ICT+School+Observations

Post Your School Observations Here: Look for your section below and write your observations. Remember to include your first name and last initial.

Your assignment is to observe the way in which Information and Communication Technologies is taught in your assigned school. 1. Which pathway has been adopted 2. What are the benefits of this model? 3. What are the disadvantages? 4. What changes could be made to enhance the dynamic, purposeful use of technology at the school?

5. . How would you describe the teachers’ and students’ attitudes, skills and knowledge of ICT?

1) The school I did my observation at has an ICTS program that spans grade 9-12. The first two years are fairly broad as they address everything from keyboarding and programming to ethics and multimedia skills. The grade 11 class is a self described "techie" course which covers four modules: 1) Workstations and Communications 2) Systems and Management 3) Network Technologies 4) Internetworking Concepts. The purpose of ICTS 11 is to prepare students for ICTS 12 which is a course that is dedicated to students acquiring Comp TIA certification which is an industry recognized standard for professionals in the field of computer security.

2) This is a very pragmatic approach to ICTS education in that it will help students in a future career should they choose to take this Comp TIA path. After all, how many students are ever going to gain employment in video or sound editing?

3) The disadvantage is that this "techie" approach to computer education discourages students from participating in the courses unless they have this specific interest. It is also questionable as to whether it is appropriate for public schools to be training centers for the private sector, but that is another issue altogether.

4) I think the key issue with technology at the school I observed and with schools in general is funding. Books last for decades, but new technology is often obsolete within a much shorter time frame. Some of the classrooms in the school are still outfitted with older picture tube televisions and the computer labs are fairly outdated. The other thing which needs to be addressed is keeping teachers updated and trained in the latest techologies available and how to use them. This could be addressed through a Professional Development Day.

5) For the most part, as I expected, the students had a higher level of computer literacy than the teachers. However, obviously I did not make it around to all of the classrooms. The teacher who I spent most of my time with embraced technology in his teaching. He is fortunate enough to have a computer next to his desk which is connected to a nice flatscreen HD television. He made use of this on several occasions by showing DVDs, and surfing YouTube to find educational videos relative to the course material. I was also surprised to see how tolerant he was of students using cellphones in class for the purpose of texting, etc. I got the sense that this was an effective approach however, as he seemed to understand that this is the way young people communicate today and I think he is very savvy to use forums such as YouTube to "hook" the students interest in the curriculum.  Section A04  Noel D

I spent the last two weeks in an alternative school where unforutnatley many of the computers were out of date and in desperate need of repairs or better yet replacement. Despite the disadvantages facing the staff and the students the computers were still being used though mostly by the students for facebook or for watching hip hop videos on youtube. For projects the students were left to their own accord to find a computer in the building and work on what they needed to get done. For the most part I saw students simply looking for free templates for how to do a power point or web site. The common phrase I heard when students were working on these assignments was, "cut and paste". Most students had cellphones and were busy throughout the day texting one another and forwarding texts. For the most part this was not discouraged so as long as it did not become a problem or distract other members of the class. With many social issues at the school I noticed the teachers also texting other teachers or administers in the building to give a heads up of what was happening in their room at any given time. If a problem was occurring someone would usually arrive in the class to support the matter within a matter of moments with no one the wiser that the teacher had actually texted anyone. One teacher discussed with me at length why he allowed the students to be friends with him on Facebook. With many of the students dealing with a range of issues he felt he could better support them if he had updates on what they were doing through the site. He said he never judged or criticized behaviours though if someone wasn't in class and was posting on the site he would make a comment about it on the site. Again I believe that because this was an alternative school that the staff and students had a very different relationship than a typical school. The staff undersand that these kids have gone through a heck of a lot to just get through the door that morning. A lot more tolerance for issues that in other schools might be bigger issues. Though I still wasn't handing out my Facebook information I did understand why he was using it the way that he was. The disadvantages to the students is that they don't have all of these tools at their disposal like many of their peers in other schools. For many of the students the cell phone in their hand or the dozen or so dated computers in the school were their only connection to techonolgy and what it had to offer. Techonology was not a high prirority to many of the kids walking thorugh the door each morning as many would ask staff and students if they had anything they could spare to eat. Staff did mention to me their desire for better and faster techonolgy in their classrooms but at the same time acknowledged that it was also not what the school or students needed most. Devon Hancock 1) I talked about this on my blog already but what I saw in my school observation was a mix of Applied Digital Communications and Digital Media Development. The school offered several courses in Info Tech but these focused mainly on how to use existing systems and not on how to create programs or on the development of computer technology in general. What I saw most was high tech (for me) equipment used in the classroom (NEC projectors, sound systems, computer resources, websites) as part of everyday lessons.

2) This pathway works for me in most respects because it gives kids a chance to get comfortable with info tech elements that will be useful to them in academic settings like wikis, multimedia, research aids, and hardware like projectors. Having the teachers use these tools helps kids to see how they will be useful before they are asked to use them for their own projects.

3) This pathway does not give students much background knowledge in how technology works; they learn to use the tools rather than create the tools they need. This means that students will be hampered when they run into a problem that there isn't already a programmed, shiny solution to.

4) I think that giving students an outline of the hardware and software backgrounds to some of the technology elements they use most frequently would go a long way toward giving students the impetus and grounding they need to start creating their own technological solutions. So, for example, instead of just using a blog or a wiki they might learn about the programing language behind it and the memory and other system requirements needed to run it so that when they encounter limitations with such programs they can go about refining and extending them.

5) Both teachers and students were fairly comfortable with using the technology in their classrooms in an everyday way. There was no confusion about how to get on the internet and turn on the sound (which I've seen). The school was also lucky to have several full time, very skilled computer technicians who went a long way toward making students feel as though they had resources to tackle any glitches or problems they encountered. This back-up, I think, really increased the comfort level of teachers in particular because they didn't feel that the onus was entirely on them to know how to use all the info tech elements they had access to.

Section A04 Stacey F My observation school offers Computer Applications and Information Technology Courses for their students. The courses combine elements from the different pathways. Students are able to choose what they are most interested in and then follow through. Unfortunately, the school cannot offer in depth material on all the aspects so most of the learning, design, and programming will be at a relatively beginner level as the courses are designed to cover as much material as possible.

Recommendations I would be make about the use of technology in the schools: I would be to encourage that teachers are sure the technology they have chosen will actually work and not take up a lot of time to set up or waste when trying to fix it. Also, the use of //Smartboard// is fantastic, so I’d suggest making the technology more readily available to all teachers. Finally, the most common frustration teachers voiced was the lack of available computers and lab time. Thus, more computers would be another recommendation!

Students for the most part still seem to have more skills and knowledge about technology than their teachers. They are far more comfortable with it. Once again, workshops and sharing knowledge amongst colleagues would go a long way here.

S ection A04 Jason Bowles 1. Which pathway has been adopted? There were no digital communications or media development classes being offered this semester at my school. IT 10 and 12 are available, but intermittently. It seems to be left up to the individual teachers of core subjects how they will incorporate tech into their classrooms.

2. What are benefits of this model? The classes are popular when available, and judging by the amount of time I saw students hammering on cel phones both in and out of classes, I imagine they would be quite assiduous in pursuing their communicative and creative interests in such classes.

3. What are the disadvantages? Well, I saw a class full of computers with no one in it. During off semesters these just seem to sit – but I imagine they would be available if any staff wanted to book them for a special class. I think that like the music program cuts – budget plays a role. This makes little sense to me, for a variety of reasons, including the direction and priorities of high level administrators in Canadian society. If the technology exists, I would expect them to offer ongoing classes...<?> The disadvantage of leaving it up to individual teachers is that they have a varying degree of ICT experience. Students are likely ahead of them in this area, and would perhaps rather be expanding their technology skills on an everyday basis to improve their chances of employability in future. One counterargument again is that BOOKS are still relevant – I don't see this as an outdated perspective, and would rather read quality literature from a book, personally. The necessity of computer literacy in the job market for many jobs these days is undeniable.

4. What changes could be made to enhance dynamic, purposeful use of technology at the school? Further integration would be good. I used (for several semesters) a full 'digital lectern system' while in Korea – it was impressive. Connected to a huge projection screen with touchscreen technology, a microphone system with powerful stereo surroundsound speakers, and a wide array of educational programs. I'm not saying this is necessary to teach – in fact some would argue that it's overkill! But I would argue the value of having a computer with large screen and audio capability in each class at least. Each of MY classes anyway!! I have also taught in classrooms with no IT whatsoever – and on several occasions brought in my own laptop and external speakers for students – most memorably for a lesson on Martin Luther King where the CD with the text had an utterly deplorable (sickening, really) deadpan monotone version of his most famous speech in Washington. I could not let that one pass. My lessons on the Southpark episode featuring WARCRAFT and Maxim magazine made me (in)famous (and beloved) at that school...excellent.

5. How would you describe the teachers’ and students’ attitudes, skills and knowledge of ICT? The teachers used mainly overheads, whiteboard notes, and videos. One of the Socials' teachers used powerpoint daily. He interspersed it with other activities and techniques, using it effectively. As a tool for teaching and instruction, the technology is excellent, but only in the hands of an effective teacher. The students LOVE techstuff – but will turn it to their own ends, naturally. The potential for abuse does exist, but this is what role models and meaningful instruction are for. One student particularly was memorable in this. At the back of an 'at risk' class full of 'rebel' kids, he was using his ANDROID phone to scan things on the desk and have it analyze the image, google results, and tell him exactly what it was/meant according to the tech built into this device. 'Google goggles'. Impressive. The same kid didn't do anything else all class (core subjects), but sat next to his hockey buddy, who insulted and baited the EA for an hour (in a very friendly congenial way). It was a bizarre scene. We bantered and watched free-flight skydiving and bungy jumping vids together (all 4 of us!) on his phone while supposedly practicing writing for the grade 12 final essay. Based on the conversation, I realized that this kid's tech knowledge was equal with my own on some levels, but his morals and understanding of life were about 30 years back(ward?) Kids with this level of technology at their fingertips need good role models, not porn and crack. REALLY.

Lindsay M. 1) The high school that I was observing at followed two pathways, Digital Media Development and Computer Programming. In grades 9 and 10 students followed a basic survey course, but in grade 11 and 12 the courses split into two cohorts following either programming or digital media. The courses include Computer Programming 11/12, Digital Photography 11, Film Making 11/12, Media Art 11, Animation 11/12, Journalism (Year Book) 11/12 and Graphic Design 11/12. The school has two computer labs, as well as a few computers in the library that are available for use. 2) The multiple pathway approach is beneficial- Each class provides students with useful skills for both the workforce and post secondary education. Additionally, there are specialized courses for students who are considering pursuing a degree in computer science or perhaps entering a career in the info tech field. The digital photography and film making classes were interesting as they allowed students to embrace the world of technology from a more artistic point of view. 3) One disadvantage is that in both the pathways it is assumed that students have a basic understanding of computer functions and word processing. I imagine that it would be very challenging to enrol into one of these classes without previous computer experience. However, the business education department does offer keyboarding and basic computer skills courses; therefore, people who are a little less tech savvy could always take one of the business courses as an elective. 4) I didn’t notice any discussion of ethics in the technology courses that I observed. Facebook is blocked on all of the school computers, however, many of the teachers I spoke to expressed their concern regarding online bullying and stated that it is a problem at the school. Additionally, Classes that were not part of the business or computers program did not incorporate much technology. It defiantly seemed like most teachers were still using PowerPoint or (gasp) overhead projectors. 5) The teachers in the Info Tech department have an amazing knowledge of ICT. The teachers in this program clearly understand that the world of technology is always changing and growing. It was really nice to see that they have adapted to the changes and are incorporating them into the classroom. However, not all teachers have the same outlook. In many of the academic classes there was very little technology involved in the classroom. Most teachers were accepting of iPods and MP3 players in the classroom, as long as they are used during individual work or silent reading. A few keen teachers would bring their own personal laptops to class and use them as teaching tools... but all in all, technology was lacking.

** Claire H. - October 19, 2010 **
 * SECTION A04 **

1.) The school that I observed has adopted a combination of the Digital Media Development pathway and the Computer Programming pathway. The school has a variety of classes that support the Digital Media Development pathway. The school offers Digital Photography that involves photo editing on a variety of programs, Yearbook and Film. The Information Technologies grade 12 class focuses on Computer Programming. It is assumed that students already understand introductory skills of word processing, saving and compressing documents and creating links.

2.) The benefits to this model is that there are a variety of classes a student can take that will enhance their digital media development. All these classes provide students with useful skills that could be used in the workforce as well as post secondary education. Within these classes they are also learning how to make blogs and websites and post their digital artwork to them. The info tech class teaches students more advanced skills and will prepare for post-high school computer science education.

