoption of the network profile Common assessments and major orientations Work objectives, priorities and approach

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At Cégep de Granby – Haute-Yamaska

Steps taken from 2006 to 2009 (cont.) Carrefour TIC

Merging of IT and media services (computer, audiovisual, electronic)

Unique technological support system (in collaboration with the library’s circulation desk)

Significant pedagogical training for technical support staff

Open-house for all staff members

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At Cégep de Granby – Haute-Yamaska

2009 to 2012 Examination of programs: Fall 2009 Snapshot of each program: work beginning in Winter 2010 Implementing cross-curricular measures

Skill 0: Work environment (upgrade and support) Skill 1: Computer skills (evaluation of phase 1

documentary research labs, improvement of procedure, and phase 2 for certain programs)

Skill 4: Communicate and collaborate on the Internet (DECclic college platform + portal/Intranet)

Improvement of French-language skills: Integration of Antidote in a General Education course

Collaboration of Carrefour TIC on the development of content and expertise (H0, office automation, Web 2.0 and audio/visual productions)

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At Cégep de Granby – Haute-Yamaska2009 to 2012

Adoption, promotion and utilisation of InukTIC

Work within the programs: Fall 2009 to Fall 2011 Two programs targeted for 2010 (1 Pre-U+1 Technical) Planning Pedagogical design Program ICT Plan (material and human resources and

development) Development of a new institutional ICT Plan in 2011

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Other examples of approaches…

Collège Gérald-Godin "TIC et Biblio" certificate, available to all

students in the college (~1100). G-G Profile and portfolio. Comprehensive project: ICT integration in English and health courses.

Cégep de Drummondville ICT integration in four vocational programs Certification objective.

Collège Jean-de-Brébeuf Magellan Project – leads to certification. Mastery of ICT skills that are required in university

studies.62

Useful references (1/2)

IT REPS networkhttp://reptic.qc.ca

ICT Profile for College Studentshttp://profiltic.qc.ca

De Ladurantaye, R. (2008). A Guide for Integrating ICT into a Program. Profweb Report, English version published June 18, 2008.

Creative Commons Licence Attribution – Noncommercial – Share Alike- 2.5 Canada. http://creativecommons.org/licenses/by-nc-sa/2.5/ca/deed.en_CA

POELLHUBER, B. and R. BOULANGER (2001). Un modèle constructiviste d’intégration des TIC, rapport de recherche PAREA, Trois-Rivières, Collège Laflèche, 49-54p.

CEFRIO : NetAdos, NETendances et 12-24 anshttp://www.cefrio.qc.ca/fr/cefrio/

Perreault, N. (2007). Plagiarism and Other Types of Electronic Cheating. Profweb Report, English version published February 2, 2007. URL : http://www.profweb.qc.ca/en/reports/plagiarism-and-other-types-of-electronic-cheating/the-issue/index.html

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Useful references (2/2)

Barrette, Christian. Metasynthèse de l’ARC sur l’intégration des TIC. 2004a, 2004b, 2005b, 2007a, 2008.

Dupont, H. (2008). La danse de l'intégration des TIC : garder le milieu en mouvement, un petit pas à la fois! Profweb column published May 12, 2008. URL : http://www.profweb.qc.ca/fr/chronique-animaweb/la-danse-de-l-integration-des-tic-garder-le-milieu-en-mouvement-un-petit-pas-a-la-fois

Dupont, H. (2006). Modèle des déterminants d’une intégration pédagogique concertée et réussie des TIC tels qu’ils entrent en jeu au Cégep de Granby – Haute-Yamaska – Vision du plan institutionnel d’intégration pédagogique des TIC. Document developed as part of a seminar on ICT integration (PERFORMA). Université de Sherbrooke. 32 pages. URL : http://www.cdc.qc.ca/pdf/dupont_Granby_vision_tic_usherbrooke_2006.pdf

Cégep de Granby ICT Committee https://lms2.decclic.qc.ca/Pub/A13D12CE-3A4F-4755-A2AA-D7F8458AD27C/

Carrefour TIC - Cégep de Granbyhttp://cegepgranby.qc.ca/cTIC

InukTIChttp://inuktic.qc.ca

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Are you ready to take the plunge…into integrating ICT?

Questions? Comments?Thank you for your attention

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Are you ready to integrate ICT into your program?