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Wednesday June 18 2008 | 000 Multidisciplinary

A Guide for Integrating ICT into a Program

Roger De Ladurantaye Educational Advisor, Cégep de Rivière-du-Loup

The Issue
Practical Applications
Useful References
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The Issue

IT integration into education requires planning. This report begins in this section with a look at the motivation for this choice for a growing number of teachers in the network. The 'In Practice' section gives concrete examples of this process and discusses a typical integration plan. At the end is the 'Useful References' section with links to documents which provide more detailed information. We hope you find this text interesting and above all thought provoking.

As a further introductory note to the English version, IT has a growing number of titles which can cause confusion. The term IT stands for Information Technology and that of ICT is short for Information and Communication Technology. The two are synonymous. In French the most commonly used term is TIC which stands for Technologie d'information et communication.

WHY INTEGRATE ICT INTO A PROGRAM OR COURSE?

Teachers often adopt ICT into a program out of a perceived obligation to follow a trend or meet the requirements of an academic environment. As information and communication technology has already become part of daily life for both teachers and students; why introduce it into the classroom?

In fact, ICT is already there! Who hasn't used overhead projectors, videos, whiteboards, and printed material? Technology has been helping educators and students in academic activities for a long time. Why then does it seem so difficult to adopt or integrate newer technologies into an education plan - whether they are related to the access and processing of information, communication, the Internet, the Web, or specialized software?

The following text will examine the issue in three steps. First we will see how, within the framework of a competency-based approach, ICT can foster knowledge-building and enable students to be active participants in the process through the implementation of active learning. Secondly, readers will be invited to review their program. Finally, we will address the question of colleges' responsibility to train students in the use of ICT, both according to the requirements of post-secondary education and from a civic perspective.

To support active learning

A competency-based approach requires educators to modify their relationship to students and knowledge acquisition. More than ever, students must take their competency-development into their own hands and be active at the cognitive level. In order to do this, they must process information through research, analysis, making connections between concepts, experimentation, organization, and communicating the results of their inquiries. Students are no longer note-takers; they are researchers who must understand in order to progress. Consequently, educators are no longer the custodians of knowledge who then transmit that knowledge to their students.

In this new context, educators accompany, support and guide students in the learning process. Information and communication technology has greatly facilitated this supportive work for several years now. Since then, ICT has been providing unparalleled support when it comes to feedback, follow-ups, peer collaboration, research and processing of information, to name but a few.

This change in model is very well suited to ICT. Here are some examples of educational practices putting it to use:

Digital feedback through the creation of MP3 or video allows you to provide students with constructive comments regarding their learning process.
Discussion forums and testing software such as Netquiz become invaluable, as do all other tools that facilitate feedback and allow students to progress and work outside the classroom.
Training environments like DecClicII provide resources to facilitate exchanges between course leaders, to file documents for consultation, and to make information available.

In brief, ICT contributes greatly to the success of active learning by encouraging exchanges between students, research and document consultation, and knowledge-building.

To meet ministerial objectives

Since 1994 the collegial network has implemented the competency-based approach, and since then programs have been developed with this in mind. Certain factors are considered during the program-development process, including the integration of ICT. However, after several years of implementation, ICT still has not been granted its proper place. This might be explained by the fact that pedagogical approaches based on cognitivism and constructivism, which better incorporate technology, were relatively late in penetrating the college network. A review of programs' "objectives and standards" to see where ICT might be integrated into the program and, ultimately, into the courses is definitely now in order.

Even if, while revising, ICT is not specifically mentioned in the list of competencies, it may be an opportune time to inquire about its use for achieving a greater mastery over these competencies. Here are some examples:

Educators in Science claim that a mastery of word-processing software results in better formatting of laboratory reports, that the use of an electronic calculator favours mathematical data processing, and that using computerized data acquisition tools allows for a more profound study of natural phenomena.

In Outdoor Recreation programs, accounting may be learned on paper; however, accounting software allows students to concentrate of the fundamental theory of accounting rather than the writing of data. What's more, using e-mail makes communication more efficient in the planning and organization of activities. Finally, using a database facilitates the management of outdoor recreational equipment.

In all programs, students are required to search for information and communicate the results of their research. More than ever, these tasks may be accomplished with the help of ICT. Simply think of the wealth of material on the Internet or the use of databases.

In several pre-university or technical programs, graduates entering the workforce or university will be required to write up reports, manage a budget, communicate information to others, and lead conferences - all tasks in which the use of ICT is becoming the norm.

