Planning for ICT Proficiency

An overview for teaching, tracking and collecting data in support of our WASC ESLR’s related to ICT

Overview
As part of the WASC accreditation process, teachers engaged in regular meetings to determine Expected Schoolwide Learning Results (ESLR’s). We identified fundamental outcomes from our curriculum that would be:  Evident to varying degrees in our students by the time they graduated  Quantifiable in order for tracking, assessing and refinement to be effective This document has been created to ensure our information & communications technology (ICT) integration program at the school is designed to meet these needs. It is essential to note from the start that: 1. Any skills included here need to be integrated into regular course work to be most effective and in line with current pedagogical methodologies 2. Must be covered more than once in order to assess and plan for development to higher levels of understanding and achievement 3. Must be planned for both horizontally across any year level and vertically throughout the curriculum 4. PYP teachers must work in concert with the technology specialist in regular planning to develop integration opportunities that best support learning through their Programme of Inquiry 5. Secondary school teachers must work in concert with a technology specialist to discuss integration opportunities at the start of the year to develop integration opportunities that best support learning through their Programmes 6. The Middle Years Programme (MYP) Technology Programme repeats the use of the Design Cycle and not the content referred to in our curriculum as “Concepts” and is therefore only one course of study in which ICT is introduced, taught, learned and developed 7. The development of an effective ICT integration program is a school wide effort and not an isolated task specific to one curriculum area Please refer to Figure A (below) for a visual overview:

ICT ESLR’s
• Integrated • Assessed • Recorded • Refined

Curriculum Matrix
• Collaboratively planned for horizontally across year levels • Collaboratively planned for vertically throughout the years of school

Repetitive Development Opportunities
• All ESLR's are covered i different year levels repetetively • Students will likely, when given the choice, use what they have learned for other course work independently

Assessment

& Records
• Ongoing throughout the entire school • Managed by teachers as outlined in the Curriculum Matrix

Figure A

The ICT ESLR’s themselves

It would make greatest sense to use the organizational headings used in the MYP Technology Program. As we have knowledge that these will be those discussed earlier in the curriculum planning stages produced by the International Society for Technology in Education’s National Educational Technology Standards I recommend proceeding with these in order to avoid having to redo the work shortly in the future. For the time being they have been organized under the headings determined by the school’s administration with the addition of one, Enhancing Learning, in the Elementary School. While it is impossible for one specialist to assist with planning and execution in every unit in every year level we will need to plan on the best manner in maximizing student use of technology in their classes. So then, the $10,000 question becomes: How many units will the technology specialist spend supporting teachers with integration throughout the year? The ISTE Standards for Students will be used to track and determine appropriate tools and skills for authentic integration.