3.) The disadvantages are that in both the pathways it is assumed that students have a basic understanding of computer functions and word processing. I could imagine that it would be very challenging to enroll into one of these classes with out previous computer experience. This particular school is very multicultural and has students from a variety of different background. Because of this diversity one cannot assume that everyone has the same computer knowledge. Another disadvantage is the focus of the Information Technologies class on computer programming. Having an advanced Info Tech class is very important however if a student is not interested in computer programming, they will mostly likely not take the course. Although there are many artistic related courses being offered I think that there would be larger student enrolment if the info tech course had more rounded learning outcomes.

4.) I think having an optional course for students with no computer backgrounds would be a positive change in this school. If it is an optional course those with a computer background could take a different course and those wanting to learn introductory computer skills would feel comfortable to do so. Another change could be for the Info Tech course to not only focus on computer programming but other pathways as well.

5.) I was very impressed with the teachers’ and students’ attitudes, skills and knowledge of ICT. In almost every single class the teacher used technology effectively within the classroom. The Spanish teacher has a textbook that has an online learning website. The website was very interactive and interesting. Two of the classrooms had smart boards that are great for assisting lectures and powerpoints. The students seemed to have good knowledge and attitudes towards ICT possibly because of their access to it. There are two computer labs, one consisting only of MAC’s that are almost always available to the students. The teacher who taught the Info Tech class seemed very helpful and encouraged students to use technology.

Nikita S. 1) I was unable to attend a computer class while on my observation, but I did have to chance to see different types of technology in the both the classroom and within clubs. One of my mentor teachers headed up the school newspaper and the yearbook club, so I was able to see the programs students utilized there. Based on what I saw, mac computers are predominantly used within the school system. The school provided each classroom with a small mac laptop, which could be attached to projectors for movies, clips, photos, and other things of this nature, BUT most teachers used the overheads or chalk/white boards more than anything else. In one chemistry class I was able to attend, the teacher attached her personal computer which had a touch screen and she filled in the blanks on her worksheet as students did the same on their hard copies. I was interested to see that the students followed along quietly (though they were grade 11s). The yearbook class used some kind of photoshop for macs (Im a pc girl, so I'm not sure) as well as picnik. The school newspaper used a combination of Excel, Word and another kind of mac program I was unable to get a good look at, but all the kids were pretty savvy, as was the teacher. I was pleasantly surprised. 2) I suppose in order to answer these questions, based on what I saw, I can guess that the Digital Media pathway was the one utilized in this school. The students in the clubs were very familiar with editing programs including film, photo and some kind of newspaper mimicking one, and I overheard a few discuss how they had used this program in computer class and learned how to do this thing there too. The benefits of this pathway are the real world applications. Whether for personal, academic, or professional, having knowledge in the simpler editing programs is extremely beneficial. Students can express themselves in a creative fashion, as well as have the abilities to create a slide show, a yearbook, and a newspaper, all of which have some type of real world application or another. 3) A disadvantage of this pathway is that this type of computer skill may not be useful in an academic setting with respect to a computer science program. If a student decides that based on this digital media class, computer science will be the greatest thing ever, they may not realize that there are more aspects involved than altering digital media. Another disadvantage could be that while there are real world applications for knowing these types of programs, none are specific to one profession or another; they may simply help you with your job. 4) While the school has provided the material, I really think that the teachers need to embrace their technology a little more. One ran a website for the class to view that had flashcards for Spanish vocab review, but there are many other things she could have done to review vocab electronically instead of flashing translations; the students got bored. As for students, the school's computer program seems to be keeping up with current technology, but because I didnt actually attend a class, i cannot say for certain. 5) I was relatively impressed with both the students' and teachers' ITC prowess. The students knew how to run programs for editing, and knew which websites were specific to their goals, while the teachers utilized technology in their classrooms fairly well. Some were ahead of others, but all seemed to be moving in a progressive manner, and all were certainly open to the idea of incorporating more technology into their classrooms. Most importantly, they all knew the basics of using ITC equipment in the classroom, and I think that's something to appreciate in a public school system. It could have been so much worse!

Luke Dupuis On my observation I was unable to go to an information technology class, but I was able to observe and to ask teachers what they thought about technology in the classroom. Overall I would say that the school I went too was open to new ideas with technology, but there were some areas where teachers believed technology should not be used. Most teachers classrooms were equipped with projectors that could be used with their laptops, but only a small amount would use this option for teaching students.

Also, during my observation there was a staff meeting if they should introduce wireless internet for the students, the teachers already had internet, but during the meeting older teachers were opposed to this change. Even though there were teachers who were against using technology in the classroom, most teachers understood the importance of introducing it. I was able to talk to the Vice Principle, who just acquired a new Ipad, and I asked him if he had the ability to introduce Ipad’s to the classroom would he, and he answered that he would. The Vice Principle said that he understood the importance of technology in the classroom and believed that introducing something such as the Ipad could allow students learn in an environment that they felt secure and that could also be monitored by the teacher.

During the observation I saw students use technology inside and outside the classroom. Almost every student I saw had a cell phone or a laptop. My school was open to the use of technology and many teachers were trying to introduce into their classrooms, such as personally buying a smart board for science class, and although there is opposition to bringing technology into the classroom the Principle and Vice Principle understand the need for students to use it learn.

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1. The Digital Media Development Pathway was used in the school I observed. Although, there was an IT class for grades 9 through 12, they were all put together (there are extremely small class sizes where I went) and the teacher would assign certain dates to help out a that specific grade. While he was busy instructing only a specific grade, the other students would just continue on with their previous work or watch one of the teacher’s many video lessons he created. ======

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2. The benefits of using this pathway is that it is practical for the students to learn. Also, the students really enjoy the material, which in turn motivates them to succeed and work hard throughout the class. ======

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3. The disadvantages of this course is that I am not sure if the students will retain all the information unless they keep up with their knowledge. Also, it did not seem that they go too deep into the material, and that they just have a general knowledge by the end. A huge disadvantage was that since the teacher allowed the students to be independent with their studies, other websites often popped up on the screen (such as facebook) as well as they were not always focused on finishing their task. ======

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4. My school had quite up to date technology with respect to all aspects. I would think that having a separate class for each grade, and integrating some other pathways while repeating certain tasks would benefit the students much more. ======

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5. The teacher was a biology teacher when he first began teaching, and is presently the head coach of many sports, and from what I could tell, the IT class is somewhat of a hobby of his. He enjoyed teaching the students, and the students favoured him as a teacher. The students seemed to understand what they were doing currently, but I was unsure how long they would attain their knowledge. Everyone enjoyed this class - which surprised me that there was not more students in it. ======

Kristine Z
 * 1) While I was observing an information and communication technology class, I noticed they had adopted the Digital Media Development Pathway.
 * 2) The benefits to the Digital Media Development are that students are excited to work the technology and are excited to create some amazing work that will go viral. It is also very creative and helps to develop creativity in students. It is apparent that students and teachers agree Digital Media is an important skill going forward. Most students probably already know how to format Word documents and if not they could figure it out really quickly. While Digital Media on the other hand, takes a little more practise it can be used well with other areas - visual arts, English (writing), etc.
 * 3)  Some disadvantages to the Digital Pathway are that focussing only on media development seems to take away from other areas. However, it may blend well with learning new technologies because of the nature of media development…I would need to spend more time in the class to find out. Also, the pathway does not discuss and ethical standards when using Digital Media, for example facebook.
 * 4)  Changes that could be made to enhance dynamic, purposeful use of technology at the school would be for all students to have access to computers and therefore an opportunity to used Digital Technology in a safe classroom setting. This way, students could also learn the ethics behind using digital media as well skills needed to use it. Technology can be used to keep students and teachers in contact, through using moodle sites, and Wikis and also assignments could be done online instead of written out.
 * 5)  The Teacher I found had a great attitude, skills and knowledge of ICT, and so did the students. Some students excelled more than others but these students were able to give demonstrations to those who struggled. Both the teacher and students seemed excited abut the curriculum and what they were able to create with the technology. Over all I was very impressed with what the students came up with and how the teacher did examples and explained the lesson so clearly.

Ian E I'm not sure if you want the school to be named or not so I'll say Claremont, but anyone can delete this if it is supposed to be anonymous like in our 780 seminar **(hey, did you notice they were also running 2 courses on IT communication technology, ie. word-processing type skills?--so its a mixed stream--- Chloe, A05)**

1) The pathway adopted by my school is most similar to the Digital Media Development pathway. There is only one class, but there are two levels, one for grade 9-10s and the other for grade 10,11,12’s. They make a website using HTML and then another using Dreamweaver. They also learn Fireworks. They then learn to use Photoshop and they design possible covers for their yearbook. They then learn about print publishing and the overall objective of the course is to be able to create the ultimate website.

2) The benefits of this model are that these are all super practical skills that almost any line of work has a need for and it represents a type of literacy that is always in demand. Also the web site and the yearbook are tangible things that that they can come away from the course with. This program introduces the mechanics of programming html and it expands familiarity with using sophisticated computer programs. It is a fairly well rounded course in that there is room for technical and creative people to excel.

3) The disadvantages are that the course seems fairly surface level. There is not enough time to go deep enough into any aspect of information and communication technologies in one course that does not stream upwards to subsequent grade levels. Also video editing is not covered even though various forms of video are currently exploding in popularity in society.

4) A more serious stream of ICT grade progression would reflect the importance of information and communication technologies in our society if it had a series of well defined grade levels as we saw in the IRPs. It is great that this class is involved with the yearbook design, but it would be even better to have ICT students also video editing for the drama and dance classes.

5) The teacher was excited and knowledgeable and kept a good atmosphere and rapport with the students (there are only two classes and one teacher). The students ranged widely in their attitudes from very serious, engaged and creative, to being completely disengaged spending the whole work period surfing the internet instead of working. There were other integrations of technology that I noticed in the school as well though. In the Spanish class they had to make a Spanish movie about some activity or event at the school, although the marking was obviously focussed on the content rather than the delivery. Also the math department had tablet computers for writing notes projected onto projection screens in sophisticated digital ways that I can expand on if you would like. One example was in a Math 11 class when a teacher used a java applet alongside his tablet notes to illustrate graphically what was happening on the graph of a trinomial of the volume of a cardboard box as the dimensions were varied.

Dylan T

1. Which pathway has been adopted? The Pathway that is used at St. Andrew’s is closest the Digital Media Development pathway. There are two computer labs and Macintosh computers are used, staffed by very competent IT teachers. Information Technology classes involve programming, digital photography, technology and design, yearbook. The Law 12 classes are based in one of the computer labs and every student has made their own Law 12 Blog. Because the a smaller student population size there 8/9/10 classes and 11/12 classes.

2. What are benefits of this model? I believe that this model is very usefull because the computer skills that are taught ate very practical and skills that the students will be able to use on a daily basis. Many teachers have incorporated power points, online videos, pictures and images from the web and interactive web sites that based on subject matter.

3. What are the disadvantages? Not every student will be able to access computers at home so that is probably the biggest disadvantage I could think of, but students are able to use the school computers before and after school and during lunch. There needs to be beginner, intermediate and advanced levels of IT as students have different skill levels.

4. What changes could be made to enhance dynamic, purposeful use of technology at the school? Classes that are not info tech or computer based need to incorporate more technology in the classroom as most kids are fully part of the “digital generation.” It seems that most teachers out side of the IT classes are content to just use power point (if they use it at all) and read from the slides.

5. How would you describe the teachers’ and students’ attitudes, skills and knowledge of ICT? I would say that there are all levels of competency and knowledge in regards to the student body as well as the faculty. Most Kids and teachers are excited and interested in using technology in the classroom. I truly believe that more and more of the subjects taught in school will rely on technology as a way to impart knowledge and information to the students.

//**Sarah A**//

1. The pathway developed at my school closely resembles the Digital Media Pathway. The class is called Information Technology and is offered from grade 9-12. The courses offer a little bit of everything from such as: digital media, website design, digital animation, programming and game development, digital imaging, systems and networking, as well as, digital audio and music. 2. The benefit to the way that the courses are set up is that the students will be able to learn the basics in grades 9-10 and then have the opportunity to move to more advanced programs in 11 and 12. Also, the way the class is set up allows for different classes to take place in the same room. In this set up, students work at their own pace and can accomplish as little or as much as they want in class time. Classes are very computer centered with most of the instruction found on the class moodle and through video and written instruction. The teacher told me that he really didn’t need to be there at all. This system seemed to allow students who worked quickly to accomplish a lot in one class because they did not need to wait for teacher instruction. 3. The disadvantage is that when a student did have a question it was difficult to get help right away. The teacher’s system was that when you needed help you had to write your name on the board and he would go around to each student in order. Though this was organized, in reality it meant that a lot of students would waste time sitting at their computer talking because they were stuck. Though they always did have the option to start something else, this seemed to be difficult and very dependent on the individual and their ability to self motivate. 4. The change that needs to be made is a larger incorporation of technology in other classrooms. Though students are exposed to numerous technological options with the information class, the class had a limited number of participants. The majority of the school on the other hand has little exposure to technological integration into the classroom, as many of the other teachers still rely on overheads written in erasable ink. The class offered is very valuable for life outside of school and I think there needs to be a larger push for students to sign up for it, even if they do not consider themselves technologically savvy. <span style="color: black; font-family: Arial,sans-serif; font-size: 14pt; line-height: 115%;">5. The number of teachers comfortable with ICT seems to be lacking, which I think results in a limited number of students willing to try out the information tech course. From what I could tell, the class is not viewed by the majority of students as cool. In a classroom of 30, only 2 students were female. Why this is I am not sure, but it seems to suggest to me a lack of awareness for what the course offers.

