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Integrating ICT into a ProgramICT Profile for College Students
Presented by:Your name, your college
Your activity/ Date
1Original slide show distributed in October 2009, created by:Lorraine Ouellette, Cégep de VictoriavilleHuguette Dupont, Cégep de Granby – Haute-Yamaska
A multimedia presentation based on the following document :
De Ladurantaye, R. (2008). A Guide for Integrating ICT into a Program. Profweb Report, English version published June 18, 2008.
Information about this slide show
2
This slide show is a collective work designed to respond to the needs of various persons or groups regarding the use of the “ICT Profile for College Students”. It is part of the IT REPS (REPTIC) toolbox to support ICT integration and promote the use of this slide show in the college community and in various situations.
Terms of use for this slide show
• Mandatory display of this slide, “Information about this slide show”.• Mandatory display of essential title page components: original authors, source (Profweb Report), and Creative
Commons licence logo.
Unless otherwise indicated, the content of this document is under Creative Commons licenceAttribution - Noncommercial- Share alike- 2.5 Canada.http://creativecommons.org/licenses/by-nc-sa/2.5/ca/deed.en_CA
Permitted adaptations and modifications
This slide show may be modified or adapted as needed. Its use in Québec colleges is encouraged. Local adaptations may be added to the IT REPS toolbox, in the spirit of collaboration of this community of practice. However, certain restrictions apply to the “Contextual diagram of the ICT Profile for College Students”: the source of the original diagram must be mentioned, and the content retained in its entirety (no changes made to the objects therein, and to the skills in particular).
Document title: Integrating ICT into a ProgramAuthor(s) : Lorraine Ouellette, Cégep de Victoriaville and Huguette Dupont, Cégep de Granby – Haute-Yamaska
Version updated on: October 8, 2009How to cite this document: OUELLETTE, L. and DUPONT, H. Integrating ICT into a Program.
Document produced as part of the work carried out by the IT REPS (REPTIC) network . October 2009.URL : http://www.reptic.qc.ca/dossiers/profil-tic-eleves/profil-tic-des-etudiants-du-collegial.html
The aim of this presentation is to answer three questions:
Why? Reflection
Why integrate ICT into programs? What?
Tools to facilitate the integration of ICT The ICT Profile – a project that’s really taking
off! Presentation of the IT REPS network provincial ICT Profile
How? Practical implementation of the ICT Profile
Suggested approach Examples
ICT ???
3
Why?
Integrating ICT…
4
Why integrate ICT into programs?
To follow the trend, to be “in”? To meet the requirements of your college? Because it’s everywhere? Because students want it?
5Digital natives – A review 2009
ICT and the teacher
Integrating ICT into your
personal use
Integrating ICT into your teaching
Integrating ICT into your students’ learning
POELLHUBER, B. and R. BOULANGER (2001). Un modèle constructiviste d’intégration des TIC, rapport de recherche PAREA, Trois-Rivières, Collège Laflèche, 49-54p (translation)
6
At what stage of ICT integration are you?
Why integrate ICT into your program and into
your teaching practices?
1. To keep up with the local action plan Strategic plan, success plan, ICT plan
2. To support active learning As a means for students to learn actively, in context.
3. To follow ministerial policies(General goals, objectives and standards, ...)
To meet the requirements and support the philosophy of a competency-based approach.
4. To train students in a greater mastery of ICT To develop socially responsible ICT skills in students. To meet the expectations and requirements of university
studiesand the workplace.
7
1. To keep up with the local action plan
8
Strategic plan of Cégep de Granby Haute-Yamaska. Online: http://cegepgranby.luka.ca/public/e5c73c2a-dda0-4232-bd6c-57bffc8e93d3/le_cegep/plan_strategique/2_pdf/plan_strategique.pdf. (Consulted September 25, 2009)
Dupont, Huguette. Les déterminants institutionnels, pédagogiques et techniques d’une intégration pédagogique réussie et concertée des TIC dans l’apprentissage et l’enseignement au Cégep de Granby – Haute-Yamaska. September 2009.
Building a technological culture that is socially responsible
Better academic results
Increased interest, motivation and engagement
Simulation of complex cognitive activities
Upgrading of ICT quality in programs
Developing ICT skills in teaching staff and students
Emergence of pedagogical innovationsInfluence of Cegeps
Sense of pride and accomplishment among members of the community
2. To support active learningPutting students into action
Courtesy of Cégep de Victoriaville
9
A pedagogical approach where I teach…but are my students learning?
