IT @ LHCS
A THREE YEAR PLAN
October 2002
Preface (A vision for IT @ LHCS)
A traditional school project is done using pen and paper for report and essay writing. Research takes place in a library by combing through books and periodicals. After researching and note taking, a student begins his first draft. After editing and revising he does a second and perhaps even a third draft, both times rewriting the entire report.
Now imagine a school where a student begins a project by researching on the Internet. She finds some appropriate sites and drills down for useful information. She may bookmark them for future reference, or print out the articles to review later for note taking and fact collecting. She might email an expert in the field or someone who lives in the area they are studying for some first hand information. She will still use the library but can search the catalogue of the school library and her local library online first. Her notes are organized into headings and stored on separate pages in a word processor. Graphs and charts are imported from a database or spreadsheet program. She puts together her first draft, which can be submitted on paper or electronically to her teacher. Revisions of the first draft can be done on a wordprocessor. Upon completion of the body of the report, she uses a desktop publishing program to make a title page and spruce up other portions with graphics. She then prepares for the class presentation of her report. The document is imported into a multimedia program like PowerPoint and she makes a dynamic slideshow for her class presentation. After her presentation she can post her slideshow on the school web site, with links to related sites.
Acknowledgements
This plan relies heavily on the OACS document Using Computers to Learn K to 8, Second Edition. Many of the goals in this plan are taken from this document and reworked to fit our particular situation at LHCS. Other sources include proposals from the Computer Committee of LHCS and the OACS document Learning With the Internet.
Overview of the 3 Year Plan
|
Year |
Curriculum Objectives | Staff Support | Software | Hardware | ||||||||||||||||||||||
|
1 2002-2003 |
|
|
|
1-2 computers per class | ||||||||||||||||||||||
|
2 2003-2004 |
|
|
|
|
||||||||||||||||||||||
|
3 2004-2005 |
|
|
|
|
IT @ LHCS -
A 3yr PlanI. Introduction
This document comes out of the Strategic Plan that LHCS has developed. Specifically it comes under the heading of "Program Development". One of the objectives of Program Development is "to integrate information technology into our curriculum". One of the ways to achieve that objective is "by completing a 3-year plan, which clearly articulates the educational objectives and how information technology is integrated into the curriculum."
* Information Technology =Any digital or electronic computer-based equipment or function including hardware, software, e-mail and the Internet. Information Technology will also be referred to by the abbreviation IT.
II. The Role of Information Technology at LHCS
LHCS statement of purpose:
We believe that it is our responsibility as Christians to raise children in the light of God’s word. The education of children must be Christ-centered equipping them to become responsible disciples of Christ who seek the will of the Lord in all aspects of life.
LHCS Mission:
For the children of Christian parents, Laurentian Hills Christian School provides Christ-centered, quality education to the whole child in a supportive & loving, diverse & growing, parent-run school.
LHCS Vision:
Kitchener-Waterloo Christian School Society advances dynamic, excellent Christ-centered education through unconstrained facilities, exceptional programs, and extensive resources that cultivate responsible disciples of Christ.
1. How does the use of Information Technology help LHCS meet the goals stated in its purpose, mission and vision?
2. Specific goals for Information Technology at LHCS
3. Benefits of integrating IT
 | students can take more responsibility for their own learning |
| students are energized by learning |
| students choose strategies suitable for completing a task |
| students collaborate with peers |
| learn to formulate questions to guide their inquiry |
| develop strategies to find, use and learn information |
| identify problems and develop strategies to tackle these problems |
4. How IT is integrated into the curriculum
III. Staff Support:
As mentioned in the section above, much of the integration of IT will be done by the classroom teachers as they work IT into their lesson plans. Teachers will need support in this area, otherwise IT will be seen as another demand in an already busy professional life. If teachers are not encouraged and helped, IT will remain on the periphery of the classroom and not truly integrated.
Support for staff takes on two basic shapes.