Section A04 Cameron W


 * 1.** The pathway which seemed to have been adopted at my school was the modular approach.


 * 2**. The model allowed students to be flexible and approach technology classes with their own personal interests best represented. In turn this allows the classes to be very inclusive with many students taking the class because they were simply interested in what they could learn in it. Often it seems like only enthusiasts sign up for technology classes, so it was refreshing to see a variety of interests coming together in the classes.


 * 3.** The model's weakness is that it requires teachers or student acting as mentors, to be experts in many areas. In this case the school was not able to meet the needs of all students to excel in the class, because certain areas of technology were overlooked. Further still, the school's modular approach ended at grade 10, so students who enjoyed sampling from many different disciplines were unable to continue with the course.


 * 4**. The school could really go to motivate students to get involved in taking advantage of their moodle site. The school has every student set up on moodle, but the teacher's do not make a lot of use of it. By getting students more involved in it, it only helps to encourage more students to succeed.


 * 5**. Attitudes, skills and knowledge of ICT at the school varied greatly. Most teacher's could take advantage of several tools, and technology tools were installed in most classrooms. That being said, many teachers do not make use of the tools are their disposal beyond Word and email. In a frank assessment of the student use of ICT, there was a very large divide between students who did and not "get it". For many students the computer lab is simply a chance to goof off on Facebook. It seems like schools enjoy talking about technology and its uses, more than they are interested in making it a USEFUL integration into the classroom.

<span style="color: #000cff; font-family: Arial,Helvetica,sans-serif; line-height: 0px;">Section A04

<span style="color: #000cff; font-family: Arial,Helvetica,sans-serif; line-height: 0px;">Jake West

<span style="color: #000cff; font-family: Arial,Helvetica,sans-serif; line-height: 0px;">I did not see much new information technology in the school, or I should say, from the school. Old slow as hell computers. And I would

<span style="color: #000cff; font-family: Arial,Helvetica,sans-serif; line-height: 0px;">estimate that almost every single student in Kwalicum Secondary has a super speedy computer at home. I would also estimate that at

<span style="color: #000cff; font-family: Arial,Helvetica,sans-serif; line-height: 0px;">least half the students had iphones or something similar. I will hazard a guess that almost all the kids were tech savvy. The government

<span style="color: #000cff; font-family: Arial,Helvetica,sans-serif; line-height: 0px;">software the teachers are forced to use for their attendance and grades looks slow and cumbersome.

<span style="color: #000cff; font-family: Arial,Helvetica,sans-serif; line-height: 0px;">To see what I mean, check out the description on their technology page (it needs a little work):

<span style="color: #000cff; font-family: Arial,Helvetica,sans-serif; line-height: 0px;">[]

<span style="color: #000cff; font-family: Arial,Helvetica,sans-serif; line-height: 0px;">I saw no model or pathway adopted. Perhaps there was a super computer lab full of advanced technology that escaped my notice. I only

<span style="color: #000cff; font-family: Arial,Helvetica,sans-serif; line-height: 0px;">witnessed my mentor teacher use power point once and there was far too much writing on the slides (but he did a really good job presenting

<span style="color: #000cff; font-family: Arial,Helvetica,sans-serif; line-height: 0px;">the material).

<span style="color: #000cff; font-family: Arial,Helvetica,sans-serif; line-height: 0px;">As for my classroom, I will definitely integrate as much new technology as possible and endeavor to try to keep pace with my students.

Gerhard K.


 * 1) The Digital Media Development pathway has been adopted at St. Andrew’s Regional High School. The school which runs from grades 8-12 has several different computer labs, with Macs of course, and a knowledgable IT staff including a dedicated techie. There are several tech specific courses offered on information technology (including programming), independent design, digital photography and yearbook. Other classes that use technology quite readily include the film and photography classes, which for example will go to the computer labs to work on scripts. Most of the students but not all come from a relatively good socioeconomic background and thus have access to current technology. This is a smaller school but it has a relatively good IT department for its size.
 * 2) The benefits of this model are that it provides useful and practical concepts for the students to learn. Everything from old school basic HTML to current web design and everything in between is taught here so it provides a very solid foundation for students in every grade.
 * 3) I suppose one arguable disadvantage would be if students do not have access to Apple applications at home. However, even this could be avoided by using internet based programs, such as the photo editing tools we employed in class, to supplement the Mac software found in the labs.
 * 4) Obviously the tech specific classes are full of ICT, which is great but regarding the other classrooms the use of current technology is not so readily present. Although I have seen the integration of technology in several classes it has most often been in the form of a power point presentation. These have been both effective and not so effective by following/not following the guidelines mentioned in class. Clearly, a better use of current technology could really enhance some lessons if educators were to adopt them. I am especially thinking of wikis and how they could be used in several social studies classrooms to create a common room for parents to follow along a bit on what the year will shape out to be. Barring any digressions which most certainly would happen if I was the teacher and went on some rant about one historical subject or another.
 * 5) Like I mentioned the students in general come from a good socioeconomic background and thus have an excellent and broad based knowledge of current ICT. For teachers it really depends upon the individual. Some are clearly more ready and comfortable using ICT while others rely upon more traditional means of education. There are a fair amount of younger teachers in the school and so it certainly helps in the adoption of more technology in the classroom but clearly more can be done.

Shannon L (20 Oct. 2010)

I don't know if I'm supposed to name my school or not - I'll add the name if it looks like everyone else is.

1) The pathway at my school is a survey model, with grades 11s and 12s learning aspects of [from the course description]: Classes also use the integrated model; for instance, the art classes include digital media technologies. The school has two computer labs: one for info-tech classes, and one attached to the library for class use. The library lab is almost always booked, and classes do online in-class research, type assignments, design creative research projects, and type to class blogs from this lab.
 * Applications - word processing, data base, spreadsheets using MS Office
 * Programming
 * Multimedia/Presentations
 * Web Page Development
 * Net working
 * The Internet/Societal Implications

2) The survey system is good in that it introduces students to a wide variety of computer uses, including social topics and allowing students to sample everything so that they know where their interests lie if they want to pursue info-tech/communications after high school. Because digital basics are integrated into classes, the info-tech classes can assume some foundational level of knowledge in some areas and move into more in-depth study in some areas. The library lab seems to be routinely integrated into many classes, but does the technology fortunately does not overshadow the academic lessons being taught. One social studies 9 class that I observe has a student blog, with students using nicknames for privacy, where students comment on current events. The teacher of this class says that the quality of the discussions that happen on the blog are far superior to that of the discussions in class or the writing on worksheets.

3) The course descriptions are so broad that I find it hard to believe students will come away with very detailed understandings in any one area. Students' skills may be nearly useless if they only have cursory experience with a wide range of applications. The model also does not cover any hardware topics, so students may not discover whether or not they are interested in looking into this area after they graduate. I cannot find any problems with the integrated model aspect of info-tech at the school, other than that the librarian says that teachers sometimes do not make enough use of all the technical know-how she has up her sleeve and is dying to help students learn.

4) I think the integrated model aspect of the info-tech could benefit if more teachers were willing to collaborate with the librarian to try out interactive technologies like the social studies 9 blog (a teacher and librarian team effort), since the blog seems to be having so much success. Although many classes use the library lab, it is mostly used for research and word processing. It would be interesting to try including more different technologies such as class websites or wikis so that students can try their hand at design while digitally interacting and learning class materials.

5) Teachers and students seem to have a good attitude towards technology. Some teachers are keen to work with the librarian, but some are less interested in non-traditional. The school is welcoming of technology. There are a few computers in many classrooms, including the special education room and the learning assistance room. The school has very few filters in terms of accessible internet content and students can access facebook as well as use cellphones to text or check the internet when they are in the hallways. Students seem to use technology respectfully - I haven't seen anyone text in class, or post anything inappropriate to the class blog.

Rui L

1) The pathway adopted in the school that I have been observing is Digital Media Development (ICTM). The school has two computer classrooms and the library also provides computers and laptops for students to use. The courses are offered to Grade 11 and 12 students, including Media Art 11, Information and Communications Technology 11/12, Computer Graphics and Animation 11/12, Yearbook11, and Graphic Arts 11/12. These courses could be offered in a Graphics and Digital Media Career Program, which aims at preparing students for their future education and employment as visual communicators. The softwares they are using include Adobe Illustrator, Macromedia Freehand, Adobe Photoshop, Macromedia Flash, Macromedia Dreamweaver, and Google Sketchup.

2) There are several benefits of this model. First, the students usually enjoying designing graphics and animation, which has greatly developed their creativity and artistic abilities. Second, students who take these courses usually have certain background knowledge of computer technologies, so it is very good for they to actually apply their pre-existed skills to a higher level. Third, the students have an opportunity to get familiar with a variety of different softwares and tools, which will be quite useful in their future life.

3) There are also couple disadvantages of this model. First, except Adobe, students usually do not have the other softwares back home. They only have 80 minutes in class to be taught new skills and finish their assignments. Otherwise, they will have to stay in the computer labs after school in order to finish their homework. Second, the students learn a lot about the graphics design and animation; however, they are not taught how to trouble shoot if there are some technical problems. I think it might be helpful if the students are provided with some basic knowledge of how to solve technical problems. Otherwise, if there are some problems with the computers, they could do nothing.

4) I noticed that some computers, especially the laptops, used in my host schools are quite slow. When the students are using those editing softwares, the laptops become even slower, which wasted a lot of time. It would be nice if the schools could purchase some new computers, but the expensive cost may be an issue for the school. In addition, I noticed that although most of the students were quite engaged in the class, some students spent a certain amount of time watching vedios on youtube or having fun on facebooks. I think the teacher probably could enhance the dynamic purposeful use of technology by using wikis or blogs, like we did in our class. In this way, the students may get more focused on the courses. They could exchange their ideas of how to design graphics and animation through wikis or blogs; they could also comment on their classmates’ assignments. I think this may induce more dynamic interactions between students and teachers.

5) The teachers and students in the school I have been obserbing show very positive attitudes towards ICT. They are really interested in the courses and program; they all think it is going to help a lot in their future college study and career. The computer teachers I have observed possess quite good technical skills and knowledge of ICT. They love computer technologies and they keep themselves updated with new technologies. As for the students, since they have certain computer skills, aptitudes in visual arts, and interests in the courses, they generally also have quite good technical skills and knowledge of ICT.

Kirsten M.

1. Which pathway has been adopted? I think Applied Digital Communications and Digital Media Development have been developed within the school I visited. While the school offers Information Technology courses, there are not any being offered this semester. IT 10 and 12 are offered, but not very often and never at the same time, so students from all grades are allowed to join a class when offered.

2. What are benefits of this model? It seems that when the school does offer IT classes, they are popular. Students are encouraged to delve into design and creative programs like Scratch. With graphic design and editing, the Yearbook Club also offers students a chance to get creative with technology. But I think the most creative outlet for kids to develop their creative skills is in the Film class. Students learn the basics around film and editing, and gain a great familiarity with quite a variation of technologies. Some kids set up a television to watch dailies with me, and I don’t think I’d be able to set that up with their speed or ease. This class is the ultimate-hands on experience and it’s obvious that the students have a blast.

3. What are the disadvantages? I don’t know if computers or technology are integrated into the everyday education experience here. I think most students have basic computer skills – a large portion of assignments hung around most classrooms were created on a computer. But then I wonder about those kids who want to explore ICT even farther. While the school has a ton of computers, classes aren’t offered where students can learn to program those computers. I think this is where tight budgets come into play.

4. What changes could be made to enhance dynamic, purposeful use of technology at the school? I think technology could be further integrated into most classes. The best piece of equipment I saw at my school was a projector that hooked up to the computer. This way, classes can watch YouTube videos and PowerPoint presentations. But I only saw one teacher use the projector during my entire observation. Many still use overheads. From my perspective, notes on PowerPoint can be way more colourful and dynamic than writing notes on the board or overhead.