Prof
Learning content expert
10
An active learning approach
Prof
Searching for information
Analyzing information
Processing and managing
information
Experimenting
Collaborating
Presenting information
Communicating information
Prof = Supporter-guide
11
3. To follow ministerial policies
12
Where can we find opportunities for integrating ICT into a program? The program’s general goals Program objectives Objectives and standards (specific competencies) Contexts in which these can be achieved Examples…
13
Examples of ICT in a program:
General Goals of the Accounting and Management Technology Program (AMT)
General Goals of the Social Science Program
14
People in management provide support and assistance in managing a business’s human, financial and material resources. Their responsibilities may include, among others, the managing of procurement, sales and projects, market development, international commercial transactions, and personnel supervision. Whatever the scope of their work, people in management are required to work in a highly computerized environment, use integrated management tools and methods, contribute to the quality management of their services and, in particular, process and transmit information. They often play the role of intermediaries between a business’s different services, suppliers and clients
AMT Program Objectives
Social Science Program Objectives
Example of ICT in a program:
15
AMT Objectives and Standards
Social Science Objectives and Standards
Examples of ICT in a program:
16
Examples of ICT in a program:
17
General Goals of the Science Program
Examples of ICT in a program:
18
Specific Education
Examples of ICT in a program:
Science Use word-processing software to produce laboratory
reports Use a spreadsheet program to process mathematical
data Community recreation leadership training
Use accounting software to improve understanding of accounting basics
Use email for effective communication in planning and organizing activities
In several programs Communicate research results Write reports, manage a budget, make presentations
19
4. To train students in a greater mastery of ICT
20
NetAdos 2004
90 % of adolescents 16-17 and older use the Internet on a regular basis;
92 % of users use the Internet more than books or magazines as a research tool;
90 % of those using the Internet as a research tool claim that it helps them to a "great" or "fair" degree in their work.
97 % of adolescents are comfortable using a search engine for research purposes;
92 % are very comfortable using word-processing software to produce written work;
79 % use e-mail as a means of communication;
72 % chat, on MSN for example;
65 % claim to be able to learn new software on their own.
Ref : CEFRIO NetAdos 2004
21
NETendances 2007
90% of adults18-34 say the Internet is their tool of preference.
83% of Quebeckers are connected to high-speed Internet.
25% use a wireless connection for laptops.
Ref: CEFRIO NETendances 2007
22
Specific data concerning young people in Quebec ages 12 to 24
91 % have access to a high-speed Internet connection at home.
46 % of young people believe only a few of their teachers have the necessary knowledge to guide them in their mastery of ICT.
61 % of most frequent Internet users are male, surfing an average of 36 hours per week.
13 % of secondary school students use a computer regularly in class, compared to 33% in cegep and 29% in university.
Chatting remains the most popular means of communication for 18- to 34-
year-olds (62.6%), compared to 34.8% of all Quebeckers. 50.3% of young people ages18-34 use social networking sites,
compared to 22.9% of all adults.
Source : CEFRIO, 2009
23
The Web 2.0 explosionCEFRIO NETendances 2008
24
They’re connected… But what do they use it for?
25
Why?
An ICT Profile
26
The ICT ProfileDo you know your students’ profile?
27
Describe your students’ level of ICT skills in their fist college semester.
In the course of their program, describe your students’ use of technology and the ICT skills they develop as their studies progress.
Do the graduates of your program meet the requirements of the workplace or university studies, regarding the use of ICT?
Students are immersed in a world of technology, but are they using it in a way that’s efficient, ethical and responsible? Are they using ICT to its full potential? What are your impressions? One of the main causes of electronic plagiarism is students’ lack of
knowledge about how to cite electronic sources.
Do you know your students’ ICT profile?
28
Perreault, N. (2007). Plagiarism and Other Types of Electronic Cheating. Profweb Report, English version published February 2, 2007. URL : http://www.profweb.qc.ca/en/reports/plagiarism-and-other-types-of-electronic-cheating/the-issue/index.html
Why have an ICT profile in college?
