ICT Program of Studies
Rationale and Philosophy
The Information and Communication Technology (ICT) curriculum provides a broad perspective on the nature of technology, how to use and apply a variety of technologies, and the impact of ICT on self and society. Students in Kindergarten through Grade 12 will be encouraged to grapple with the complexities, as well as the advantages and disadvantages, of technologies in our lives and workplaces. The ICT curriculum is not intended to stand alone, but rather to be infused within core courses and programs.
Technology is best learned within the context of applications. Activities, projects and problems that replicate real-life situations are effective resources for learning technology. Students will learn:
- that, although technology is often complex, it is simply "a way of doing things"
- about the impact of technologies in their lives and workplaces
- how to determine which processes, tools and techniques to use, and when to use them
- how to use and apply a variety of information and communication technologies to problem solving, decision making, inquiring and researching in the context of other subject matter.
Technology will serve today’s students well—in entry-level work and beyond, in further study and lifelong learning, and in their personal lives as inquisitive, reflective, discerning and caring citizens. Advanced technologies are more pervasive today than they have ever been, and their uses are expanding continually. ICT is significantly enhancing and altering human activity, and enabling us to live, work and think in ways that most of us never thought possible.
Since technology has an increasingly significant impact, and such broad implications for everyone—individuals, groups and entire nations—students must be prepared to understand, use and apply ICT in effective, efficient and ethical ways.
A Way of Doing Things
Technology is about the ways things are done; the processes, tools and techniques that alter human activity. ICT is about the new ways in which we can communicate, inquire, make decisions and solve problems. It is the processes, tools and techniques for:
- gathering and identifying information
- classifying and organizing
- summarizing and synthesizing
- analyzing and evaluating
- speculating and predicting.
The ICT curriculum presents these concepts within three interrelated categories:
- communicating, inquiring, decision making and problem solving
- foundational operations, knowledge and concepts
- processes for productivity.
Communicating, inquiring, decision making and problem solving are about the ability to use a variety of processes to critically assess information, manage inquiry, solve problems, do research and communicate with a variety of audiences. Students are expected to apply their knowledge and skills in real-life situations.
Foundational operations, knowledge and concepts is about understanding the nature and affect of
technology, the moral and ethical use of technology, mass media in a digitized context, ergonomic and safety issues, and basic computer, telecommunication and multimedia technology operations.
Processes for productivity is about the knowledge and skills required to use a variety of basic productivity tools and techniques—for example, text composition; data organization; graphical, audio and multimedia composition and manipulation; media and process integration; and electronic communication, navigation and collaboration through electronic means.
ICT Curriculum
The contents of the ICT curriculum include:
- general outcomes
- specific outcomes
- illustrative examples
- assessment framework.
There is a progressive sequence of skill development throughout the grades.
General Outcomes
General outcomes are statements that identify what students are expected to know, be able to do and value upon completion of an exit level.
Specific Outcomes
Specific outcomes are statements identifying the component knowledge, skills and attitudes of a general outcome.
Illustrative Examples
Illustrative examples are provided in support documents and arranged by grade and subject. They are sample tasks that demonstrate and elaborate on the general and specific outcomes. They are important in further clarifying the intent of the outcomes and in conveying their richness, breadth and depth. There are suggestions for their placement in certain grade levels and/or subject areas, but they can be developed in any sequence that best meets student needs. The illustrative examples are for discretionary use.
Assessment Framework
The Classroom Assessment Tool Kit provides a support framework for determining student competencies in the ICT outcomes within core subjects and courses. Sample assessment tasks are provided in the subject areas of language arts, mathematics, science and social studies for Grade 3, Grade 6, Grade 9 and 20- and 23-level courses. These can be found at the Alberta Learning web site.
Curriculum Outcomes Format
The format of the ICT curriculum has been structured in two ways. The outcomes, by category, are displayed once across all four divisions, and then stated once again, within each division.
French Immersion and Francophone Programs
Schools offering francophone and French immersion programs must take into account that ICT outcomes are to be achieved in the French language. Thus, the acquisition of software and operating systems should be consistent with the language of learning. In the case of dual-track schools, decisions regarding software and operating systems should be made on the basis of the needs of both student clienteles.
Software Tools
Appropriate computer-based software tools are:
- word processing
- database
- spreadsheet
- draw/paint/graphics applications
- Internet browser
- email
- multimedia applications
- clipart/media clips.
Contact:
Information and Communication Technology Contacts
