APPENDIX G: PLANNING AN INTEGRATED INFORMATION TECHNOLOGY PROGRAM

The prescribed learning outcomes of the Information Technology K to 7 and 8 to 10 Integrated Resource Packages (IRP)s have been designed for integration into other curricular areas. While there are significant skills, levels of knowledge, and attitudes to be learned in the area of information technology, it is important that students apply these skills to facilitate learning in other areas of study.

Achieving Successful Implementation

Co-ordinators, schools, and districts can assist in the successful implementation of the Information Technology 8 to 10 curriculum by:

• supporting and encouraging teachers to identify their individual strengths, needs, and interests in the use of information technology tools and resources
• developing school and district goals that can be used as a framework to direct technology acquisition and implementation, and teacher in-service models
• developing and communicating strategies to support teachers before and during implementation of the curriculum
• promoting a climate for teachers to explore a variety of approaches and teaching strategies to incorporate essential information technology skills

When planning for the implementation of Information Technology 8 to 10, teachers, schools, and districts should ensure that all prescribed learning outcomes are met. This appendix includes a suggested checklist for designing a lesson (or series of lessons) that integrates information technology into other curricular areas. A suggested lesson-design template is also provided. This lesson-design template will help teachers to:

• ensure that learning outcomes from each of the curriculum organizers are addressed
• provide students with opportunities to explore and feel comfortable with a range of information technology tools (e.g., video camera, sound equipment, computer peripherals) and processes (e.g., constructing flow charts, storyboarding, writing documentation)
• set developmental objectives appropriate to student needs
• plan learning activities that provide for individual and group work
• acknowledge and plan for a range of student learning styles
• include activities and strategies relevant to students and their communities

There are several education, social, and technical issues that teachers should consider before starting an information technology program. Thinking through the following issues will help teachers to get new programs off to a good start.

Integration

The key to successfully implementing Information Technology 8 to 10 lies not in teaching it as a separate subject, but in using it to enhance student learning in other curricular areas. If information technology is integrated successfully, students will complete the learning outcomes of this curriculum as well as those of other subjects.

Exploring Information Technology

Learning can be more meaningful when teachers and students collaborate. Exploring information technology learning strategies may involve some risk for teachers and students, but the potential rewards are worth the effort.

Awareness

Information technology is a part of our daily lives. Today's students require information technology skills to participate in society. The importance of information technology is evident in all curricular areas. Teachers should be aware of information technology tools and their effect on their lives, their students' lives, and on society in general.

Personal Skills and Interests

Teachers should do a personal inventory of their information technology skills. In doing so, they will be able to identify their strengths and weaknesses in the areas of information technology processes and related tools.

Teachers are aware that self-improvement and professional development must occur on a continuing basis. The rapid rate of change in information technology makes it especially important for teachers to keep updating their skills in this area.

Awareness of Equipment, Software, Concepts, and Skills

Since Information Technology 8 to 10 is a prescribed curriculum to be integrated into all subject areas, teachers need to assess the resources available in their school. Are computers configured as stand-alones or in pods, or is there a networked lab? What software is available to students and teachers? Does the school have specialized equipment that students can use (e.g., digital camera, scanner, printers)?

It is also essential for teachers to have an awareness of the technological capabilities available in the school. In many cases, information technology tools and resources work together to produce results, so that a weakness in one link of the chain may affect the entire process. For example, computers with insufficient memory may not allow a certain software package to function correctly; as a result, the software package may not be suitable for purchase by the school. Likewise, the teacher does not need to be a keyboarding expert but may need to be aware of research on learning proper keyboarding at an early age.

Community

The community offers many opportunities for teachers to increase their information technology skills. Teachers can often use community-based resources. Business and corporate partnerships may provide resource people to bring information technology tools to the classroom. Retail outlets might also be willing to provide equipment and other resources on a review or demonstration basis. In many schools, parents can provide a pool of information technology users who are willing to offer their expertise to the teacher and class.

Extended Education Community

Many postsecondary organizations have expertise, facilities, and resources that they may share with the public school system. By participating in community education, credit and non-credit courses, and specialized workshops provided by postsecondary institutions, teachers can increase their information technology skills.

Platforms

There are a variety of computer platforms and operating systems (e.g., Windows, Unix) that teachers should consider when they begin to determine their program needs. The newer generations of software are capable of working on multiple platforms such as Macintosh and Windows, and teachers may need to be aware of these variables.

Assessing Information Technology as an Integrated Program

The Information Technology 8 to 10 learning outcomes can be used to enhance students' work in many curricular areas (e.g., English/language arts, social studies, science, mathematics) and to increase the relevance of these subjects and improve student performance. As well, information technology tools can provide a powerful addition to the variety of learning resources available to today's students.

Assessment strategies should recognize the extent to which information technology tools and processes have enhanced student learning. In addition, teachers must evaluate the achievement of learning outcomes that are specific to Information Technology 8 to 10.