To train students to use ICT in more than just an everyday context
To raise standards to a more efficient use of ICT To meet the expectations of university programs To meet the expectations of the workplace To remain competitive with other education
systems world-wide To keep pace with the realities of a digital society
(social perpective)
29
But why have an ICT Profile at the local level?
The choice of a college to give itself a local colour and the means by which to achieve it.
The choice of a program, the choice of teachers. To ensure that students in the same
program/college have a minimal knowledge of ICT; to certify the mastery of these skills.
To teach certain skills rather than assume students already have them.
To create the conditions conducive to ICT integration in the program and in the college. Establish a solid basis for the development of a program-
level or college-level ICT Plan.
30
What
Integrating ICT…
31
The ICT Profile for College StudentsPresentation
3232
History of the ICT Profile
Work accomplished 2004 Experimental project in Social Science and
AMT 2005 Scope of mandate widened to include all
students in the college network 2005 Creation of a work group: 7 REPTIC (IT-REPS) 2006 to 2009 Profile development work:
Collecting information Analysis of existing profiles: secondary, B2i/C2i,
CREPUQ… Public presentations, soliciting support Validation and consolidation of the profile InukTIC (website and LRs); harmonization of Profile and
InukTIC Toolbox: information/promotion, analysis,
planning, etc.
33
The ICT Profile: Using ICT for learning purposes
34
DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. September 2009.
Using ICT for learning purposes Working in groups
Projects Using information Problem-solving
Acquiring knowledge Doing activities in context
Building and applying knowledge Communicating search results
Acquiring efficient work methods
Using ICT for learning purposes Working in groups
Projects Using information Problem-solving
Acquiring knowledge Doing activities in context
Building and applying knowledge Communicating search results
Acquiring efficient work methods
ICT Profile: entrance profile
35
DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. September 2009.
Secondary School
Cross-curricular competencies
C1 – Use informationC6 – Use ICT
ICT
ex
pe
rie
nc
e
Student entranceprofile
Private life
Home, work and leisure activities
Assessment
ICT Profile: exit profile
EXPLOITER LES TIC POUR APPRENDRE
Travailler en équipeRéaliser des projets
Exploiter l’informationRésoudre des problèmes
Acquérir des connaissancesFaire des activités en situation
Construire et actualiser son savoirCommuniquer les résultats d’une rechercheSe donner des méthodes de travail efficaces
36
DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. Septembre 2009.
Using ICT for learning purposes
Working in groupsProjects
Using informationProblem-solving
Acquiring knowledgeCommunicating search results
Acquiring efficient work method
Vocational
Requirementsof the workplace
ICT
cer
tifi
cati
on
AssessmentAssessment
Student exitprofile
Socialy-responsible
ICT skills
Pre-university
Requirementsof universities
The ICT Profile: Using ICT for Learning Purposes
Master the work environment To ensure that basic ICT skills are mastered
Search for information Using specific proven techniques, methods
and tools Process information
To avoid copying/pasting To help develop competencies
Present information Using tools that are varied and engaging
Communicate and collaborate on the Internet To fully benefit from essential
communication tools Project evaluation
To showcase and follow up on the mastery of college-level ICT skills
37
ICT Profile: Skills upgrade
EXPLOITER LES TIC POUR APPRENDRE
38
DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. September 2009.
Assessment
Student entranceprofile
Skillsupgrade
0-Master thework environment
Using ICT for learning purposes
0.1- Effectively use a workstation
0.2 - Use a computer in a responsible and autonomous manner
0.3 – Use ICT in an ethical, socially responsible and secure manner
ICT Profile: Skills
39
DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. September 2009.
