Information & Communication Technology (ICT) Policy
- Beliefs and values about ICT in the PYP
- The role of ICT in a Transdisciplinary Programme
- ICT skills for inquiry
- Becoming responsible digital citizens
- Good ICT practice
- Vertical Plan for ICT at FHS
ICT in the PYP encompasses the use of a wide range of digital tools, media and learning environments for teaching, learning and assessing. ICT provides opportunities for the transformation of teaching and learning and enables students to investigate, create, communicate, collaborate, organize and be responsible for their own learning and actions. ICT allows students to make connections and reach a deeper understanding of its relevance and applicability to their everyday lives. Through the use of ICT, learners develop and apply strategies for critical and creative thinking, engage in inquiry, make connections, and apply new understandings and skills in different contexts. In this constantly evolving digital age, ICT is progressively becoming a ubiquitous part of a learner’s life at school and beyond: for learning, working, innovating, creating, responding, problem-solving, problem posing, socializing and playing. Students inhabit a world saturated with information, images and sound. Inevitably, students’ immersion in this world continually leads them to explore creative and innovative uses of emerging technologies beyond their basic functional applications, discovering new ways of engaging with content meaningfully, and participating fully in today’s world.
The IB learner profile is integral to teaching and learning in the PYP because it represents the qualities of effective learners and internationally minded students. The learner profile, together with the five essential elements of the programme—concepts, knowledge, skills, attitude and action—inform the integration of ICT in planning, teaching and assessing in the PYP.
This progressive conceptual development, together with an enjoyment of the process, provides the foundation for lifelong learning. In the PYP, there will be opportunities to use ICT in the relevant, authentic context of the units of inquiry, as well as through teaching and learning experiences in other areas of the curriculum. Teachers have a responsibility to help students to make explicit connections between different aspects of their learning. Students need opportunities to identify and reflect on significant ideas within the different skills of ICT, the transdisciplinary themes, and other subject areas.
The role of ICT to support inquiry is important as students engage in building understandings that contribute to their success as lifelong learners in a digital age. It helps the learner to connect globally and explore different areas of learning. The students should be made to realize the significance and competency in ICT is a vital life skill. The following six ICT skills are relevant to all learners:
- Investigating: Useful for testing the present knowledge, discover new information and apply knowledge to real world situations.
- Creating: useful for critical – thinking and applying original ideas to real life contexts. It also deals with self-expression, problem and its solution.
- Communicating: It is exchange of information using wide range of media and formats. It also helps in providing feedback to others.
- Collaborating: It is for validation, negotiation and reaching a deeper understanding. It is for active participation in creating and sharing knowledge.
- Organizing: In this approach order and method is followed to inform, adapt, manage and solve problems. It is very useful in investigating, creating, communicating and collaborating.
- Becoming responsible digital citizens: In this learners are responsible for their actions, valuing others’ rights along with safe and legal behaviours.
To ensure a cohesive educational experience for students, school is responsible for ensuring that there are regular opportunities for collaboration among teachers in the school including homeroom/classroom, single-subject and support teachers (for example, teacher-librarian, ICT teacher, learning and/or special needs teacher). This collaboration includes the development and overall review of the school’s programme of inquiry, as well as planning, teaching and reflecting on individual units of inquiry. However, it should be recognized that the responsibility for learning about and through ICT is shared among all teachers. It is acknowledged that in many schools, a single-subject teacher takes responsibility for ICT. It is vital that these teachers see themselves primarily as PYP teachers who teach and integrate ICT throughout the curriculum, and in so doing contribute to both the broad and specific learning outcomes of a transdisciplinary programme.
It is worthwhile to note that there will be opportunities for student-initiated, spontaneous inquiries into the use of ICT that are not directly related to any planned units of inquiry or single-subject areas. For example, a student contributing to a class blog may want to start his or her own blog as a personal reflection journal. These are valuable teaching and learning opportunities in themselves, and provide teachers and students with the opportunity to apply the pedagogy of the PYP to authentic, of-the-moment situations.
ICT skills provides the whole school community with a structure for using ICT as a tool for learning. It has been designed in recognition of the fact that learning is a series of feedback loops involving the individual, the group and the local or global environment. All teachers working with PYP students will find that the ICT skills will be relevant to the transdisciplinary programme of inquiry as well as to subject-specific inquiries. ICT includes a variety of approaches to help connect learners within both the local and global community in order to empower learning. Learners’ awareness, use and appreciation of different ICT knowledge, skills and platforms should be developed. Furthermore, students should be encouraged to recognize that competency in ICT is a valuable life skill.
The following six ICT skills are relevant to all learners: investigating, creating, communicating, collaborating, organizing and becoming responsible digital citizens. Each skill is transdisciplinary and will support learning both within the transdisciplinary programme of inquiry and within the subject areas. These skills interact with each other to support the development of learners. Therefore, teachers should consider these skills when planning for teaching and should look for evidence of them in student learning.
The suggested ICT skills above are not an added layer to the existing PYP skills as documented in the Making the PYP happen: A curriculum framework for international primary education (2009). Rather, they reflect the IB learner profile and the five essential elements of the PYP—concepts, knowledge, skills, attitudes and action. The ICT skills have a role to play in all these aspects of the PYP curriculum model: the written, taught and assessed curriculums. In particular, the ICT skills listed should be cross-referenced with the five transdisciplinary skills defined in the PYP: thinking, social, communication, self-management, and research skills. The ICT skills defined in this document should be seen as supporting and contributing to the existing PYP essential elements.
- investigating and carrying out a purposeful inquiry
- creating and innovating
- communicating and exchanging information with varied audiences using a range of media and formats
- collaborating by actively participating in creating and sharing knowledge
- organizing and understanding that ICT systems can be used in various ways
- becoming responsible digital citizens who make informed and ethical choices, while acting with integrity and honesty.
|Class||Concept to be taught||Activities|
|PP2||Parts, typing in notepad, MS Paint, basic computer operations|
|C1||Icons, games (logical and mathematical)|
|C2||MS Word, Paint and Tux paint|
|C4||Wordle, PPT, MS Excel, Email etiquettes|
|C5||Wordle, Prezi, PPT and MS Excel (Advanced)|
|Other suggestions in upcoming months based on level of the class