Technology Plus

In virtually every aspect of our society, our economy and our personal lives, technology is having a profound impact on the way people live, work, learn and do business. It seems that rarely a day goes by without some new development in technology, whether it's converging multimedia, new ways to communicate and explore ideas, or the availability of goods and services - including learning programs and digital content - anywhere, anytime.

As we noted in the early sections of our report, the explosion of new technologies and multimedia is expected to continue. Technology will be pervasive and a "given" in most children's lives, in their homes, their entertainment and their communication with friends and family. They will come to school with expectations that the same kinds of technology and multimedia will also be pervasive in their schools. Most, if not all, jobs and careers will require young people to have a range of skills in using technology and to continue learning new technology skills in the workplace. All Albertans, as lifelong learners, will use technology to develop skills and relationships, to gain, construct and share knowledge, to think critically, solve problems, and make decisions. The definition of literacy in the future is likely to include not just the ability to read and write, but also basic technological, visual and information literacy. With the rapid expansion of knowledge, students will need to be able to find, sort, assess, make decisions, and apply knowledge and information to a variety of problems and situations.

Schools have taken steps to expand students' access to computers and the Internet. On average, in 2001-02, there was one computer for just over every six students in schools across the province. An Information and Communications Technology curriculum also is in place for Alberta's schools, with a focus on ensuring that students are prepared to understand, use and apply information and communications technology in effective, efficient and ethical ways.

SuperNet will open up a world of opportunities for networkenabled classrooms, schools and school jurisdictions.

With the establishment of SuperNet, the provincial government will make Alberta a world-wide leader in access to high-speed broadband Internet connections. By 2004, SuperNet will be expanded to virtually every community in the province. The Commission commends the provincial government for its vision and foresight in developing SuperNet. It will open up a world of opportunities for networkenabled classrooms, schools and school jurisdictions.

In May 2003, a proposed Learning and Technology Policy Framework was released for discussion by Alberta Learning. The proposed framework indicates that "Technology can provide greater access to resources, expose students to real-world problems and authentic contexts for learning, and provide alternative methods of representing and communicating knowledge. It fosters innovation, facilitates dialogue and offers potential for developing new practices among the education and research communities."⁷⁹

Specifically, technology offers the potential to:

• Increase access to learning opportunities
• Adapt teaching to different learning styles, preferences and paces
• Customize learning materials and services
• Provide access to interactive educational resources
• Expand research and knowledge creation
• Individualize the tracking and recording of students' progress
• Develop new learning communities for the sharing of knowledge and best practices
• Improve information management and administrative processes.

The Commission supports the overall goals and policy direction outlined in the proposed framework and encourages government to move ahead with implementation.

It's important to recognize that we are certainly not starting from scratch when it comes to the use and integration of technology. A number of important world-class initiatives currently are underway in the province.⁸⁰

• Through LearnAlberta.ca, work is underway to provide online digital video, animations, lab demonstrations, simulations, interactive discovery tools, and reference materials that support what is taught in Alberta classrooms.
• The Alberta Online Consortium supports online course development and involves over 100 school jurisdictions across the province.
• About 4,700 full-time and 4,000 part-time students are enrolled in online learning through virtual schools operated in 20 school jurisdictions.
• The TELUS Learning Connection (Telus2Learn) works with teachers in the use of technology, providing professional support, curriculum and information and communications technology (ICT) support, opportunities for collaborative project development, and interactive online learning tools.
• Through the National Geographic Science Center, Alberta Learning and the National Geographic Society have signed an agreement to digitize selected National Geographic videos, GeoKits, teacher support materials, student activities and glossaries and correlate them with Alberta's science curriculum.
• The Galileo Educational Network provides leadership in the identification of effective strategies for ICT implementation and professional development.
• An e-textbook pilot project is underway to develop an electronic version of grade 9 science textbooks.
• Many of the projects supported under the Alberta Initiative for School Improvement relate to the integration of technology in the classroom.