Using ICT for learning purposes
5 – Project evaluation (ongoing assessment)5.1 Build an electronic learning portfolio (ePortfolio)
4 – Communicate and collaborate on the Internet4.1 Use the educational institution’s portal
‘
4.2 Use the educational institution’s platform
4.3/4.4 Use (basic|advanced) communication and telecollaboration tools
0-Master thework environment
0.1- Effectively use a workstation
0.2 - Use a computer in a responsible and autonomous manner
0.3 – Use ICT in an ethical, socially responsible and secure manner
1-Searchfor information
1.1 Perform a documentation search
1.2 Evaluate search results
1.3 Use and transmit information in a legal and ethical manner
2.1 Organize information
2.2 Process qualitative data
2.3 Precess quantitative data using a spreadsheet
2-Processinformation
3.1 Create a document with a word processor
3.2 Present data using a spreadsheet
3.3 Make a computer-assisted presentation
3.4 Publish on the Web
Produce audio and visual material
3-Presentinformation
ICT Profile: Process and teaching
Enseignement [ Communication | Information | Design | Production ] Intégrer les TIC à des fins d’apprentissage
Apprentissage
Enseignement
Évaluation
Appropriation | Utilisation | Enrichissement | Intégration | Réinvestissement40
DUPONT, Huguette. Schéma contextuel du Profil TIC des étudiants du collégial. September 2009.
Teaching [Communication | Information | Design | Production] Integrate ICT for learning purposes
Learn
ing
Teach
ing
Evalu
atio
n5 – Project evaluation (ongoing assessment)
5.1 Build an electronic learning portfolio (ePortfolio)
4 – Communicate and collaborate on the Internet4.1 Use the educational institution’s portal4.2 Use the educational institution’s platform
4.3/4.4 Use (basic|advanced) communication and telecollaboration tools
0-Master thework environment
1-Searchfor information
2-Processinformation
3-Presentinformation
0.1- Effectively use a workstation
0.2 - Use a computer in a responsible and autonomous manner
0.3 – Use ICT in an ethical, socially responsible and secure manner
1.1 Perform a documentation search
1.2 Evaluate search results
1.3 Use and transmit information in a legal and ethical manner
2.1 Organize information
2.2 Process qualitative data
2.3 Precess quantitative data using a spreadsheet
Acquisition | Utilisation | Enrichment | Reinvestment
ICT skills: project content
41
The IT Reps “ICT Profile” team. Detailed content of skills found in the ICT Profile for College Students. Document produced as part of the work carried out by the IT Reps network. October 2009.
ICT skills: detailed content
42
The IT Reps “ICT Profile” team. Detailed content of skills found in the ICT Profile for College Students. Document produced as part of the work carried out by the IT Reps network. October 2009.
How?
Integrating ICT…
43
Which profile is best for your program?
Using the general ICT Profile as a starting point, would it be possible and relevant to create a student ICT Profile that is adapted to a program and integrated into it? Why?
What steps can you take to define a program-level ICT Profile in your college, and make sure it is integrated and put to use?
44
Practical implementation:Suggested approach
45
Suggested approach - program
1. Analyze the program’s current ICT situationA. Get an overall picture of present ICT practicesB. Determine where ICT fits into the program
2. Develop an ICT Profile for students in the program
3. Plan the integration of the ICT Profile4. Implement the integration of the ICT Profile5. Evaluate the program’s ICT Plan
46
DUPONT, Huguette. Schéma de processus d’intégration des TIC dans un programme d’études. September 2009.
The ICT integration process: people involved – tools – objectives
47
DUPONT, Huguette. Schéma de processus d’intégration des TIC dans un programme d’études. September 2009.
Planifier l’intégration pédagogique réussie des TIC dans l’apprentissage et l’enseignement à travers une approche programme
dans un établissement collégial.
Teachers
Decision-makers Students
Teachingsupport
ProgramEA
IT-EA
Librarian
Planning the successful integration of ITCInto teaching and learning, trought a program-based
approach in a collegial institution.
PROGRAM OF STUDY
PROVINCIALMinisterial policies
Analysis of workplace functions
LOCAL
Program descriptionGraduate exit profile
Course gridLogic diagram
Competency-course gridFramework plans
Course plansActivities and evaluations
Action plans and work plansWorkplace
Universities
Graduate exit profileincluding ICT
Tools and strategies
Concerted ICTintegration plan
Suggested approach to ICT integration
48
DUPONT, Huguette. Schéma de processus d’intégration des TIC dans un programme d’études. September 2009.