What I found really interesting was one student’s approach to studying. She uses PowerPoint to make notes. For her, PowerPoint was easier to use and design than Word. Maybe it’s a coincidence, but she is also a student of the only teacher who uses PowerPoint to give notes. Through a slightly different teaching style, this student was encouraged to use a slightly different study method that really fit her needs.

5. How would you describe the teachers’ and students’ attitudes, skills and knowledge of ICT? The vast majority of teachers who I observed did not incorporate ICT in their classrooms. Many use overheads. Some teachers go old school and only write notes on the board. One teacher I spoke to didn’t believe that PowerPoint could succeed in a classroom. I CT seems to either be a dominant part of the classroom, or completely absent. I think this will probably change as teachers retire. The dominance of ICT will increase with time. But this worries me too. The library at this school was dismal. Maybe five large shelves? The majority of the library was actually a computer lab. Makes sense for research and even online literature. I don’t think books have lost their relevance quite yet, and I do think students should be reading text in books as much as they text on computer screens. But then maybe my perspective is out of date.


 * Jeff L**

1. No pathways have been adopted at the school I spent my observation at. It's a small school (~600 students), in a small town on the Sunshine Coast. While there is a computer lab, as well as a mobile cart of laptops, there are no courses offered which deal with digital media or information technology. There is a photography course, but that's really more of an arts department thing.

2,3. Not much to say here...

4. Well, if the school could find the money, and there was interest among the students, they could introduce some form of IT/Digital media coursework. The community is pretty artsy, so a digital media pathway might be a good fit. There was some conflict with respect to having to share the mobile laptop cart; another cart would really be helpful in getting the students more time interfacing with technology.

5. By and large I saw mostly powerpoint being used, and that only occasionally. Most teachers still go with writing notes on the board. When the mobile laptop cart was in use, it was to allow students access to the internet. Students are of course very enthusiastic to use the computers; the majority of them have cell phones and iPods also. Its hard to say what level of tech-savyness they have, as I only saw them using the internet. One science course asked them to use Powerpoint to make a slide for a presentation in biology, but that was very basic. The same goes for the teachers - they may have a lot of knowledge, but I only saw some using Powerpoint, so its hard to say.

Oak Bay High School
 * Sarah R - Section A04**

1. I think Digital Media Development and Applied Digital Communications have been adapted and developed at the school I visited. There are various courses offered that implement Photoshop and HTML. ICT courses are offered from grades 9-12. There are courses in Career and Health Planning, web design, flash animation, game design, programming, and business. The Yearbook class offered digital photography editing skills beyond Photoshop, and the Planning courses were taught almost exclusively in the computer labs. Similarly, the Media Literacy course I observed taught students valuable internet research...and the students used blogs to show their work!

2. The benefits of these models are numerous. First, the wide availability of these technologies allow students to experience them in various capacities, and thus each student has a higher chance of finding a way they can personally connect to using technology in the classroom. Creative students can take a Yearbook or Photography class, worldly students can take a Media Literacy class, and students preparing for university can take an online career planning course that helps them determine their interest areas. Also, students can teach one another in these courses as well as self-reflect and instruct. Using more informal grading procedures has worked for the Media Literacy teacher because he can regularly check the blog postings of his students. It's impossible to be "off-task" in a blog post, so he doesn't need to as closely monitor his students in class. Because of this, students enjoy their courses more.

3. The disadvantages are that students must seek the technology out - it is not implemented into every classroom by any means. Only one or two teachers actually used technology in their classrooms if their course was not specifically designed for it. Also, students who wish to take a Yearbook class in digital photo editing or learn about technology but are not completely comfortable using it may be left behind.

4. I think that the use of technology would be more dynamic within the school if it were more widespread. Perhaps if teachers regularly used YouTube, Power Point, etc. - students would respond better in the classes that do focus solely on ICT.

5. The teachers that worked with technology and taught technology-based courses were very knowledgeable, motivating, patient and excited to work with students by using technology in the classroom. However, I noticed that teachers who did not regularly work with technology and taught "core" subjects often used more traditional methods in their classroom - writing notes on a chalkboard, using textbooks, and having students handwrite their work to be turned in. I don't think this is necessarily a bad thing - sometimes the old ways are the best ways, and it certainly eliminates distractions for students. The kids I observed were extremely comfortable with technology and often were able to help the teachers and their peers in class. Rapport between teachers and students were amazing as well, and I think some of this is due to the use of technology in the classroom.


 * Sophia C- A04**

1- A combination of Applied Digital Communications and Digital Media Development has been adopted at my school. 2- I went to several different types of technology classes, not just Information and Communication Technologies. I noticed because so many different types of technology classes are offered a lot of the students are very comfortable with these two models. The comfort level the students have with this technology allows them to feel confident presenting and communicating what they have processed, and also are very comfortable to make sites that suite their needs and their specific course. I saw a journalism class where the students did all the work setting up a site where all students compiled the information and articles and then a few key students set up the whole school newspaper without the teachers help, it was a very student dictated classroom which was so great to see. 3- Disadvantages are that if students are not in these specialty technology classes, like journalism, animation, or photography, they are not exposed to this technology at all. 4- I could not see any changes that could have taken place, the school had several laptop carts that were readily available for students. Also, the school has a web site for all students, very similar to moodle or blackboard, where they were expected to log in and have specific readings done and where power points were made available. 5- Teacher and student attitudes, skills, and knowledge of ITC were very high. They all seem very comfortable with the amount of technology that is available for them to use.

Karli O. A04

1. Both Applied Digital Communications and Digital Media Development have been adopted in some facet. 2. Students are able to learn basics they will most likely use on a regular basis in job sites or in their secondary education. Some teachers used tablets hooked up to overheads rather than the chalkboard so they are showing that technology is useful for more than just fun. If a student was really interested in website design, video/audio editing or animation the school offered a media arts class that was great for them but there did not seem to be any outside encouragement to take the course. 3. If a student does not want to partake in the use of technology they can easily get around using it as many teachers do not require absolutely that assignments and presentations be made using technology. (I sat in on several presentations and all were done using handmade posters.) Not all of the teachers at the school were comfortable using the technology themselves so it is hard for them to promote. 4. An increase in the average teacher’s knowledge about technology and how to use it would enhance the dynamic purposefulness at the school. If they were able to better showcase various forms of technology in the classroom and their functions they could inspire students to be more curious and comfortable with new technologies. 5. Students were very comfortable using social technologies and the class I observed doing internet searches were comfortable with the idea of doing web searches. While this class was at ease with the concept of internet searches they did not all seem knowledgeable about how to do searches. The attitudes, skills and knowledge of the teachers varied greatly. Some teachers were comfortable with incorporating technology into their classrooms while others tried to incorporate technology somewhat but did not fully understand the programs they were using themselves. One teacher I came across was very uncomfortable using technology and encouraged students to do assignments by hand. While they were very uncomfortable, they were very accepting of help using the computer and by the end of the observation they asked for help without my even having to offer it.

Shannon O. A04

I was unable to go into a computer class to observe. However, I can comment on how technology is used in the classroom. Teachers wanted to use the technology more but the system was often slow or did not work well. This caused frustration towards the technology by everyone. When it did work they used YouTube a lot in history to show actual historical events and differing opinions on events. There was also very little use of power point. Many teachers were preferring to write on the white board or use the overheads as they were less of a hassle to use. Almost all of the classrooms had projectors but they were not used to their full potential. They were generally used for YouTube clips, for www.learn360.com or for movies.

As new teachers we were advised to not allow cell phones in the classroom as it made it easier to control the class if they were banned. It was stressed that it would make our lives easier to do so. Laptops were rarely used in class but when they were they were generally used by students with learning disabilities or students who could not keep up with writing notes.

At the school there is a graphic design course so that is possibly a pathway that they are taking. This would be beneficial as it would allow for students who are creative to have an outlet to explore.

Casey M A04

The pathway adopted by the school was Applied Digital Communications and Digital Media Development. The Information technology courses seem to focus on application of existing programs and not on developing programs. The school did have knowledgeable computer technicians that were helpful to students and teachers.

Students finish high school with an good overall knowledge of how to use many programs (Word, Excel, Presentation Tools, Networking Tools) work. Teachers were comfortable with using the technology available in the school.

The courses covered a broad range of topics so that students only got a basic idea of the technology available. How the technology works or or how to create it was not introduced.

I think that a more detailed knowledge of how the hardware and software work would help the students use the programs available. It would help students to troubleshoot on their own.

The students and teachers all seemed comfort with using technology in the classroom. There were not many filters and students were free to go on Facebook and othe social networks. The librarian was keen to work with classes to use research tools and to help teachers with projects.


 * Section A05**

Jessica P. (Section A05)

1. The pathway adopted at the school I was at most closely resembles the Digital Media Development pathway. The students have to take a mandatory 4-week computer course in Grade 8 to learn the basics of such programs as Word, Excel, and Photoshop. After that, there is a range of courses they can take where they can learn more advanced forms of Digital Media in the areas of 2/3D animation, Photoshop, Web Design, and Video programs. There is also two senior courses- Marketing 11/12 and Entrepreneurship 12- that focus on the business aspect of ICT, as well as a Programming 11/12 course for students wishing to expand their knowledge of computer programming. All the courses, with the exception of the Computer 8 class, are electives.

2. The major benefit of this model are the courses themselves- there is such a range of interesting topics being offered to the students. Not only can they become familiar with popular programs (such as Word) that they will likely use for the rest of their lives, but they can take it further. They can learn more sophisticated techniques of digital video production, or learn marketing techniques that can be used in a business context.

3. A major disadvantage of this model (and ICT courses in general at this school) is that the school isn’t wireless yet- so students can only use the internet at designated times. Furthermore, there are only four computer labs and the computers range from 2-6 years old- which is fairly old in computer years! Because the access and current technology isn’t there yet, I think students are hesitant to sign up for those elective courses- that makes it hard to actually run them.

4. I talked to the head ICT teacher at the school and he showed me the Technology Proposal he created; the Proposal has 4 phases and is intended to take about 4 years to set up. The purpose of the proposal is to address the gap in teaching technology. The plan is to do it through teacher/technology professional development (this part has already begun, with all the teachers receiving personal laptops), the installation of fixed technology tools (as well as wireless internet), and the creation of mobile computing labs. Eventually, the final goal is to invest in Netbooks that students can get in Grade 8 and pay off in a 5-year purchase plan. The reason the Internet is coming so slowly to the school is that the district is leery about putting wireless into the school because of security reasons, but this teacher assured me that it could be made safe for all students to be online at school. I think all these proposals could ultimately benefit the school by making ICT more accessible to everyone.

5. I would say that the attitude of the teachers and students towards ICT at this point is a bit indifferent. The students didn’t seem overly engaged or completely bored when I saw them in Computer classes, and I didn’t meet any teachers that were really gung ho to have new technology in their classrooms. They actually seemed quite content with overheads and a DVD player! I was there the day the teachers got their new laptops, and I told one particular teacher how much technology was being emphasized in our program, and asked if she was happy that new equipment was starting to come into the school. Her response was that “it’s all well and good to learn those digital tools, but when there aren’t enough computers for each student- and we cant guarantee they have one at home- it makes it very difficult.” The ICT teacher told me that there is a wiki-esque program set up at the school for teachers to use/edit/share ideas, but only a few teachers actually use it. There is only one class Moodle site set up, and it is for the senior classes taught by the head ICT teacher. I'm not totally sure if that is a reflection of their actual ICT skills, but it certainly seems to demonstrate its relevance- at least to the teachers I saw. I can certainly see the side of the argument that technology isn’t prevalent enough to be fully used, but I also hope that when tools such as active whiteboards one day come into the school, the teachers will be eager to try them in their classrooms.

**<span style="color: #ff007f; font-family: Verdana,Geneva,sans-serif;">Section A05 **
 * <span style="color: #ff007f; font-family: Verdana,Geneva,sans-serif;">Alex G **

<span style="font-family: Verdana,Geneva,sans-serif;">**1.** The school I observed at has also adopted a blended pathway. At the grade 9 level students have the option of taking a full-year programming course that includes Lego Robotics and Visual Basic. The mandatory Fine Arts program in grade 9 also includes technology components, including producing vectors using Corel draw, stage design using 3D modelling and rendering software, and web design. In grade 10, students take a full-year computer application course designed, as the school says, "to meet specific needs of various other subjects as well as furthering their technological capabilities. A unit of computer programming in the Visual Basic Language is also included in this course." Beyond grade 10, computer courses are optional. A grade 11 computer graphics course is offered that introduces advanced computer techniques using bitmapped and vector image formats as well as 3D modelling, rendering and animation. Computer programming (Java) is also offered in grades 11, 12 and at AP levels. I also witnessed many AP visual arts students working with digital photography/Adobe photoshop as their chosen medium.