1. Giving staff the time and resources for professional development such as:
 | whole staff development days |
| join organizations such as ECOO (Educational Computing Organization of Ontario) and attend their workshops and conferences |
| take the "Computers in Education" courses offered by OCSTA or the Ministry of Education |
| take computer courses at a local Community College |
2. A Computer Coordinator:
| " The key factor in successful computer implementation is having a computer coordinator available who has the appropriate interest and training, and who is given a clear task description and the time and tools to do the job. This may seem like money that does not need to be spent, but this person is critical to the successful and stewardly use of the school's investment in the hardware and software." OACS - Using Computers to Learn 2 |
| A job description would need to be developed. The OACS has developed recommendations for both a job description and release time. |
IV. Specific Curriculum Recommendations
The curriculum recommendations contained in the charts on the following pages are not intended to be prescriptive, but rather a starting point for integrating IT into our existing curriculum. Grades K-3 are dealt with separately because of the unique needs of these students in terms of language development and skills. Grades 4-8 curriculum recommendations are laid out in categories: word processing, desktop publishing, multimedia authoring, database and spreadsheets, and Internet use. These recommendations (with the exception of "Internet Use") come directly from the OACS document Using Computers to Learn, K-8, Second Edition.
| Grade | Objectives | Applications | Software | ||||||||||||
| K | -To recognize letters | Initial letter-picture
association: -Type corresponding letters from keyboard. |
|
||||||||||||
| -To learn proper use of cursor keys |
-Move through a maze using the
cursor keys. -Reconstruct sequence of shapes by choosing from five basic shapes and moving them using the cursor keys. |
|
|||||||||||||
| -To recognize numbers -To use a mouse |
-Count the number of objects and type the number. |
|
|||||||||||||
| 1 | -To learn the proper use of
important keys: escape, space bar, back-space -To print stories, save and retrieve files |
-Key in, read and compose simple
sentences. -Group collaborative story writing -Simple editing exercises -Number, letter and word recognition |
|
||||||||||||
| 2 | -To use the Alt key -To underline text -To centre text |
Types of writing: -poems -paragraphs such as a class -experience after a field trip |
|
||||||||||||
| -To become familiar with keys necessary for editing process |
Types of exercises: -complete unfinished sentences -combine sentences -make a class newspaper |
|
|||||||||||||
| -To manipulate graphics by
selecting pictures and incorporating them into text -To move graphics |
Types of exercises: -make a class newspaper -make a presentation on a topic; i.e.… planets for science |
|
|||||||||||||
| -To integrate different subject areas |
-Math facts -Language arts |
|
|||||||||||||
| 3 | To learn special key functions: blocks, insert text To learn cursor moves: -page up and down -move to beginning and end of text |
Types of exercises: -simple paragraphing -edit and revise drafts -story-writing at the computer -journal writing -pen pal letters |
|
||||||||||||
| To manipulate graphics by -selecting fonts -centring text |
Types of exercises: -write a cinquain and centre the lines -choose fonts for an acrostic poem |
|
|||||||||||||
| To integrate different subject areas | -Music -Math |
|
|
Word Processing |
|||||||||
| Grade | Objectives | Applications | Software | ||||||
| 4+5 | To learn block functions: -copy text -move text -delete text To use special key functions: -page up and down -move cursor to beginning and end of line To learn file handling: -scroll through the file directory To become familiar with layout: -columns -graphics with text -justification To enter text: -line overflow -use of enter key |
Types of writing: -story -journal -poetry -letter writing -newsletter Process: -composing -editing -formatting text -laying out text -laying out graphics Types of exercises: -writing story endings -combining sentences -building complex sentences -classroom book organized by theme -class newsletter -rearranging a scrambled story -shaping poems -pen pal letters -subject area projects |
|
||||||
| 6 | To practice skills taught in previous years To use block functions: - change font size and type of existing text To learn file handling: - merge files or copy blocks of text from one file into another To be able to use graphics: importing graphics |
Process: - formatting - design - use of fonts Types of writing: - pen pal letters - book reports - posters - class newsletter - acrostics Types of exercises: -novel review -special event poster -cumulative story writing (e.g., This Is The House That Jack Built) |