5. Évaluer le Plan TIC du programme
4. Mettre en œuvre l’intégration du Profil TIC
3. Planifier l’intégration du Profil TIC
2. Élaborer le Profil TIC des étudiants du programme
1. Analyser le contexte TIC du programmeA. Dresser le portrait global des pratiques actuelles
B. Situer les technologies dans le programme
DÉMARCHEANALYSE – ÉLABORATION – PLANIFICATION – MISE EN ŒUVRE - ÉVALUATION
APPROACHAnalysis – Development – Planning – Implementation - Evaluation
1. Analyze the program’s current ICT context
A. Get an overall picture of present ICT practices
B. Determine where ICT fits into the program
2. Develop an ICT Profile for students in the program
3. Plan the integration of the ICT Profile
4. Implement the integration of the ICT Profile
5. Evaluate the program’s ICT Plan
Steps to integrating ICT
49
DUPONT, Huguette. Schéma de processus d’intégration des TIC dans un programme d’études. September 2009.
1. Analyze the program’s current ICT context
A. Get an overall picture of present ICT practices
Basic acquisition ofthe
1A. Get an overall picture of current practices
Tools: ICT Profile for College Students, ministerial policies, local planning tools, grids, questionnaires...
Create a general picture of what is being done to integrate ICT into the program’s teaching and learning practices. Collaboration from all teachers Identify activities, strategies and ICT tools already being
used (by teachers and students) Pool together current practices and create a general grid
that matches courses with corresponding skills in the Profile
Identify the level: teaching, reinvestment, evaluation. Document common practices, perceptions, assessments
50
1B. Determine where ICT fits into the program
Tools: ICT Profile for College Students, ministerial policies, local planning tools, grids, questionnaires...
Task-sharing: team of educational advisor and teachers
Analyze the ministerial policies and local planning tools Components: general goals, objectives, objectives and
standards, context in which these can be accomplished Program description and exit profile, framework plans, course
plans, grids and logic diagrams, action plans and evaluation reports.
Determine where ICT fits into the program (general goals, objectives, local context);
Create a grid that matches skills in the Profile with corresponding program competencies.
51
2. Develop an ICT Profile for students in the program
Tools: ICT Profile for College Students, ministerial policies, local planning tools, grids, questionnaires...
Task-sharing: team of educational advisor and teachers
Analyze all the skills/course/competency grids Make links between the grids, indentify missing elements in
relation to the provincial profile, the ministerial policies and local strategies.
Equal distribution of the elements in the program ICT Profile (network+ local colour) Choose courses in which skills are developed Co-construct the ICT Profile grid for the program
Identify the level of integration: Teaching-Reinvestment-Evaluation
Choose strategies, activities, resources and tools (pedagogical design)
Determine criteria for success and methods of certification52
3. Plan the integration of the ICT Profile
The ICT Plan: creates the necessary conditions for implementation Increases the Directorship’s awareness of the issue Defines the ICT teaching and professional practices
aimed for by the program: tools and strategies, techno-pedagogical innovations
Leads to personalized plans for training and development at the program and individual levels
Proposes the installation of adequate and accessible materials
Defines specific needs relative to human resources, technological and techno-pedagogical support
May suggest classroom or lab design and organization Creates a timetable for implementationRef: Metasynthèse
Christian Barrette
53
4. Implement integration of the ICT Profile
At this stage: Put the necessary conditions in place
Training and development at the group and individual levels Install an adequate ICT environment (rooms and labs,
material, software, etc.) Offer support at the technological and techno-pedagogical
levels. Design learning activities and evaluation procedures
Conditions necessary for the successful integration of ICT: the proper strategy, tools and context
Students develop ICT skills during the course of their studies; the college certifies their mastery of the skills.
54
5. Evaluate the program’s ICT Plan
Define the evaluation process. Follow the usual procedure for evaluating an action plan
at the college level Implementation report Coherence – Relevance – Efficacy Problems encountered Analyze the certification process
55
Process for integrating ICT into a program
56
DUPONT, Huguette. Schéma de processus d’intégration des TIC dans un programme d’études. September 2009.
Examples of approaches…
57
At Cégep de Granby – Haute-Yamaska
Profweb column on the history of ICT at Cégep de Granby Haute-Yamaska: La danse de l'intégration des TIC : garder le milieu en mouvement, un petit pas à la fois!