<span style="font-family: Verdana,Geneva,sans-serif;">**2.** The benefits of using this sort of blended model is that something is offered for everyone. Grade 9 students get the basic computer skills that subject teachers will expect them to know in grades 10-12, but students aren't forced to take any computer courses beyond that. Many do, though, and can choose whether they want to focus on digital media or programming.

<span style="font-family: Verdana,Geneva,sans-serif;">**3.** A main disadvantage I see in this model is that video editing is not taught - something I think a lot of students are keen to do. Another disadvantage is that most of the programming work would need to be done at school, as most students will not have the eqiupment/software necessary at home. However, if they elect to take this course, I'm sure they are aware of that in advance.

<span style="font-family: Verdana,Geneva,sans-serif;">**4.** Overall, I think my school has a pretty good handle on technology. At least one computer was in every classroom I visited. Two were available for visual arts students to use in the art room I was in, and a computer lab was just one floor down if those were being used. Students are encouraged to stay in close contact with their teachers through email, and receive daily messages about homework, attendance, notices, etc. through email as well.

<span style="font-family: Verdana,Geneva,sans-serif;">**5.** The teachers' and students' attitudes towards ITC is a positive one. My school was an independent school, so the students come from a good socioeconomic background and therefore were quite up-to-date with ICT. Most had phones with email capability and many also brought laptops to class. Teachers also had a good attitude towards technology, even older ones I saw using presentation software in their classrooms.

Kim C

1. Which pathway has been adopted ? - I would say the school I was observing in has a bit of a blended pathway, as they offer Digital Media type classes including Flash and Illustrator, but they also offer basic things such as typing – I actually saw a class using All the Right Type, holy high-school flashback!

2. What are benefits of this model? - This model allows students to take the specialized classes they want in the upper levels but ensures that students have the basic knowledge they need before heading into these courses.

3. What are the disadvantages? - Because the school I was in was not particularly large, the upper level classes tend to be grades 10-12 because there is not enough interest to run a course for each grade. The teacher told me that declining enrolment is a major problem for the computer classes and they have been forced to mash together the grades that used to be more divided.

4. What changes could be made to enhance dynamic, purposeful use of technology at the school? - The school seemed to use technology, but not in any particularly revolutionary way. There were two or three Smart Boards, a few mounted projectors – but mostly they were on rolling carts that could change rooms if a teacher without a projector needed one for the day – and in one classroom in particular there were all the bells and whistles (speakers, video camera, audio recording, mounted projector) as the teacher that used to have that room also taught to rural schools by video while he was teaching his regular courses. This teacher has since retired and I didn’t observe use of the technology available except the projector in this room. The school did appear to make good use of its supply of cameras and video cameras, so perhaps more projects in that vein would help to increase the technology use.

5. How would you describe the teachers’ and students’ attitudes, skills and knowledge of ICT? - Overall the teachers seemed open to the basic forms of technology. I was surprised how few students had cell phones out in class and how many listened to music. Overall technology seems to be used for only the most “traditional” technological methods of teaching. For example, showing video clips in an English class or notes in a Socials class. I wouldn’t say the teachers or students are resistant to technology; it just seems they have a system that is working pretty well without incorporating blogging, twitter, or facebook into the classroom.

PS. Sorry this is late! I got to know the IT teacher really well as my computer imploded with a vicious virus on Monday night and he spent a few days trying to fix it before throwing up his hands and suggesting a reformat. Instead I took it to a store called “Rent a Geek” and they fixed it up – except now I have no sound. Alas.

Sharon B. (Section A05)

The pathway of Digital Media Development has been adopted and used in the Visual Arts Media 10 - 12 classes. 1. The benefits of using this model for creative expression is that you don't need the regular infrastructure as in studio arts, so no real mess to clean-up. Every students has their own working computer station with internet access. The students love this medium because they are familiar with the technology. The teacher presents new software using an overhead project and is live off the internet. 2. The disadvantage would be if there were not enough computer stations to go around, but this is not the case at the school I'm in. 3. I think that the teacher has a good handle on other relevant resources on the internet, and uses it to enhance the classroom experience. It would be interesting to see how the digital media tools can be used in a distributed learning environment. The First Nations Studies 12 classroom is delivered in a distributed learning environment, which means that there are 8 students in the class and 2 students from a different town are video conferenced into the classroom where the teacher is delivering the course, so all her presentations are mostly power point based, and she also uses other types of digital video's to support course material and all students see this at the same time. 4. The teachers' and students' attitudes regarding ITC is a positive one, all students seemed to stay engaged with technology through their social networking communication, and this attitude flows into the learning environment.

<span style="font-family: Georgia,serif;">_

<span style="font-family: Georgia,serif;">Natasha N. - 20 October 2010

<span style="font-family: Georgia,serif;">School Observation

<span style="font-family: Georgia,serif;">1. The school I’m observing has adopted the ICTP pathway and has a few different ICTX pathway courses. The grade 9 and 10 ICT courses follow a modified program that spends the first semester teaching the student how to be a skilled user of computers and the second semester teaching the student to develop technology. This includes units on computers and software, the internet, basic computer programming and web site design. The senior ICTX courses, 11 and 12, focus on animation, design and web development. The class I observed were making great 3-D animated videos of a spaceship flying into the death star. ICTP 11 and 12 are full-on programming courses, although I got the impression that the teacher does not tend to follow the IRP (probably because it's really outdated).

<span style="font-family: Georgia,serif;">2. The benefits of their ICTX model are that it allows the school to offer courses for which they have qualified teachers. A teacher who does not know how to code cannot teach a programming course. It allows the teacher to pick the modules in which they feel competent. Courses are offered based on student interest. The ICTP pathway is very useful for students who are planning on pursuing a career in programming, which is a growing field. It’s great that the students will actually be able to use what they learn in school.

<span style="font-family: Georgia,serif;">3. I don't see any disadvantage to having the ICTP pathway available to senior students, because it's not their only option. The disadvantage to the ICTX pathway is that could promote the habit of hiring teachers based on seniority and not expertise. Students may end up missing out on crucial modules because the teacher doesn’t have the ability or the desire to teach them. According to the teacher I interviewed, schools apparently have no control over hiring anymore, everything is based on seniority. Another disadvantage is that the current ICTX pathway for grades 9 and 10 has divided the modules according to the user/developer dichotomy, which has created a gender divide as well. The boys tend to hate the “user” modules, and the girls dislike the “developer” modules. I’m not sure if it’s possible to improve this, as it would mean redoing all of the modules in order to integrate the content, which would actually end up being pretty inefficient, in my opinion.

<span style="font-family: Georgia,serif;">4. The biggest change that could be made to enhance dynamic, purposeful use of technology at the school would be to hire qualified teachers, to get programmers into schools again. Schools are hiring people to teach ICT courses who have just used Word a couple times. They need to hire people with computer science degrees. When the teacher I interviewed tried to enter the PDP program they refused to recognize her master’s degree in computer science. They let her in with teaching areas in Math and Physics, in which she did her undergrad. Apparently, schools used to hire programmers to teach ICT courses but then they basically kicked them out. (I assume this is because they hadn’t done the PDP program. According to the teacher I interviewed, schools apparently have no control over hiring anymore, everything is based on seniority. They don’t put any value on making sure the teacher is qualified. They will bump out a very qualified auto-mechanic teacher who happens to not have a teaching certificate, in order to hire someone with a teaching certificate who doesn’t know anything about mechanic, but has seniority.

<span style="font-family: Georgia,serif;">The teacher I interviewed recognized the value that graphic artists can have as teachers of ICT courses, but emphasized that it’s very important to have qualified programmers who know real programming languages, not just HTML and CSS. Some of the teachers they have hired to teach programming don’t even know what HTML and CSS are. For reference, HTML is only a mark-up language, and CSS is a formatting language, neither of them is a programming language. <span style="font-family: Georgia,serif;">Another way to create positive change for ICT is to provide more funding for advanced computers. Right now they don’t have enough money to buy enough RAM, which means that some of the 3-D Animation the students could create, just won’t work on school computers.

<span style="font-family: Georgia,serif;">5. I would describe the teacher’s attitude towards ICT as extremely passionate. She loves her job, she loves teaching technology and programming, but she hates the politics and the lack of common sense in hiring. It is her passion for ICT that makes her abhor the way they hire for ICT positions. She wants the best for her students. I see her helping students and I can see that she is extremely knowledgeable and skilled, as well as helpful. The students respond well to the teacher. She says that the way students feel about ICT is heavily influenced by their response to the teacher. If the teacher is passionate and skilled, the students tend to model that behaviour.

<span style="font-family: Georgia,serif;">As I mentioned previously, the teacher is extremely well qualified, knowledgeable and skilled. She has a master’s degree in computer science and a bachelor’s degree in Math and Physics. On a side note, I was very pleased to see that there are a lot of female science and math teachers out there. I realise it’s an ongoing process to encourage girls and women to choose scientific careers, but I think we should disabuse ourselves of the notion that there are no female math, science or computer science teachers out there!

<span style="font-family: Georgia,serif;">If you're interested in knowing more about the ICT program, please see their website.

Brittany D. - October 13th, 2010 1. The pathway adopted at my school most closely resembles the Digital Media Development stream. The course is available for all grades 8 through 12 and the focuses of the classes include using photoshop, designing individual webspaces and using flash animation. There is a Junior Computers, Introductory Computers, and Advanced Computers course at the school; as well a Computer Programming course for students that are interested and can prove their abilities with a computer. The teacher said this course is offered based on student interest. 2. The benefits of this model are: interesting subject matter, hands on experience, students get to try something new, students may discover a career path they’ve never considered before, appeals to visual and kinesthetic learners, digital media can stay current and change depending on new technology available. 3. The disadvantages of this model are: students may not have access to the necessary programs at home, everything must be completed at school, unless students pursue a career in digital media the skills learned might not be relatable for the students, it could be very technical and difficult, some students ‘get it’ quite quickly and spend lots of class not on task. 4. From chatting with the information technology teacher I gathered that technology is being increasingly incorporated into the school: google docs are used for joint projects and class-wide initiatives, yearbook class is joined with a computer class and all photo editing and page design is done digitally, and teacher use personal blogs, and yes facebook, for sending out information and collecting e-assignments. However, not all classes are like that. I think the school would benefit from more teachers incorporating some form of technology into the classroom so they can take advantage of what other teachers have set up for them. 5. When I sat in on the Computers 9 class a lot of students were actively involved and working hard at their task, creating patterns and custom fonts in photoshop. I also noticed that the teacher was very enthusiastic and very conscious of how his students were doing. The teacher told me later that the reason they even have the Computers class offered at this school is because he and a fellow teacher were interested in starting it up. Also, students taking the more advanced computer programming class have the opportunity to act as peer tutors in the junior and introductory computers classes. In the class I watched the teacher seemed very knowledgeable, but still went through the steps at a pace fitting for beginner students. He was also great about going around the room to check on students.

=**<span style="font-family: Calibri,sans-serif;">Lauren Citton - October 17th, 2010 **=

There is so much technology and technology courses at my school it's absolutely incredible! Of course, a lot this "WOW" factor is because I'm at a private school where money is no object. The school dedicates thousands of dollars to acquiring the newest technologies and allots countless hours to learning and teaching these technologies/programs to students. ICT Courses include: Multimedia 9, 11, and 12; Computer Science 12; Yearbook 11 and 12; Digital Photography 11 and 12; and Graphic Design 11 and 12 (to name a few). All of these courses are electives and many of them are open to 9, 10, 11, and 12 students, despite their course title. Click here to look at the course guide - the information technology courses are located under "information technology" and "visual arts."

Technology does not stop in the classroom. The library is equipped with two SMART boards, 50 laptops, as well as desktop computers. Classes of all subjects come to the library to learn about Google Docs, Wikispaces, and how to surf the net carefully and appropriately. The librarian is keen on teaching proper research skills and proper documentation styles to avoid plagiarism. The research skills she teaches are extremely important and tacked onto each class.

1. Based on the courses offered and the outlines described online the pathway adopted at Collingwood resembles the Digital Media Development stream. The courses focus on digital animation, web design, and audio editing. All assignments are due in class and for the majority of the courses homework is not assigned. The courses are offered based on student interest; however class size is not a factor. If six students sign up for the course, it will be offered.

The Multimedia 9, 11, and 12 course focuses on web design, digital imaging, and 2-D/3-D animation; as well as special effects, lighting, texturing, and rendering of scenes and animations.

The Computer Science 12 course explore the use of Java script, interfaces, arrays and many other topics.