|
||||||
| 7 | To use special tools: - thesaurus - spelling checker |
Types of writing: - newspaper - classified ads - story writing - business letters - using a teacher prepared template - paragraph writing variety - write a class book |
|
||||||
| 8 | To reinforce skills taught To use special functions: -outliner |
Using the computer as a tool for submitting assignments for various subject areas |
|
||||||
|
Desktop Publishing |
|||||||||||
| Grade | Objectives | Applications | Software | ||||||||
| 5-8 | -To develop mastery in the use
of the techniques -To import graphics -To apply principles of design and layout -To manipulate graphics -To use as medium for classroom assignments and projects |
-Produce a classroom newsletter -Produce a newspaper for some historical or biblical period -Science charts -Math graphs -Integrating software products -Layout and design |
|
||||||||
|
Multimedia Authoring |
|||||||||||||||
| Grade | Objectives | Applications | Software | ||||||||||||
| 4+5 | -To create a linear presentation
with a sequence of screens -To combine use of text and graphics (colour & texture) -To import graphics from reference software |
-Create a story summary for a
younger grade. -Retell a parable from one of the gospels. -Create a variation on a picture book. |
|
||||||||||||
| 6 | -To create a non-linear
presentation with the use of links -To introduce the use of a 'transition' between scenes -To use sound effects -To create different links |
-Create a science presentation
on a concise topic. -Present a science or social studies topic which branches. |
|
||||||||||||
| 7+8 | -To record sound effects -To create animation effects -To create special visual effects -To use visible and invisible buttons -To use scrolling text boxes |
-Create a class poem anthology
with a picture of each author and each poem read and illustrated. -Create a time line of the Kings of Judah, Kings of Israel, and the prophets with links to special events. |
|
||||||||||||
|
Database and Spreadsheets |
||||||||
| Grade | Objectives | Applications | Software | |||||
| 6-8 | -To recognize and use
characteristics of non-electronic "databases" e.g. dictionary, phone directory, encyclopaedia -To demonstrate other ways of organizing (filing, sorting, or recording) available databases, e.g. non-alphabetic -To define and give examples of non-electronic database, record, field, category, file |
-Language Arts skills, e.g. word
searches -Social Studies: research projects with encyclopaedias, atlases -Mathematics: polls of class or school population |
Not needed | |||||
| To use an electronic Bible concordance | -Bible word search, phrase search, etc. |
|
||||||
| To produce a simple report, making comparisons after having used a database | -Social Studies: research projects e.g. China, India, the western provinces |
|
||||||
| To produce visual data, e.g. graphs, charts, highlighted maps |
-Mathematics: study of types and uses of graphs |
|
||||||
| To choose appropriate fields for search depending on application |
-Library index search |
|
||||||
| To make decisions based on geographic and economic data |
-Social Studies exercises |
|
||||||
| To reinforce and develop various skills |
|
|||||||
| -To create files with useful
categories, fields, and records -To enter and manipulate data -To update and maintain database -To discern possible abuses of statistics |
-Social Studies: summary of
provinces, prime ministers, natural resources -Language Arts: classification of words by syllabic or phonetic characteristics -Health/Science: reports on nutritional values of popular foods e.g. breakfast cereals -Environmental Studies: charts on families of wildlife; ratios and proportions -Mathematics: study of statistical similarities and differences amongst class or school population |
|
||||||
| -To review and reinforce
previous concepts -To design a database -To analyze information -To test hypotheses |
-Construct database for
Intermediate Geography: inserting population, climate, physical features,
latitude, longitude, etc. (see OACS: People in the Deciduous Forest) -Design and maintain Field Day database -Research |
|
||||||
|
Using the Internet |
|||||||||||||
| Grade | Objectives | Applications | Software | ||||||||||
| K-8 | -Use the Internet as a resource
for classroom activities and instruction -use the multimedia nature of the Internet to generate excitement and interest in the students |
-teacher presents information
from the Internet to the class using a connection to a TV for adequate
viewing -teacher bookmarks a site in "Favourites" and students navigate to the site independently to find the information. |
|
||||||||||
| 3 | -learn simple searches -learn how use URLs to navigate to specific sites |
-teacher assigns small research
topics to students, giving them a list of possible sites to find that
information -have students use a search engine to find specific information |