In addition to these province-wide initiatives, a number of school jurisdictions have taken the lead in establishing virtual schools and providing support to their teachers and schools in the integration of technology. For example, the Calgary Board of Education's ICT Cyberspace provides webbased support for teachers to assist in integrating technology in their classrooms. Through the Rural Advanced Community of Learners (RACOL) initiative, the Ft. Vermilion School Division, in partnership with the University of Alberta, is able to connect students and teachers who may be great distances apart using a high speed broadband network to provide real time teaching and learning. With a Virtual Presence Learning Environment in place, students and teachers have access to broadcast quality video and audio, interactive whiteboards, and expert systems to manage the environment. The Learning Live project in the Red Deer Catholic School Division involves the delivery of curriculum from the Red Deer Notre Dame High School in Red Deer to the St. Matthew School in Rocky Mountain House.

Alberta is certainly not alone in exploring and adapting technologies to expand access, provide innovative approaches, and improve students' learning and critical thinking skills. In the US, the CEO Forum - a five-year partnership between business and education leaders - examined the use of technology in schools. Their report concluded that, instead of teaching technology for its own sake, technology should be integrated into all areas of the curriculum to make content more challenging and engaging for the student. In their view, we need to stop wondering if we should implement technology into schools and start wondering how to implement it to best attain educational objectives.⁸¹

This need to get on with it and do it right is a key message in our report. From the Commission's perspective, we've called this section "Technology Plus" for several important reasons.

First, we're not looking at technology as a replacement for teachers. Technology is a tool that, if used appropriately, can improve teachers' teaching and students' learning. We also are not advocating wholesale self-directed learning where technology replaces teacher-led classroom experiences. This may be the preference for a number of students involved in virtual schools, but it is unlikely to ever be the norm for the vast majority of students and, even in virtual schools, the guidance of and connection to teachers is critical to students' success.

We envision classrooms in the future where technology is fully integrated as a teaching and learning tool. Teachers become designers, coordinators, facilitators, guides, learners, and knowledge builders in their students' ongoing learning. Students in the future are expected to be knowledge-builders and "cognitive apprentices" - able to think, organize and analyze information and ideas, generate questions, investigate and do research, invent new ideas, and solve problems. Rather than simply receiving information, they will be expected to become "infotectives" - investigating and seeking information and using that information to uncover solutions.

Second, it's not good enough to simply add more computers to schools. Unless technology is integrated throughout the classroom experience and teachers are provided with adequate support to make it work and work well, the full potential of using technology to improve learning will not be achieved.

Third, technology has the potential to give students access to hands-on, real-life projects to expand their learning and connect them to experts anywhere around the world. Research suggests that students learn better through project-based learning where they are actively engaged in projects that make sense to them and involve seeking information, solving problems and building knowledge. The objective, then, is not just to use technology for drills and practice but to fundamentally change how curriculum is delivered and to improve students' achievement.⁸²

Fourth, technology has the potential for improving access to first-class learning opportunities, especially in rural communities. Throughout its consultations, the Commission heard concerns about the challenges small schools in rural Alberta face in trying to provide a comprehensive range of programs and courses for their students, especially at the high school level. There also are challenges in providing counselling and other specialized services for students, ongoing professional development for teachers, and effective administration. The Commission believes that technology has the potential to help address each of these challenges and improve education in rural communities.

Goals

• Technology is used effectively as a powerful tool for improving the achievement of students. Students improve their learning with technology, not their learning about technology.
• All students have access to computers and information and communications technology as tools for learning, including doing research, seeking and analyzing information, creating new insights and ideas, and applying what they learn.
• Technology provides an opportunity for teachers and principals to share best practices, participate in professional development, and continuously improve their students' outcomes.
• Technology is used to improve access to quality education in rural and remote communities.
• Integrated technology and information systems are in place to support improvements in efficiency, effectiveness and accountability in the education system.
• Alberta plays a leadership role in Canada in the effective use of technology to improve teaching and learning.

⁷⁹ Alberta Learning (2003g, p. 1).
⁸⁰ For a complete list of the various projects and initiatives underway, check the Learning and Technology Policy Framework available online at the Alberta Learning website.
⁸¹ CEO Forum (2001).
⁸² Laferrière (2003) Presentation to the Commission.

source :education.alberta.ca