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Uploaded byRafael Scapin, Ph.D.
The ICT Profile
The document discusses the ICT Profile, which is a framework that colleges can use to help students develop information, methodological, and technological skills. The ICT Profile consists of 5 skills: searching for information, processing information, presenting information, working in a network, and using ICTs efficiently and responsibly. It is a universal framework that can be adapted to any college program. Implementing the ICT Profile involves teachers integrating it into the curriculum with help from an ICT pedagogical advisor and ICT subcommittee.
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The ICT Profile
- 1. The ICT Profile RafaelScapin, Ph.D. Coordinator of Educational Technology IST Department Dawson College
- 2. • ICT Profile:Definition • Importance • How to Implement it • Questions Content
- 3. The ICT Profilefor College Students is a framework that teachers and colleges can rely on to help their students develop the informational, methodological, and technological skills required. What is the ICT Profile? ICT = Information and Communication Technologies
- 4. Rare is thecollege curriculum that does not involve searching for, processing and presenting information. The ICT Profile sets out an approach that allows these skills to be acquired within a single course or an entire program. What is the ICT Profile?
- 5. The Dawson GraduateProfile is based upon the outcomes that were identified in the report College Learning for the New Global Century issued by the Association of American Colleges and Universities in 2007. The report recognized that today’s students will need broad knowledge, strong intellectual skills and a grounded sense of ethical and civic responsibility to be able to meet the myriad challenges of the 21st century with respect to environmental, global, intercultural, technological and scientific changes. Dawson Graduate Profile https://www.dawsoncollege.qc.ca/strategic-plan/the-dawson-graduate-profile/
- 6. The Graduate Profilebuilds on and expands program competencies and can be viewed as cross-curricular in that all students, regardless of the program in which they are enrolled, should develop these outcomes. These outcomes are integrated and supported extensively throughout the curriculum and outside of the curriculum through a deliberate and systematic approach. Dawson Graduate Profile https://www.dawsoncollege.qc.ca/strategic-plan/the-dawson-graduate-profile/
- 7. It consists offive skills. Each skill has defined objectives that involve tasks to be accomplished. It therefore presents a three-level structure of elements. Universal, it can be adapted to all programs and to all colleges. ICT Profile Characteristics
- 8. Relevance for Students Preparesstudents for the labour market, university and for a digital society Information and technological skills required for: All technical or career programs: biological, physical, social, business, arts areas All pre-university programs: Social Sciences, Sciences, Arts, Literature and Communications, etc.
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- 10. ICT Profile Characteristics AnICT Profile for students: All programs that put forward a cognitive and methodological approach (knowledge, skills, soft skills) Options within the programs using software applications in order to master a skill More flexible and simplified structure Long-term, independent of technological change
- 11. lt targets allstudents, including those with disabilities. Its logic is similar to “Universal Design for Learning” (UDL), which aims to develop pedagogical skills for all learners. It offers the help needed to acquire technological skills to support the mastering of high-level skills, whether informational, methodological or cognitive. ICT Profile Characteristics
- 12. It gives teachersin programs flexibility when it comes to choosing software applications and the right digital environment to use for mastering a skill. Because it is independent from technological changes, its relevancy will last longer. ICT Profile Characteristics
- 13. Skill 1: Searchfor Information
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- 15. Skill 2: ProcessInformation
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- 17. Skill 3: PresentInformation
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- 19. Skill 4: Workingin a Network
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- 21. Skill 5: UseICTs in an Efficient and Responsible Manner
- 22. http://www.profweb.ca/en/ict-profile/use-icts-in-an-efficient-and-responsible-manner Skill 5: UseICTs in an Efficient and Responsible Manner This skill offers students a toolbox that will allow them to: •use technology efficiently during their college studies by mastering their work environment and by developing autonomy. •adopt good habits when it comes to using ICT. •develop a set of behaviours that encourage them to be aware and responsible citizens.