The Yearbook course is designed for students who want to enter the world of publishing. The students work on the actual yearbook, taking pictures, editing the photographs, and creating layouts. Deadlines are extremely important in this course.

The Graphic Design 11 and 12 course introduces students to the artistic possibilities of Graphic Design. Through observation, discussion and hands-on practice we will explore the wide spectrum of possibilities offered by the study of graphics. Practical explorations will range from concept building with pen and paper to project completion with Adobe Illustrator and Photoshop CS4.

2 and 3. As discussed in class, the advantages of this model/pathway far outweigh the disadvantages. Brittany summed up the advantages and disadvantages very well so I don’t want to repeat what she wrote. In some of the course outlines online it specifically states that no homework will be assigned which means the students must complete their work during class time.

4. There really isn’t anything that can be done to enhance dynamic and purposeful use of technology at the school because Collingwood has covered most of its bases already.

5. Technology is used throughout Collingwood and is very encouraged. In many of the classes I have observed, students are allowed to bring and use their own personal computers; however in some classes they are not. Technology in the classroom is dependent on the teacher’s personal preference. IPad’s are becoming very popular and many students have them. As I was talking with the information technology teacher she told me a story about a student who wanted to use his iPad in class instead having the hard copy of the book they were studying – the teacher said no. Some teachers are embracing the technological advancements and recognizing the benefits, while others are simply ignoring technology. Many teachers are afraid that if they allow students to have access to technology during class they will be surfing the net, chatting online, and being on facebook instead of paying attention. This is very fair and a concern that we have talked a lot about. Because of the amount of money the school devotes to technology and technological advancement students and teachers are well rehearsed in technological practices. Every member of the staff is given their own school laptop, an HP Tablet to be exact. Many members of the staff switched from their school Blackberry’s to iPhones this year; as well, those staff members who wanted an iPad to play with and explore classroom use simply had to ask for one. The students who attend Collingwood (for the most part) come from wealthy families who already have the newest Blackberry, iPhone, iPad etc. etc. Collingwood loves technology.

Mr. Caryk 1. Which pathway has been adopted? At the school in which I did my observation there was not a whole lot of technology used and what was available was not utilized by the teachers. So I suppose it was a bit of a blended pathway? Each classroom had it’s own projector but few of them were mounted. Most of the projectors were on trolleys that could be moved from one classroom to the other. The projectors were each hooked up to a cheap Logitech speaker system (I know because I have the same one, and bought it for like $25 at Costco). One of the interesting and useful things that the school did was to post all grades on the internet so that students and parents could log in (they had their own passwords so they could only see their marks) and see each assignment and how much they got.

2. What are the benefits of this model? The advantage of the online grades is that it allowed the students and parents to check on their progress. If a student was sick a day or two they could look online to see what assignments (if any) that they had missed that day. It keeps the parents involved at a mirco level as well, where instead of seeing the students’ grades twice in a semester at report card time, they could keep track throughout the term. They also used this server to keep track of attendance. So the teacher punched in who was there and it went immediately to the office.

3. What are the disadvantages? There are quite a few complaints I have about the use of technology at the school. First of all they did not allow Mac’s on the main server. As a PC user I should revel in the ostrisization of Mac’s but I won’t. I guess the logic is that they didn’t want to cause any instability by using other operating systems. I told my teacher she could use a dual boot but she said that they won’t even allow that. The moral is buy a PC I guess? Anyways, I could see how that would be frustrating.

4. What changes could be made to enhance the dynamic, purposeful use of technology at the school? The school had about 3 smart boards and I got to play on one one lunch hour. I immediately thought of many uses for the board and I didn’t have any training on it. Unfortunately the board was not really being utilized. Most of the time it was used for showing You Tube videos (we did Karaoke in French). The same was true of the projectors. I saw only movies and You Tube videos shown. As much as I enjoy watching clips of “Sassy Gay Friend,” I thought that some of the pedagogical potential of this technology was under utilized. As far as the server goes it would be nice if they could make it compatible with other OS. I asked my teacher about setting up a blog for the class but she said that she could not set up her own. The district forbade teachers from creating their own blogs for the students. Instead there was a Kafkaesque amount of paperwork and bureaucracy where the district had to set up the blog, inform the parents, properly follow proper protocols and send a letter to the hospital in which you were born.

5. . How would you describe the teachers’ and students’ attitudes, skills and knowledge of ICT? There was not a great deal of technology being utilized. But I also think that this may have to do with the age of most of the teachers. I think that about 90% of the faculty where over 50 years old. This age dichotomy I think contributed to the lack of technology being used, simply because these teachers are not quite as familiar with it as perhaps younger teachers would be. At the same time, most of them work hard to develop their technology skills. My mentor teacher attended quite a few seminars on using computers and technology. Cell phone use was not a big issue in the class. I was surprised by how infrequently that classroom management issue came up. One teacher threatens to delete all contacts out of a student’s phone after the third infraction. That would motivate me not to get caught!

**Julia Cross - 17 October 2010**
Argyle secondary school has a Digital Media Academy program. The program is the only of its kind on the North Shore. Students from other schools in the North Vancouver district can attend digital media program at Argyle, while enrolled at their regular school. The program is an enriched, hands-on program that provides students the access to an extensive and valuable range of skills and knowledge in digital arts, project management, and problem solving.

This program offers a flexible learning environment. Students work in teams to integrate their knowledge of media design, technology, and production. Students learn to express themselves in the creation of animations, short films, audio recordings, music videos, special effects, magazines, websites, CD covers, posters, advertisements, logos, and countless other media. In Grade 12, students concentrate on building their portfolio by solving realistic design problems in a variety of media. Students will also have the opportunity to explore and further concentrate on personal areas of interest. This portfolio is helpful for students entering into post-secondary programs.

**1.** The pathway at Argyle aligns closest to the Digital Media Development. The courses are offered to Grade 11 and Grade 12 students. The main goal of the Digital Media Academy program is to offer students a base skill set and knowledge of digital media and design, and to offer students real world experiences through guest speakers, project-based learning, and field trips.

-Broad exposure to digital media careers and life style through projects, field trips, guest speakers, and workshops giving students a comprehensive and holistic learning and experience in digital media. -Strong links to post-secondary institutions and the cutting edge digital media industry. -Exposure to real-world projects, technology, and tools of the art and craft of digital media. -Curriculum that combines a career focus with meeting college entrance requirements -Rigorous, relevant curriculum that engages students in learning and encourages students to be self-motivated and pro-active in achieving academic success. Preparation for most college and university programs -Develop strong project management and communication skills to prepare students for the knowledge-based world -Emphasis on the processes of learning and problem solving rather than product outcomes -Small, heterogeneous groups, or “cohorts,” of students who are together for a significant portion of the school day working with a Team of teachers who work with the same students and collaborate to better meet the instructional needs of all students -Developing and nurturing a student's creative aptitude, the ability to problem solve, imagine new uses for information, find innovative solutions, and become more visually literate. -A culture of ongoing improvement that allows and encourages teachers to examine student work and reflect upon teaching methods to determine if goals are being met – teachers engaged in “learning about learning (Citation: http://www.nvsd44.bc.ca/Programs/Academies/DigitalMedia.aspx)
 * 2.** The benefits of this model include:

**3.** Disadvantages of this model include: -This program is only offered at Argyle; students at other schools in the North Vancouver school district must commute to Argyle to take this program. -Students need to apply to this program by writing a letter outlining why they wish to enter the academy and create a portfolio outlining their media work. -The program has a fee of $250.00

**4.** The Digital Media Academy program at Argyle is very impressive. I was told that many students from other schools in the district come to Argyle just to take these courses and that the program is competitive. In regards to enhancing the use of technology at the school, Argyle is doing a great job with incorporating technology in the classroom and with learning. Certainly superior to other schools in the district. The next step would be to incorporate SMART boards into the classroom, and into classes other those just pertaining to digital media (but this, of course, has to do with budget and not all schools can afford such technologies). The entire school has WIFI, which allows teachers to broadcast videos from the Internet through the projector, rather than with videos on the television.

**5.** The teachers in the digital media department have an incredible knowledge of ICT. The teachers in this program realize that the technological world is ever-changing and instead of resisting it, they have adapted to the changes and are incorporating them into the classroom. Not all teachers have the same outlook, however; in most of the academic classes I have observed, there is little to know technology involved in the classroom. I have seen videos broadcast via Youtube through the projector in two of my classes, and in another, the class watched a short film on VHS. Other than that, most of the teachers rely on traditional methods of teaching, involving little-to-no technology. Most teachers are accepting of iPods and MP3 players in the classroom, as long as they are used during individual work or silent reading. Cell phones are to be kept on students at all times to prevent theft, but are to be turned off. If a cell phone goes off in class, the teacher will take it away and return it at their own discretion.

1)<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> 1) At Reynolds Secondary School there are two types of computer courses offered to students. Computer Applications 9-11 and Information Technology 9-12. The Computer Applications course is most similar to the Applied Digital Communications pathway. Students in these courses learn how to use common computer programs, create spreadsheets, and manage files and similar tasks. The Information Technology courses contain aspects of both the Computer Information Systems and Digital Media Development pathways. For example, the Information Technology classes at Reynolds allow students to learn the parts of the computer and their uses, as well as what to look for when buying a computer that would best suit their needs. This course also allows students to learn how to create a web page and the basics of graphic design
 * Nonie M.**

2)<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> 2) This model benefits the students because it gives them tools that they are very likely to use in their school careers, as well as their daily lives. This model familiarizes the students with lots of everyday tools, as opposed to focusing on a specialized area. This way it appeals to a broad range of students, with a broad range of technological knowledge.

3)<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> 3) The main disadvantage to this type of integrated program is that it doesn’t provide the extra information for students who are passionate about technology. For students who hope to peruse a career in computer science or a related field, this program may be too basic.

4)<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> 4) I think the program that is in place at Reynolds is extremely practical for the average student. The only improvement that could be made would be to provide a more in depth, comprehensive program for the students with the desire and skills to complete it.

5)<span style="font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> 5) Reynolds was not particularly advanced when it came to ICT as a learning tool. Most teachers were in email contact with their students and student’s parents, but other than that the only internet resource I saw used in the classroom was YouTube. I did hear that some of the teachers had class wikis, and I also saw a Smart Board in use, which I thought was incredibly useful. The students at Reynolds were definitely communicating with each other via Facebook, Twitter and the likes. However most of the teachers didn’t seem to be comfortable using these resources as part of their lessons.

Lisa H

My observation school offers Computer Applications and Information Technology Courses for their students. The courses combine elements from the different pathways. Students are able to choose what they are most interested in and then follow through. Unfortunately, the school cannot offer in depth material on all the aspects so most of the learning, design, and programming will be at a relatively beginner level as the courses are designed to cover as much material as possible.

Recommendations I would be make about the use of technology in the schools: I would be to encourage that teachers are sure the technology they have chosen will actually work and not take up a lot of time to set up or waste when trying to fix it. Also, the use of //Smartboard// is fantastic, so I’d suggest making the technology more readily available to all teachers. Finally, the most common frustration teachers voiced was the lack of available computers and lab time. Thus, more computers would be another recommendation!

Students for the most part still seem to have more skills and knowledge about technology than their teachers. They are far more comfortable with it. Once again, workshops and sharing knowledge amongst colleagues would go a long way here.

1) Ballenas high has implemented a programming pathway that runs from grade 9 to grade 12. Students learn how to use the Macromedia suite to create increasingly complex and ambitious projects. Students can choose what they create and most choose to make video games. According to the teacher, some fantastic work has been turned in over the years. Students interested in learning more media based software can take a fine arts course which covers photo editing.
 * Chris Milne – Balllenas High (Parksville) **

2) As I see it, the chief advantage of this model is the opportunity it provides to students who have a special interest in computer programming. They have a chance to hone their skills and prepare for the demands of university computer science courses. It is good that the school recognizes the benefits that these students stand to reap from this program.

3) The obvious disadvantage of this pathway is how limited its appeal is with the greater student population. The overwhelming majority of the students in the course are boys. Really, the course caters only to those students with a passion for gaming and the technical side of computing. Unfortunately, the school is using very outdated equipment which would doubtless be incapable of running modern media suites efficiently. The labs are still equipped with clunky old monitors and the PC towers appear to be around 5 years old. The Macromedia software the students are learning is around 7 years old. I assume that basic programming language has remained the same, otherwise the school would need to revisit their curriculum choices.

4) Since I don’t really know what budget the school has allocated for computer equipment, its difficult to make very constructive suggestions for improvement. Certainly, the school could offer a more general computing course that might be interesting and useful for a larger portion of the student body. I get the sense that the school trying to make the best of the resources they have. Under these circumstances, the pathway they have chosen is probably the most beneficial. 5) The teacher seemed very dynamic and had remarkably good control over his class. One great technique he had was to tell the students to turn off their monitors when he was giving instructions. Another, clever feature of the class was the positioning of the monitors; they are were all facing the front of the class, making it easy for the teacher to monitor what students are looking at.