|
||||||||||
| 4 | -reinforce concepts from grade 3 -more types of searches -discern between useful and extraneous information -discern if the information on a particular site is valid and or trustworthy -epals |
-students use search engines to
research topics given by teacher. -comparison of information from the Internet to other sources such as books, magazines or newspapers -arrange for students to email with a class in another part of the country or the world. Could be linked to Social Studies units. |
|
||||||||||
| 5 | -continue to develop and extend
concepts and skills form grade 4 -maintain a class web site -research for projects using the Internet |
-see above -use Boolean terms for searches -students contribute to class web page by making their own pages which link to the class page -research for various projects |
|
||||||||||
| 6-8 | -maintain class web page -present projects or reports online -current events research using the Internet -discern proper uses of information and possible abuses of information on the Internet |
-see above -students take ownership of class web page and are responsible for content and updating -group reports can be presented online, with links connecting the various pages, individual reports can also be done online -current events often can be investigated on the Internet because of its accessibility and immediacy -activities which help students to see the potential for the abuse of information on the Internet. For example a teacher could explore one of several "urban legends" that are presented as fact on many websites. -discernment is a conscious activity that needs to be reinforced and can be done through activities such as showing students sites that deliberate mislead or misinform for their own purposes. Another activity would be to study advertisements on the web, or look at the use of "cookies" by some websites. Which are used to track what sites you go to on the Web in order to build a profile and target their advertising. |
|
||||||||||
V. Software Recommendations:
An inventory of all the software in the school was completed in the Spring of 2002. We currently have 78 educational software programs. We also have a site license for Accelerated Reader.
Existing computers have a license for Microsoft Office 97, CyberSitter, our Novell network and an antivirus program. New computers would also require these licenses.
In addition, a variety of educational software needs to be purchased. These purchases can be phased in over 3 years. OACS software recommendations should guide our software purchasing decision. The curriculum objectives in the previous section mention a number of software titles for our consideration. A partial list of the educational software that is needed includes:
 | Front Page Web authoring software (could possibly be included with MS Office) |
| Kid Pix 2 Studio (K-4) |
| HyperStudio (5-8) |
| French Vocabulary Builder; |
| CSI: The Story of God and His People |
| Cross Country Canada site license; |
| Sim City |
| Franklin’s Reading World |
| Minds on Math |
"The proposed future for technology at LHCS is to purchase one new computer for each class each year for the next 3 years. A subset of these class computers could eventually form a lab when space becomes available." -proposal from the Computer Committee to the Board in 2002.
The first stage of this proposal is already underway, with placement of new computers in each classroom expected in the fall of 2002. This plan gives the school the flexibility to have computers in the classrooms while still preparing for the possibility of a lab.
To integrate IT the best setup is to have some computers in the classrooms and to have a lab. A lab allows teachers to manage the integration of IT more easily. Students can be working on identical or similar projects at the same time in a lab. In a classroom setting it is much more difficult for a teacher to supervise and help students on the computer if the rest of the class is still engaged in regular classroom activities. A lab gives equal access to all students. In a classroom setting the computer tends to be monopolized by students with interests and abilities in computers.
VII. Renewal and Evaluation
This Information Technology Plan needs to be reviewed and updated on an ongoing basis. Eventually it should be transformed from a 3 year plan to a report that outlines the ongoing requirements for information technology and its applications. Updating this plan will be the responsibility of the Computer Committee and the Education Committee.
To determine if the school is meeting its goals and objectives for IT, annual reports from the school administration, the Computer Coordinator and the Computer Committee need to be submitted and reviewed by the Education Committee. These reports should be filed in January allowing time to make adjustments if necessary prior to the following school year.