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- 24. SKILL 2 Process Information SKILL 2 Process Information Task2.3.2 Choose the type and appropriate tools of representation Task 2.3.2 Choose the type and appropriate tools of representation involves OBJECTIVE 2.3 Structure the Information OBJECTIVE 2.3 Structure the Information involves Concept plan Concept planTableTable GraphGraph PlanPlan Other...Other... can be in the form of Concept map Concept map Spreadshee t Spreadshee t Word processing Word processing Other...Other... with (as required)
- 25. SKILL 3 Present Information SKILL3 Present Information OBJECTIVE 3.2 Carry out the Production OBJECTIVE 3.2 Carry out the Production involves Task 3.2.2 Integrate the content elements into the production Task 3.2.2 Integrate the content elements into the production involves AnimationAnimationTableTable SoundSound ClipartClipart Other...Other... can be in the form of TextText BlogBlogWord processing Word processing Slide showSlide show Other...Other... Included in VideoVideo
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- 29. Digital Skills Higher Education CitizenshipLabour Market Eucalyp from Flaticon (Creative Commons BY 3.0)
- 30. Digital skills alsocontribute to Student Success Motivation
- 31. Meeting the expectations andrequirements of universities and the labour market Ensuring a continuum in students’ paths by encouraging inter-order initiatives Staying competitive with other educational systems worldwide Supporting active pedagogy Raising standards for a more efficient use of ICT and for a better monitoring of student learning Integrating digital skills in the college network’s programs of study IS…
- 32. SEARCH FOR INFORMATION SEARCH FOR INFORMATION PROCESS INFORMATION PROCESS INFORMATION PRESENT INFORMATION PRESENT INFORMATION WORKINGIN A NETWORKWORKING IN A NETWORK USE ICTs IN AN EFFICIENT AND REPONSIBLE MANNER USE ICTs IN AN EFFICIENT AND REPONSIBLE MANNER
- 33. Supporting the Masteringof Digital Skills ICTProfile.ca [En] ProfilTIC.ca [Fr]
- 34. Recognizing the Masteringof Digital Skills The Recognition of Acquired Competencies (RAC) process provides individuals with the opportunity to have their experience and competencies acquired in the workplace, recognized and accredited. https://www.dawsoncollege.qc.ca/recognition-of-acquired-competencies/
- 35. Integrating Digital Technologyin Classrooms for: Source: Collège Montmorency • Collaborative learning • Worldwide connections • Higher-level learning • Communication Eucalyp from Flaticon (Creative Commons BY 3.0)
- 36. College and Services Source:Collège Montmorency Eucalyp from Flaticon (Creative Commons BY 3.0) Pedagogical Leadership Collaboration Among all Services Involved Common and Coherent Pedagogical Vision
- 37. Supportive organizational conditions Source:Collège Montmorency Eucalyp from Flaticon (Creative Commons BY 3.0) ICT Integration Plan Professional Resources Technical Resources Material Resources
- 38. Implementation of theICT Profile Source: Collège Montmorency
- 39. Implementation of theICT Profile Source: Collège Montmorency To fully integrate the ICT profile in a curriculum, it is essential to have the willingness of a college’s director and its teachers. As well, IT-REP/RepTIC Network studies show that the ICT pedagogical advisor plays an important role in effectively guiding the work.
- 40. Implementation of theICT Profile in a Curriculum Source: Collège Montmorency Teachers: The teacher works in conjunction with the ICT pedagogical advisor and the ICT subcommittee in the targeted program, developing a plan for integrating the ICT profile in the curriculum. He is involved in producing the integration plan and, together with the ICT pedagogical advisor, submitting it to various groups and boards for review or approval.
- 41. Implementation of theICT Profile in a Curriculum Source: Collège Montmorency ICT subcommittee: A subcommittee may be formed by the home department of the teacher who is granted release time. The department selects the members; it is recommended that members be selected according to the disciplines in a program of study. The committee assists the teacher given release time as well as the ICT pedagogical advisor. It participates in and guides the development of a plan for integrating the ICT profile.
- 42. Implementation of theICT Profile in a Curriculum Source: Collège Montmorency ICT pedagogical advisor: The ICT pedagogical advisor counsels, facilitates, supports and gives feedback to senior cadres responsible for educational services, to teachers, and to other professionals. He or she contributes to the development, implementation and monitoring of the ICT profile integration plan.
- 43. Implementation of theICT Profile in a Curriculum Source: Collège Montmorency Department: The department is involved in approving the program ICT Profile and gives its opinion on the ICT integration plan. Teachers in the department participate in some work related to educational activities involving ICT.
- 44. Implementation of theICT Profile in a Curriculum Source: Collège Montmorency Program committee: The program committee reviews the proposal for integrating the ICT profile and approves the final version. The plan is then presented to the director, who in turn submits it to the board in accordance with the college’s current procedures.
- 45. Sources Source: Collège Montmorency ICTProfile Website: http://www.ictprofile.ca Guide : Integrating the ICT Profile for College Students into a Program Normand Kevin Aubin, M.Sc., ICT pedagogical advisor (2016) 2014 Edition of the ICT Profile for College Students: A Cognitive Approach First! Nicole Perreault, Réseau REPTIC In collaboration with Huguette Dupont, Cégep de Granby
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- 47. rscapin@dawsoncollege.qc.ca Contact Me Rafael Scapin,Ph.D. Book an Appointment http://rscapin.youcanbook.me 1404
Editor's Notes
- #25 Prenons par exemple l’habileté 2 « Traiter l’information > Structurer l’information > Choisir le type de représentation et l’outil appropriés ». La démarche cognitive est analogue selon que l’on étudie en Arts plastiques, en Sciences de la nature ou en Techniques de travail social. Toutefois, comme la nature de l’information à analyser est souvent différente d’un programme à l’autre, le choix d’applications logicielles à utiliser pourra varier d’un programme d’études à l’autre.
- #26 Même chose pour l’habileté 3 Traiter l’information. La démarche proposée s’applique à tous les logiciels possibles et impossibles