The document summarizes key findings from a study on factors that influence the effective use of information and communication technologies (ICT) to support learning in English school boards in Quebec. It identifies six key factors, including student engagement, stakeholder support, teachers' technical skills, leadership, infrastructure, and professional development. Recommendations are made at the operational and strategic levels to address these factors and ensure ICT is used to support educational goals.

1. Centre de liaison et de transfert 6 juillet 2004 IT-Supported Learning and Networking Phase 2

2. CEFRIO STUDY & CEFRIO - LEARN FOLLOW-UP In 2005-2006, over 100 teachers and administrators were interviewed in all nine English School Boards: Based on those interviews, six key factors were identified that influence the use of ICT-supported teaching and learning Recommendations were made at the class, school, board, and system level Representatives from the nine school boards met and discussed the report and its recommendations

3. Six Key Factors Supporting Student Learning & Development Student Learning & Development Stakeholder Support Teachers Technical Support Leadership Infrastructure Professional Development

4. Student Learning & Development Student engagement in learning is enhanced in effective IT-supported learning environments, when Teachers select developmentally-appropriate material Students work collaboratively Students access and evaluate relevant information on the Internet, especially in remote communities

5. Leadership Principals and Administrative Teams provide leadership by: Encouraging and supporting teachers to use ICT Embedding the increased use of ICT as an objective in the Educational Project and School Success Plans Establishing and supporting Techno-Pedagogical Coordinating Committees Modeling the effective use of ICT Encouraging the support of school board administrators in facilitating the use of ICT and the sharing of knowledge and skills Encouraging collaborative leadership among consultants, RECIT animators and school-based techno-pedagogical leaders

6. Professional Development There is a need for increased school-based professional development There should be a focus on collective competency building for teachers, educational leaders, and techno-pedagogical support personnel: Providing for face-to-face and online opportunities to meet, share, reflect on, knowledge build and document their practice, knowledge, skills, and needs

7. Recommendations: Operational Level - School Boards Infrastructure, technical support, and funding are secured Proactive leadership and collaborative action planning by principals Teachers have sufficient time to meet, share & develop competencies Techno-pedagogical Coordinating Committees established Professional development & collective competency building for teachers, principals, and consultants

8. Recommendations: Operational Level Principals Ensure pedagogically-relevant, reliable, and up-to-date infrastructure Provide pro-active techno-pedagogical leadership Teachers Consider the pedagogical and professional value of including ICT Address the most optimal means of using these resources

9. Recommendations: Strategic Level ADGESBQ-QESBA Enable the development of a common vision and a multi-year strategic plan for the use of ICT in support of student learning and networking LEARN Collaborate to develop the use of student networking and distance education initiatives Encourage professional development, collective competency building, and collaborative networking using resources from LEARNing Communities, school board consultants, RECIT animators, and techno-pedagogical support teachers.

10. Common Discussion and Consensus Points 1. The QEP is the vision, ICT is the tool ICT supports the implementation of the QEP Whenever teachers have used ICT in a project-based approach, they have made great strides in their implementation of the QEP

11. Common Discussion and Consensus Points 2. Pedagogy first; technology second when discussing any aspect of technology, it was understood that pedagogy comes first, and technology is at its service this applies when ICT departments are looking to implement or configure infrastructure, hardware and software it also applies to teacher and leadership training, the focus should be on using ICT as a tool for learning

12. Common Discussion and Consensus Points 3. Research: The theme of research came up in several circumstances: access to research which documents the positive impact of ICT in a constructivist approach; research to better understand and implement conditions for change and innovation in the education system

13. Common Discussion and Consensus Points 4. Sharing and Networking : the importance of creating a supportive network and the sharing of information was highlighted at the: ICT director’s level to coordinate efforts as a way to avoid duplication; leadership level to address issues of supporting change; teachers’ level to give and get support and develop competency

14. Project Phases At the present time it is expected that the project will evolve through the following four phases: Situational Analysis Support Management Innovative Experimentation Sustainable Implementation

15. Situational Analysis Assessment of the current situation in relation to: availability of required computer equipment and Internet access access to reliable technical support availability of readily accessible techno-pedagogical support appropriate support for project-related professional development

16. Support Management acquisition of required computer equipment and Internet connections provision of release time for project-related professional development establishment of a resource room/meeting place for team members to share ideas and expertise facilitation of within-team and project-based techno-pedagogical support

17. Innovative Experimentation support for professional development and team learning opportunities monitoring of progress and related revisions knowledge building and sharing activities within and across the project network collaboratively addressing difficulties as they arise

18. Sustainable Implementation establishing ongoing support and resources for the project and its outcomes considering the possibility of extending project objectives to other teachers within and outside the school evaluating the change process and educational impact made by the project sharing the knowledge gained

19. Value Added Support professional development through networking Improvement and dissemination of successful practice through knowledge building and sharing Enhanced use of IT-supported learning Recognition and celebration of accomplishments Supporting shared leadership at the school and system level Facilitating the development of a shared vision