In summary, far from being removed from the college training environment, ICT is part of the ministerial objectives and might even be deemed by educators as an indispensable training tool if it helps students acquire their competencies. However, this is more easily applied if educators' pedagogical practice is based on strategies inspired by cognitivism and constructivism.

To instill mastery of IT in students

But how far along are our students in their command of ICT? To learn more about this, we might refer to the NetAdos 2004 survey, which reveals the following:

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, e.g. on MSN
65% claim to be able to learn new software on their own.

Most adolescents, male or female, entering into college from secondary school are at ease in a virtual environment and use the Internet for research, e-mail communication, and live chats. This assessment confirms that ICT is currently integrated into the lives of our college students. However, the study referred to above does not specifically reveal ICT users' ease and competency regarding the more advanced functions required in the regular use of electronic resources.

Our daily contact with college students corroborates the statistical data provided in this study. Our own experience confirms that adolescents regularly use ICT for entirely personal ends. In addition, we no longer need to convince students of the usefulness of ICT in daily life or on the job market.

It is crucial, however, that students also be able to conduct precise research, respect copyright laws, and question the reliability of their information sources. The use of word-processing software is indispensable, not only for producing written work, but also for respecting formatting and presentation rules and for transmitting information using modern communication support systems. The profil TIC et informationnel des élèves (ICT and informational student profile) is a guide for meeting the requirements of research, information processing and communication within the collegial network.

This profile was developed with a view to training college students in the a sophisticated use of ICT. After having analyzed several college vocational programs, and having assessed the requirements of technological training in various anglophone and francophone education systems, a college network team of ICT representatives produced an ICT and informational student profile.

As with any program exit profile, this one sets standards, in this case to train students in mastering information technology, and to use ICT for learning purposes. This will initiate students into document research using proven methods and will encourage them to process information, thus steering them away from the "copy/paste" method that often leads to plagiarism. Students will present the results of their research by using modern communication tools. Finally, the students will communicate and collaborate at a distance in order to benefit from peer support. These are the principal steps in the process.

This is not a question of adding new competencies, but rather of more precisely defining the tasks already required of students. It is a matter of building on competencies students have already acquired, in order to attain the highest standards regarding the use of electronic tools and processing information and communication.

In addition, from a civic perspective, colleges are training students who will pursue their studies at the university level or enter the workforce. By incorporating information technology into our programs, we are contributing to the development of citizens who are aware and competent in their use of ICT for processing information and communication.

A model for ICT integration into a college or program has been developed which takes the three elements discussed aboved into account. The following section discusses concrete ways to get involved in your program or college.

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Comments by readersReact to this text

English
French

Intégration des tic dans l'enseignement

Il n'est de sécret pour personne aujourd'hui que les TIC constituent une solution à nos problèmes d'accès, de qualité de nos systèmes éducatifs. c'est pourquoi il faut que des reflexions soient menées en vue d'une bonne intégration des TIC dans l'éducation. c'est pourquoi j'apprecie très positivement les reflexions de monsieur Ladurantaye qui donnent des pistes d'intégration des TIC. En ce qui me concerne c'est un plan que je vais étudier et essayer de l'adapter à notre situation. Merci à tous!

P Marie Bernadin OUEDRAOGO, Gestionnaire des systèmes éducatifs, DEP/MESSRS [2010-7-15]

Guide intégration des TIC

Bonjour Roger, Ce guide m'aide grandement à situer une partie de mon nouveau rôle en tant que conseiller pédagogique ainsi que la manière de l'exercer. Au plaisir de se revoir dans le réseau!

Martin Legault, Conseiller pédagogique, Campus Notre-Dame-de-Foy [2009-6-22]

Commenter

Je trouve votre article comme une orientation pour nos pays en voie de développement et donc, qui ne peuvent que partir des expériences des autres pour implanter les Nouvelles technologies dans l'enseignement /apprentissage. Cet article sur L'impact des tic dans l'enseignement collégial... met en exergue les tenants et les aboutissants de la valeur que l'on peut accorder ou non à ces outils dans l'enseignement. Je suis camerounaise et étudiante en Ve année TIC de l'École Normale Supérieure. Les articles et revues scientifiques qui traitent des tic dans l'enseignement et/ou l'apprentissage nous sont d'une très grande édification dans nos recherches de fin de formation.