Steps taken from 2006 to 2009: Analysis of the milieu
Snapshot of the institution’s ICT situation; links with our strategic plan; strategic ICT vision. (by means of Performa courses)
Examine reinvestment plan at the provincial level (ICT environment)
ICT Committee Adoption of the network profile Common assessments and major orientations Work objectives, priorities and approach
58
At Cégep de Granby – Haute-Yamaska
Steps taken from 2006 to 2009 (cont.) Carrefour TIC
Merging of IT and media services (computer, audiovisual, electronic)
Unique technological support system (in collaboration with the library’s circulation desk)
Significant pedagogical training for technical support staff
Open-house for all staff members
59
At Cégep de Granby – Haute-Yamaska
2009 to 2012 Examination of programs: Fall 2009 Snapshot of each program: work beginning in Winter 2010 Implementing cross-curricular measures
Skill 0: Work environment (upgrade and support) Skill 1: Computer skills (evaluation of phase 1
documentary research labs, improvement of procedure, and phase 2 for certain programs)
Skill 4: Communicate and collaborate on the Internet (DECclic college platform + portal/Intranet)
Improvement of French-language skills: Integration of Antidote in a General Education course
Collaboration of Carrefour TIC on the development of content and expertise (H0, office automation, Web 2.0 and audio/visual productions)
60
At Cégep de Granby – Haute-Yamaska2009 to 2012
Adoption, promotion and utilisation of InukTIC
Work within the programs: Fall 2009 to Fall 2011 Two programs targeted for 2010 (1 Pre-U+1 Technical) Planning Pedagogical design Program ICT Plan (material and human resources and
development) Development of a new institutional ICT Plan in 2011
61
Other examples of approaches…
Collège Gérald-Godin "TIC et Biblio" certificate, available to all
students in the college (~1100). G-G Profile and portfolio. Comprehensive project: ICT integration in English and health courses.
Cégep de Drummondville ICT integration in four vocational programs Certification objective.
Collège Jean-de-Brébeuf Magellan Project – leads to certification. Mastery of ICT skills that are required in university
studies.62
Useful references (1/2)
IT REPS networkhttp://reptic.qc.ca
ICT Profile for College Studentshttp://profiltic.qc.ca
De Ladurantaye, R. (2008). A Guide for Integrating ICT into a Program. Profweb Report, English version published June 18, 2008.
Creative Commons Licence Attribution – Noncommercial – Share Alike- 2.5 Canada. http://creativecommons.org/licenses/by-nc-sa/2.5/ca/deed.en_CA
POELLHUBER, B. and R. BOULANGER (2001). Un modèle constructiviste d’intégration des TIC, rapport de recherche PAREA, Trois-Rivières, Collège Laflèche, 49-54p.
CEFRIO : NetAdos, NETendances et 12-24 anshttp://www.cefrio.qc.ca/fr/cefrio/
Perreault, N. (2007). Plagiarism and Other Types of Electronic Cheating. Profweb Report, English version published February 2, 2007. URL : http://www.profweb.qc.ca/en/reports/plagiarism-and-other-types-of-electronic-cheating/the-issue/index.html
63
Useful references (2/2)
Barrette, Christian. Metasynthèse de l’ARC sur l’intégration des TIC. 2004a, 2004b, 2005b, 2007a, 2008.
Dupont, H. (2008). La danse de l'intégration des TIC : garder le milieu en mouvement, un petit pas à la fois! Profweb column published May 12, 2008. URL : http://www.profweb.qc.ca/fr/chronique-animaweb/la-danse-de-l-integration-des-tic-garder-le-milieu-en-mouvement-un-petit-pas-a-la-fois
Dupont, H. (2006). Modèle des déterminants d’une intégration pédagogique concertée et réussie des TIC tels qu’ils entrent en jeu au Cégep de Granby – Haute-Yamaska – Vision du plan institutionnel d’intégration pédagogique des TIC. Document developed as part of a seminar on ICT integration (PERFORMA). Université de Sherbrooke. 32 pages. URL : http://www.cdc.qc.ca/pdf/dupont_Granby_vision_tic_usherbrooke_2006.pdf
Cégep de Granby ICT Committee https://lms2.decclic.qc.ca/Pub/A13D12CE-3A4F-4755-A2AA-D7F8458AD27C/
Carrefour TIC - Cégep de Granbyhttp://cegepgranby.qc.ca/cTIC
InukTIChttp://inuktic.qc.ca
64
Are you ready to take the plunge…into integrating ICT?
Questions? Comments?Thank you for your attention
65
Are you ready to integrate ICT into your program?