Blake B.

1. Three of the pathways have been adopted at Belmont Secondary School. The first being the Integration Model which is offered in grade 10. Belmont only teaches 10-12 so this first class is designed as an introductory class to the students where the teacher is able to tailor the program and introduce new aspects that the students may not be aware of. From there the program diverts into two paths. The first being Programming where the students will focus on java based and php programming for grade 11 and then solely java based programming in 12. The second branch used is the digital media where in grade 11 they focus on flash and in grade 12 they move onto 3d animation as well as using other programs such as flash, scratch, and gimp.

2. The real benefit to this model is that it allows students the opportunity to first see all aspects that may interest them and then, after their introduction, they can choose the pathway which they enjoy the best. Belmont has the student population which enables the distinct pathways. These allow the students to further their knowledge on their interest. From a practical standpoint splitting the courses up allows both grade levels of the same course to be taught at the same time. The teacher also related the fact that due to integrating a final the course was deemed transferrable to Camosun College for credit.

3. One of the disadvantages mentioned was that if there was smaller enrollment often the two streams would be grouped together which meant that if students wanted to take both streams, they were unable to because they were forced to choose just one.

4. The largest thing that could enhance the program would be updating the material. The teacher strove to keep information up to date using free programs but the textbooks used were more than a few years old. The instructor was using moodle to inform the students of their task that day as well as to demonstrate their lessons to them. Perhaps using some form of an online text would allow the “textbook” to stay current without the waste or expense of purchasing new books every year.

5. The instructor was very knowledgeable. His original background and intention was to teach math but he found that he also has a degree in computer science. His classes are primarily self-guided. He would normally start a class doing a demonstration for his students and then they would be set with a task. The students are quite ranged in skills and interest. The instructor mentioned that he had a small core of students who took every course he offered and that they were quite proficient. However, he also says that find students sometimes take his course solely because it is “better than taking home economics.”


 * Samara W. (Section A05)**
 * 1.** The pathway adopted in the school I observed most closely resembles the computer programming pathway.This pathway is spread over two courses. The first one is in grade 10 and the second is a split 11/12 class. There are no prerequisites for either courses. In the grade 10 course they start off using a program called Scratch. Scratch is an "educational programming language" program that was created for students from kindergarten to grade 10. It allows students to easily create their own interactive stories, animation, games, music and art. At the same time students get to use these activities they learn important skills like systemic reasoning and mathematical computer ideas.
 * 2.** The benefits to this pathway are learning to understand computer program development, structure and how it works.
 * 3.** I feel that the disadvantages to this pathway is that it seems a little limited, it does not give the students a chance to really branch out into other pathway realms. Also since their are no prerequisites for either courses...I feel that this poses a problem somewhat, because students seem to be at different levels. For example a person in grade 10 will know more then a person in grade 11 if the grade 11 student did not take the grade 10 course because there are no prerequisites for either course. I learned that in the grade 11/12 course the students are all at different levels. I think maybe prerequisites for the grade11/12 class...could provide a chance to meet the PLO while also allowing students to possibly surpass it and expand their knowledge on the subject.
 * 4.** The changes that could be made to enhance the dynamic purposeful use of technology at the school is some funding. As side from teachers having a computer on their desk (for their own use) and in the library, computers cannot not be found anywhere else in the school. Also in the computer lab several computers currently don't work, which causes some pairing up to occur rather than individual practice.
 * 5.** Some teachers seem knowledgable, by using powerpoint presentations, but that is about it. I think alot of the staff do not have alot of technology knowledge themselves, as some have expressed to me. So technology is not really promoted much outside the computer lab. The students interest in technology seems to be limited to texting, which alot of teachers do not like at all.

Travis A. (section A05)

1) The school that I observed at had a variety of pathways in use. For the grade 10’s, an integrated model was offered. This course combined elements from the other modules and served as a survey course. For the grade 11’s and 12’s, no integrated courses is offered. Instead, students are able to choose from Programming (11 and 12) and Digital Media (11 and 12). At the time of my observation, the ICT teacher had plans to offer a Computer Information Systems course and was currently negotiating something with Cisco.

2) The grade 10 course using the integrated model seemed like a good idea since it would help students to decide what area they would like to focus on in the later grades. Also, offering separate digital media and programming courses for the grade 11’s and 12’s allows for a deeper understanding of the selected area of study, something that would not be possible in the integrated model. Furthermore, the ICT department has an agreement in place with Camosun College that permits grade 12 students to receive first year college credits if they score high enough on their final exam.

3) I don’t really see much of a disadvantage for an integrated course for the grade 10’s since this gives them an introduction to the more focused courses offered in 11 and 12. I don’t really see much of a disadvantage in offering focused courses in 11 and 12, especially since CIS will soon be an option. The only downside of not having an integrated model would be that with so many courses being offered, a course cancellation may become a reality if not enough students registered for that particular course.

4) Probably the most basic way to enhance dynamic purposeful use of technology at the school would be begin with increasing the supply of computers. For a large school, there didn’t seem to be enough computers. Other than a couple of tech classes with computers, I only saw one small computer lab. However, this ultimately comes down to funding. Although, it was nice to see that most, if not all, classrooms were equipped with LCD projectors and document readers.

5) Teachers’ attitudes toward technology seemed mixed. Some incorporated PowerPoint presentations and document readers to display student work. Also, many rooms were set up with wireless microphones. Some teachers seemed pretty keen on technology and used it with ease while others were not as comfortable and used very little. The students seemed indifferent about the use of technology. From what I observed, however, the students’ skills seemed pretty good.

Melissa L. (A05) 1) Saint Andrew's Regional High School uses an integration pathway. They combine internet profiency, basic computer skills for future employment (i.e. word processing), digital multimedia (i.e. photo editing, music, video), basic programming and the ethics of technology under the title Information and Communication Technology. 2) The benefits of this model are that it allows students to get a basic technological knowledge that will help them in their lives after high school with employment and further studies. The survey nature of the courses gives the students a taste of what their interests and skills may be in the technological field. 3) The disadvantages of this model are that it doesn't allow the students to become specialized in any area. It doesn't allow for them to really explore their passions or talents at the high school level. 4&5) Teachers at SARHS are very open to the use of technology, but many of them are quite technologically illiterate. Many use dvd's, cd's, youtube, and other websites, but that is about the extent of it. If the teachers had furthur training in the uses of technology in the classroom the dynamic would be enhanced. Students clearly have a high level of ICT knowledge. They all have smartphones and laptops and have them in the classroom. I think they would be very receptive to a better integration of technology in the classroom.

Andrew S (A05)

I did my observation at an alternative school, SJ Willis. At the current time, they are not offering any of the pathways that we looked at in class. There are computers everywhere, honestly probably two or three for every student, but during my time in the alternative program, I saw students using a computer maybe three times. There are, however, night classes for adults who are looking to gain computer skills for the workplace, such as keyboarding and Microsoft Excel. This meets the needs of the Adults who are looking for basic computer skills.

I think there is an opportunity at SJ Willis for a more advanced technology component. If there were an enthusiastic teacher with the requisite technology skills, they could create a course that is adapted to the unique needs of the students in the alternative program. I believe that although enrollment would be low, the students who did attend would be able to use technology more effectively in their other classes.

I would say familiarity with technology was fairly low among the students in the alternative program. There is an overwhelming focus, among both students and teachers, on simply completing the requisite course material and graduating. Computers are viewed as sort of a distraction, by teachers and students alike. I think that due to the focus on ‘fundamentals’ such as Math, English and Social Studies, working with technology takes a back seat to acquiring the requisite credits.

1. The pathway adopted at the school I observed at is Applied Digital Communications.
 * //Angela P - A05//**

2. This model benefits the students because it allows them to go from beginners to advanced technology students. They learn how to create graphics and special effects for print, the web, or computer game projects using the latest software. They also create a web site, 2D and 3D animations, and a fun and exciting game that run on windows. They learn about digital cameras and study various aspects of commercial photography. They also take apart a computer and are introduced to the basics of digital and audio and music.

3. Some disadvantages may be that some students could be at a higher level or know more about computer programming and this may be too easy for them. On the other hand, some students may find this very difficult if they no very little about technology.

4. To make it useful to the school, they should have a project that relates it to school activities. They could create a webpage for a class and share it with classmate to help with homework problems and to communicate about group projects.

5. Both the teachers and students attitudes, skills and knowledge of Information and Communication Technologies are positive and knowledgable. The teachers have a great amount of experience and are very approachable for questions. The students are engaged and willing to work and learn new things.

Mary K 1. The only class that was offered this semester was a Digital Media class in which students worked with different kinds of digital medias such as Videos and Photoshop 2. I think the class is great because it engages kids in to something they might want to do for fun or in their career. It gives them a chance to work with their own photos that they have taken or to alter ones from other people. Also, it lets them express themselves through their art. 3. Some students may feel left behind or may feel like the class doesn't cover enough new material as a lot of students today are pretty technologically savvy. 4. I'm not really sure. I also noticed that technology was used in the classroom. The most interested program I saw was an online movie maker called xtranormal http://www.xtranormal.com/ where students can write dialogue and make videos from pre-made characters for free! 5. From what I saw, many of the teachers and students were pretty technologically savvy. In one class, a grade 9 science class spent halt their day in the computer lab researching a chosen topic. In my day, we would have been sent to the library. I thought this was a pretty interesting change that has taken place over the last 10 years. I also found that students were pretty excited when technology was introduced in to the classroom. However, I did notice some students looking at other things on the computer that did not pertain to their projects.

Jon C.

1. There was no pathway adopted at either school I observed and no computer classes offered. (Pacific Secondary or Metchosin TechCentre)

2./3. There are no benefits if no computer classes are offered. It would be beneficial to at least include a business ICT class so students can learn how to do letters/resumes etc..

4. At Pacific Secondary, there was a small, outdated computer lab. It would be helpful if the computers were upgraded so they could do more than just the minimum. Most students are tech saavy although many cannot afford technology as they come from low-income families or simply do not have a family; therefore, I do not think implementing technology would help this school in any way.

5. Teachers do not implement technology into the classrooms besides the occasional computer research assignment. Students may be tech savy if they had the resources, as most of them cannot afford toys. Overall, knowledge of ICT is very low.

[|Information and Communications Technology in 1 Saanich School]
<span class="date_day">15 <span class="date_month">10 <span class="date_year">2010

__I’ve had a great number of new experiences as I peruse the classes at the secondary school which I’ve been assigned to in Saanich. However, since I am still processing what some of these experiences mean, I thought I’d start with an outline of the technology that I’ve seen so far. This entry will be on **technology specific classes** and the next on technology use in the classroom.__

__My school is running only 2 classes that can be defined as Information and Communications Tech classes outlined by the IRP. There are other mostly computer related classes like drafting and business ed, but those follow separate themes. The two classes run are a bit of a mish-mash of grades and courses due to low enrollment in individual grade classes. Therefore, I would say that the the school is running a small combo-program.__

__The first is **Information Technology 9 & 11**. This class is the applied digital communications pathway outlined in the IRP (curriculum booklet). It is a basic IT course that teachings word processing, spreadsheets, and producing products such as powerpoint and basic webpages, etc. The benefits of these skills are obvious—every kid should have these skills to be able to function in today’s technology-driving information world. Great. However, the numbers in this class speak for themselves…only 1 class for GR. 9&11 for the whole year? Out of 1200 students that is only a fraction of the school population taking this course, and NO ONE would ever take this course twice as it is originally intended. WHY? By the time students get to highschool, for most, this information is passe…they’ve already picked up most bits and pieces of it along the way…or at least you hope they have. Even the teacher of this class said it— “oh, don’t come to this class, its the boring one.” My feeling is like the old keyboarding courses of my highschool days, this course’s time is almost finished. This kind of course information needs to be **IMBEDDED** into **lower level classes**. My suggestion would be to cover this material thoroughly in middle school (grades 6-8). Most importantly, the curriculum must make sure that information from this stream, especially teaching web safety and “smart surfing” don’t get left out of our schools.__

__The second class was grades 10-12 **Information and Communications Technology.** Based on the content of the course it was a combination of publication knowledge and **digital media** —web pages technology, image manipulation, and video and sound editing. Students had certain modules to complete on their own, and could do more if needed…then there was a final project for each unit. However, students were at all levels and were working at some specialized projects, especially if they had taken the course in previous years. It was a very dynamic classroom, but a refreshing change from the academic classrooms where students are presented information through teachers directly and other media. Disadvantages were that the more advanced skill sets were all “self-taught” as the teacher had to teach to the average level of the class and probably did not have the knowledge to help advanced students. However, the usefulness and benefits of this class were obvious by the studiousness of most students.__

[|Technology use in an above average secondary school]
<span class="date_day">17 <span class="date_month">10 <span class="date_year">2010 The use and abuse of technology in the classroom within my secondary school runs the full gamat. From technology savvy teachers using new technology I’ve NEVER heard of, to those afraid of powerpoint or those resistant to technology….all players are present and accounted for. Here are some highlighted stories of each scenario in class.