Teachers might use the following strategies to assess the integration of information technology learning outcomes:

1. Evaluate students' achievement of learning outcomes specific to each curriculum.
2. Evaluate students' achievement of the Information Technology 8 to 10 learning outcomes.

Models for Integration

The following table and templates will help the individual teacher to answer the question "How do I integrate information technology into my subject area?"

Suggested Lesson Design for Integrating Information Technology
The following chart provides a sample lesson design that could be used to develop a lesson plan for integrating Information Technology 8 to 10 learning outcomes into other curricular areas.
Step 1.	Select curriculum learning outcomes. Identify learning outcomes and concepts to use in a curriculum (e.g., science, language arts, math, career and personal planning).
Step 2.	Select appropriate Information Technology 8 to 10 learning outcomes. Relate the concepts and learning outcomes of the preceding step to the three Information Technology 8 to 10 curriculum organizers: Foundations, Process, and Presentation. Balance the selection of learning outcomes from each of the organizers. Choose learning outcomes that will augment, support, and enhance those from the curricular area selected in Step 1.
Step 3.	Determine specific instructional objectives. Teachers may want to identify additional criteria for what students should demonstrate at the end of the lesson (derived from the prescribed learning outcomes of Information Technology 8 to 10 and other curricula).
Step 4.	Identify available facilities, software, hardware, and equipment. In selecting resources, locations, and facilities, teachers should include their own contacts, parent groups, local businesses, and school and district resources. Use the checklist below as a guide: Internet   Access E-mail   Access Newsgroups Desktop   Publishers Desktop   Imaging Digital   Video Video/Audio Video   Camera Software Facility   Arrangement Video   Conferencing Class   Location
Step 5.	Identify available learning resources. Preview recommended software. Identify resources available in the school. Select resources that enable integration of multiple learning outcomes. Explore the World Wide Web to find resources in the content area.
Step 6.	Develop appropriate instructional strategies. Develop a variety of learning activities that encourage the use of information technology tools and processes to explore learning outcomes. (Refer to the suggested instructional and assessment strategies in the IRP for additional learning activities.)
Step 7.	Set criteria for assessing learning outcomes. Identify criteria and establish the standard of achievement for student learning. Provide opportunities for students to demonstrate their learning. Refer to Appendix D for more information.
Step 8.	Extend learning. Develop activities to extend learning, and check for students' understanding through demonstrating, inquiring, and explaining.

Suggested Lesson-Design Template for Integrating Information Technology
Subject: _________________________________________________________   Grade: __________________________________________________________   Topic: __________________________________________________________
Step 1.	Select curriculum learning outcomes.   __________________________________________________________   __________________________________________________________
Step 2.	Select appropriate Information Technology K to 7 learning outcomes.   __________________________________________________________   __________________________________________________________
Step 3.	Determine specific instructional objectives.   __________________________________________________________   __________________________________________________________
Step 4.	Identify available facilities, software, hardware, and equipment.   __________________________________________________________   __________________________________________________________
Step 5.	Identify available learning resources.   __________________________________________________________   __________________________________________________________
Step 6.	Develop appropriate instructional strategies.   __________________________________________________________   __________________________________________________________
Step 7.	Set criteria for assessing learning outcomes.   __________________________________________________________   __________________________________________________________
Step 8.	Extend learning.   __________________________________________________________   __________________________________________________________

A Sample Lesson Design for Integrating Information Technology
Subject: Music   Grade: 8   Topic:Context (Historical and Cultural
Step 1.	Select prescribed learning outcomes from the physical education curriculum. It is expected that students will: compare and contrast music from a range of historical and cultural contexts compare and contrast music created for a variety of purposes
Step 2.	Select appropriate Information Technology 8 to 10 learning outcomes. It is expected that students will: Foundations identify information technology tools used to access information Process apply predetermined search criteria to locate, retrieve, and evaluate information evaluate information retrieved electronically for authenticity, bias, and timelines Presentation demonstrate the ability to arrange information in different forms to create new meaning
Step 3.	Determine specific instructional objectives. To illustrate similarities and difference sin music used for various purposes, students: explore the Internet to find MIDI files that feature recordings and text (e.g., Canadian dance music in the 1990s and dance music from 18th-century Europe; opera from Italy and from China) work cooperatively in a team to create a presentation using a MIDI program, and download Internet files that demonstrate dance music from a range of periods
Step 4.	Identify available facilities, software, hardware, and equipment. Before starting this unit, the teacher should book the computer lab and search the Internet for appropriate sites.
Step 5.	Identify available learning resources. The teacher should work with the teacher-librarian and district or school-based computer teacher to determine what learning resources are available in the school.
Step 6.	Develop appropriate instructional strategies. Students should do the following activities: use a word-processing program to list the sites they visit create a MIDI file from the music they download use a graphics program to create a poster and use a word-processing program to write a song that recreates the music of an era
Step 7.	Set criteria for assessing learning outcomes. Criteria to be determined by the teacher in collaboration with students.
Step 8.	Extend learning. In their presentation, students highlight differences in metre and tempo related to various cultures and different periods.

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