Marie Charlotte Ngo Mback, Etudiante, ARC [2009-1-02]

Informations

J'ai trouvé très intéressant l'article de Dominique FORGET sur l'impact des TIC dans l'enseignement collégial: métasynthèse réalisée par la recherche au collégial. En effet, je suis Camerounais en 5e année à l'École Normale Supérieure de Yaoundé au Cameroun et je fais un mémoire de fin de formation sur les schémas directeurs et les stratégies d'intégration des TIC dans l'enseignement secondaire au Cameroun. J'aimerais participer à vos forums de discussions et aussi avoir les différentes publications relative à ce domaine de recherche email: fwblaise@yahoo.fr Téléph 237 79 93 49 11

Blaise FIRISSOU WINA, Etudiant, Ecole Normale Superieure de Yaoundé (Cameroun) [2008-12-18]

Rep: coopération

Bonjour Monsieur Ahaji Khalid. Nous vous remercions de vous intéresser à nos travaux. Les Collèges du Québec travaillent depuis plusieurs années à se donner des outils et des méthodes qui favorisent l'intégration pédagogique des TICE. Le modèle de Plan d'intégration des TIC représente un outil qui favorise une relecture des programmes de formation afin de mieux intégrer les TICE à l'apprentissage. Si vous désirez que nous échangions à ce sujet, puis-je vous suggérer de joindre Madame Nicole Perreault (nicole.perreault@fedecegeps.qc.ca), animatrice du Réseau des répondantes et des répondants TIC du réseau collégial dans le but d'organiser une rencontre en visioconférence.

Roger de Ladurantaye, Conseiller pédagogique, Cégep de Rivière-du-Loup [2008-11-12]

coopération

Bonjour Je suis M.Ahaji Khalid. Je suis chercheur au centre national des innovations pédagogiques et de l'éxpérimentation, Rabat, Maroc. J'ai beaucoup appricié vos éxpériences sur l'intégration des TICE. Au Maroc, nous menons des plans d'intégration des TICE, mais le côté méthodologique nous pose problème. nous souhaitons bénificier de vos éxpériences dans le domaine. Cordialement AHAJI Khalid

KHALID AHAJI, Ingénieur chercheur, Centre nationale des innovations pédagogiques et de l'éxpérimentation. Rabat. Maroc. tél/ (212)67043262 [2008-11-11]

Un outil précieux pour les conseillers pédagogiques!

Voilà un article qui nous sera bien utile pour présenter la pertinence d'intégrer les TIC dans les programmes. Je dois travailler avec le programme de Sciences humaines dès cette session et c'est un texte qui me permettra d'introduire la démarche d'implantation du profil TIC dans leur programme. Merci Roger!

Lorraine Ouellette, Conseillère pédagogique, Cégep de Victoriaville [2008-1-27]

Dossier pertinent et clair !

Je suis très emballée par ce que je lis Roger ! Ce dossier sera sans doute très utile pour de nombreux conseillers pédagogiques et aussi pour les enseignants. Dans la deuxième section, j'ai beaucoup apprécié les petites étoiles. Ainsi, on s'y retrouve facilement. Merci !

Claude Bilodeau, enseignante en éducation à l'enfance, Cégep Beauce-Appalaches [2008-1-23]

Plan d'intégration des TIC : pour les enseignants, les répondants TIC, les directions

Le dossier de monsieur de Ladurantaye met en lumière l'incontournable réalité des TIC dans le monde de l'éducation en en proposant une compréhension qui interpelle tant les enseignants, les répondants TIC que les directions des collèges. Le schéma présenté dans « Dans la pratique », présente une démarche structurée (et concrète) d’intégration pédagogique des TIC qui est applicable au niveau du collège, du programme d’études ou du cours, selon le cas et les besoins. Les exemples qu’on y retrouve et l’accès à de nombreuses ressources viennent appuyer cette démarche. Génial. Je ne peux que saluer la qualité des travaux réalisés par M. de Ladurantaye et son équipe pour avoir permis l’accès à un modèle de plan d’intégration pédagogique des TIC dans le réseau collégial québécois. Il s’agit là d’une source d’inspiration et d’actions que tout collège devrait connaître. Merci à Roger et à l’équipe.

Nicole Perreault, Animatrice, Réseau REPTIC [2008-1-22]

Les trois dimensions des TIC-E

Je trouve très structurante cette contribution de Roger De Ladurantaye. Elle est à rapprocher de la typologie désormais classique de Georges-Louis Baron distinguant les TIC en tant qu'outils, en tant que contenus et en tant que médias: http://www.moddoulearning.com/info/index.php?q=node/46

Christian Barrette, Chercheur associé, ARC [2008-1-22]

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