__**New technology used effectively–the smart slate**__ __Most of the math department from time to time uses this new technology. Basically, it is a digital pad which you can write on your documents and import them into this program to edit and make changes the students can see on the screen. This technology is used with a LCD projector and a word document or other document type. I watched a Physics 12 class teacher place a document with questions up on the screen, have the students work through it, then write in the changes using the smart slate. A lot like writing the questions on the board, only clearer and faster.I really like this technology as it is interactive. Only problem is the huge cost!!! $400 USD plus projector costs, etc.__ __I’ve seen other good technology use in the school– some good powerpoints, and lots of web displays and word documents on the LCD projector. Very polarized– some teachers are into it and some can really hate it!__ __**Bad use of new technology:** In my first few days I witnessed almost 80% of teachers using powerpoint in their classrooms. While I saw some good uses of it (in Biology 12 for terminology), most of the powerpoints were overbearing. What I mean by that is that there was__ __1) WAAAAY too many words and content__ __2) TOOOO fast— teachers had trouble pacing themselves and went way ahead of the students so they missed a lot of it. Some teachers who had used it effectively either asked students a lot if they were ready to move on OR didn’t place much text on the slide (smartest choice).__ __3) Don’t use powerpoint as a crutch: Just because its technology and has beautiful pictures and movies doesn’t mean the students will listen… you need to build a repoire with students and have some behavior expectations.__

__**The effective low-tech teacher:** This kind of teaching I think still deserves some attention. A teacher, even with the tech minded adolescent, still can be very effective and build relationships EVEN IF THEY USE LITTLE OR NO TECHNOLOGY. For instance, I saw some fantastic lessons using only overheads, or even just a white board…or ..*gasp* the chalkboard!! Usually these teachers had some hands-on features or something to still catch the students eye, it just didn’t need to be the latest gadget. Some common characteristics that I admired in these teachers:__ __1) They were well planned and organized for the lesson__ __2) They were clear with their topic, direction and student expectations…and WAITED to make sure students were following along.__ __3) They engaged in their students– they knew all their names and some likes/dislikes and watched for student responses. This led to student dialogues with teachers to keep them on task, make them laugh or simple to let students know they cared about them. I think the relationship is #1 in importance, and whoever you are, you’ve gotta care about your students…personally.__ __4) They made their students ponder the bigger questions and ideas—not just get bogged down with facts.__ __Overall a very insightful technology week. Next week I’ll be focusing on specific cultures within the school, teacher methods, and alternative learning.__

__---__

Whitney S

Technology at Mark Isfeld Secondary

1. Although I was unable to observe a computer technology class during my observation, through looking at the course-programming guide and talking with teachers, I have discovered that this school developed a mixed program. The courses offered as grade 9/10 electives are: Computer Programming, Information Technology and Web Design. At the grade 11/12 level, the computer technology classes offered are: Computer Graphics/Graphic Design 11, Computer Information Systems 11 and 12 (Computer Maintenance), Computer programming 11 and 12, Applied Digital Communications 11 and 12 (Information Technology) and Digital Media 11 and 12. On a more media side, there are classes from the 9-12 level in Digital Photography, Journalism and Film and TV. 2. It seems that having a variety of media and technology classes would be beneficial to students because they can take courses in what interests them. There are more creative courses for those looking for an artistic and practical outlet, as well as more technical courses on graphic design, maintenance and programming. 3. I can’t be certain on this, because I didn’t go into detail with any teachers, but I feel like at this school there may be times when particular classes are not offered because of lack of interest. With so many potential courses, there may not be enough students to support a full class. However, it could be possible that they combine grade 11 and 12 classes. 4 (and 5) This school only has PC’s. And they are old and clunky. I know it is an expense thing, but if there could be an integration of PC’s and Mac’s, that might possibly enhance the dynamic and purposeful use of technology at the school. Technology is not very prominent in the classroom. Some instructors use tablets which are pretty cool, but other than that there is only one computer in the academic classrooms (and that is the teachers). When discussing with teachers the possibility of using technology in the classroom, they all thought it was a really great idea, but when resources are limited, and student attention is already hard to get, it makes it really difficult. _ Philippe G.

1. Which pathway has been adopted? At Stelly’s Secondary School, the students entering grade 9 only have the choice of Multi Media 9. Choice is definitely limited to one info tech class for grade 9 and 10s. Once in grade 11 the students have a choice between ICT: Digital Media 11, ICT: Computer Programming 11 and Computer Applications 11 and these courses are required to access the grade 12 complementary classes.



2. What are benefits of this model? The benefits to this model are that the students have the choice between three main ICT areas. It is structured so that the students have a good background of knowledge in media or computer programming for once they get up to grade 11 and 12 when the PLOs become extensive and could lead them to possible careers in ICT.

3. What are the disadvantages? The disadvantages are that the students are only able to start learning about main computer programming and application once they reach grade 11. They should be able to choose if they would like to start learning about the subject once they arrive at the school in grade 9.

4. What changes could be made to enhance the dynamic purposeful use of technology at the school? I think Stelly’s has integrated ICT into their school quite well. With a projector in every classroom, the ability to display the lessons or show media on the white board in front of the class has definitely enhanced the students’ learning and shows that they have well adapted to the 21st century teaching environment.

5. How would you describe the teachers’ and students’ attitudes, skills and knowledge of ICT? The teachers have embraced ICT in their classrooms as every class had a projector hooked up to the teacher’s computer so that they could display media, worksheets, or answer keys and it worked very well. The students were able to get straight to work without having to wait for the paperwork like I had when I was in high school.

Rachelle F. (A05)

1. The school that I observed offered two computer classes: a mix of grade 10-12 Information Technology class and a split grade 9 & 11 Information Technology class. The first class does a lot of digital media, and on the day that I observed, they were working on using Photoshop to create a yearbook cover. The other class focuses more on word processing, spreadsheets, powerpoint etc. Unfortunately, the day I watch the one class, the teacher was out sick and there was a TOC teaching the class. I wasn't able to ask the questions I wanted or to really find out much about the class. At this school, the math department also uses tablets (digital pads which can be hooked up to the LCD projector for everyone to see).

2. The benefits of having two different classes are that the students have the choice of what they would like to learn about, or could take both in order to expand their knowledge. It is important to understand the basics of computers, which will help the students later on, no matter what they choose to do. They are also learning how to use programs that many others do not know how (e.g. photoshop).

3. The disadvantages are that you have to sign up for the class in order to learn about technology, as it is not integrated into any other course, or be in a math class that uses the tablets. Something interesting to note is that the IT courses were predominantly male! They were only two girls in the class I observed.

4. Some changes that could be made could be using tablets in courses other than just math and integrate computer use (not just typing, but having projects that include the use of new programs) in courses other than the IT courses. The difficulty with this is that teachers have such varying levels of comfort, knowledge and skill when it comes to technology, not to mention the cost of having more computers, more tablets etc.

5. The teachers attitudes towards technology varied. Some used a mix of the LCD projector, the good old fashioned projector, and of course the chalk/white board. Others through in some powerpoint presentations, youtube videos, while others seemed to rely solely on lecturing and the whiteboard. It seemed that many of the students knew a great deal more about technology than some of the teachers (which is not a huge surprise).

Lawrence W. (A05)

1. Which pathway has been adopted The school I went to does not have a set ICT program, though there's a programming class this semester and a digital media next semester. The programming class is taught by a biology teacher and the projects the class has done so far includes a database for on-line shopping web site and a simple game both done in Visual Basic. I have not had a chance to talk to the teacher who will be teaching digital media in next semester.

2. What are the benefits of this model? Students who choose to take the programming class learn some real-world applications of software design and gain a basic understanding of the software development process.

3. What are the disadvantages? Because the school lacks teachers who are able to teach ICT courses, only select classes are offered each semester so there is no comprehensive program that ties everything together. Students who took programming this semester will not be able to continue with the more advanced class next semester.

4. What changes could be made to enhance the dynamic, purposeful use of technology at the school? Most teachers are quite comfortable with using the available technology in school. More teachers with expertise in programming or digital media could be hired so a more comprehensive ICT program can be offered.

5. . How would you describe the teachers’ and students’ attitudes, skills and knowledge of ICT Most teachers use an LCD projector hooked up with a computer in their classroom. Some of the older teachers still use transparencies with overhead projectors. Use of Power point presentations, youtube videos, and news web sites are common in many classes. Many science and math teachers use a tablet computer in their classes. Two teachers have class blogs as a means of communication to parents and students. Students regularly use the computers at school for research.

__Lindsey McDowell (A05)__

Summerland Secondary school offers courses in Applied Digital Communications for grades 9 and 10. The course is basically on computer literacy. It is a hands-on introductory course designed as a practical, activity-based course using the most widely used software on the market. Some of the topics covered in the classes are: animation, word processing, graphics, spreadsheets, desktop publishing, web page design, magazine cover, database, PowerPoint, and Internet Explorer. In a nutshell, students learn the basics of what computers can do. Evaluation is based on progress made with the computer, quizzes and other related assignments and tests per application.

This model could be very beneficial to students, assuming they really are computer illiterate when they come into the course. The material is very applied, not as theoretical as some of the other Information Technology classes, and the students learn things that they will likely need to know in the future. The subjects could be very helpful for the students’ future careers, and can likely be applied to many different jobs (ex. personal websites, databases, word processing).

However, the problem I perceive from this course is that I would assume most students are able to (at the very least) use a word processing program at a functional level. I would worry that a lot of students would be at a level that is probably higher than the course material, and that it may be taken as an “easy A” course, without a lot of learning occuring. It also seems a bit outdated - why are we teaching students how to use Internet Explorer? In short, this course sounds really boring.

The changes I would make to this course would be to update a bit more to use more modern uses of technology, and give the students a bit more credit as to what their abilities should be at this point. I like the practicality of this course, but maybe it would make sense to ask the students what they would like to learn and try to cover less topics?

I wasn’t able to sit in on this specific class, so I can’t comment on the attitudes towards it; however, in other computer-based classes (planning 10, for example), there seemed to be a really negative attitude towards using computers. The course had recently been changed to be completely Moodle-based, and it appeared that a bit of a revolt was occuring, and a move back to the more traditional ways of teaching planning. In addition to this, every class I sat in on that used computers was full of students not doing the work they were supposed to be doing. Overall, there was no focus, and it seemed like little interest in learning about how computers can be useful.


 * Aaron C (A05)**

1. I don't think my school really has an ICT pathway. Many of the kids have IEPs and the main concern is getting through high school in the first place. This is not to say there is no technology, but the technology that is there seems more directed at on-line and distributed learning delivery of 'core' classes. 2. I don't think there are really any benefits for this model. ICT is simply not an area of focus at this kind of school. 3. The disadvantages are that students don't have any kind of organized treatment of information technology. Technology is used mainly as a presentation tool and there is very little focus on digital production outside of word processing. 4. Presentations could probably be made a great deal more dynamic by moving beyond powerpoint. Some classrooms have already done this but many haven't. Some are not using any technology at all. As far as production goes, there is much to be gained by having students produce blogs, podcasts, and videos but a great deal of infrastructure and training would need to be put in place. 5. Some teachers are all for information technology. In fact, in a few cases the real limits appear to be more budgetary than willingness. Other teachers are not using technology at all and appear to be using very traditional styles of teaching very effectively. Students, however, are not really ready for much skilled information technology. Of course, many would not be averse to any kind of presentation changes but mass production on computers or other devices is very unlikely beyond word processing. In fact, much of the word processing itself was limited in that the students did not make any use of advanced features.

[|Information Technology Pathways]
= = =This past week I had the chance to observe a couple of information technology classes at Spectrum Community School. I was quite impressed and from what I got from the students, they were too. Spectrum offers an integrated approach to their information technology program. All those who wish to take IC courses have to begin with infotech 101 but once that is out of the way they can proceed in several directions. The classes that I spent time in were filled with students all working on different projects along various pathways. The classes were led by one instructor who had developed the pathways and was there to guide them in the direction they wished to go. In order to maintain a handle on what the students were working on he had set it up so that all the computers in the classroom were tied directly to his, giving him the ability to lock them out, access their work, limit their internet use and so on....The students only complaint about the program was that quite often they had to wait a while for help as the difficulties could be time consuming. Overall a pretty good IT program=