Information & Communication Technology

Information & Communication Technology (ICT) Policy
2016-17

This document is a guide for principles, policies, and procedures related to information and communication technology (ICT) in the school. It is almost entirely taken verbatim from the referenced IB publication and it is a work in progress. Please study the document carefully and apply the policies thoughtfully. These policies and procedures will be reviewed each year by the leadership team with input and feedback from all staff. (Last revised on 12 November 2016)

The ever-increasing impact of ICT on teaching and learning is an important consideration in education at all levels. Through ICT, there are greater opportunities for interactive communication and exchange of information through global collaboration, authentic learning, expansion of the learning community and empowerment for all learners.

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.
In the PYP, it is advocated that purposeful inquiry is the best way to learn. The starting point should always be students’ prior experiences and current understanding. When teachers plan learning experiences that enable students to develop, students are able to make connections, apply their learning, and transfer their conceptual understanding to new situations.

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.
Now ICT has become an effective means for learning skills , concepts and their applications within meaningful contexts. The school and teacher is responsible for creating vital learning engagements through the use of ICT. The main purpose of ICT is students research and communication through global electronic networks in order to access vast range of multimedia resources. It is with the use of ICT, the students learns to participate in a global community, become responsibly digitally and to make refined decision which are reflective of the actions taken.

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.
The effective integration of ICT enhances the learner’s opportunity to connect globally and to explore different perspectives in order to understand evolving cultural and social norms. The following list of

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.
Investigating is to carry out a purposeful inquiry or research, to test existing understanding, discover new information and create new understanding. Through investigation, learners critically evaluate a variety of sources, making connections and synthesizing findings to apply knowledge to real-life contexts.
Creating is a process through which learners are provided with an opportunity to innovate and test boundaries. Learners construct meaning, apply critical thinking and original ideas to real-world situations, and share knowledge through self-expression, problem-posing and problem-solving, and reflection.
Communicating is the exchange of information with various audiences using a range of media and formats. Effective communicators contribute to cross-cultural understanding, make informed choices when deciding on tools to articulate meaning, and provide relevant, significant feedback to others.
Collaborating is the process through which learners validate and negotiate ideas and reach a deeper understanding and a global perspective. Learners are empowered through digital media and environments and through active participation in creating and sharing knowledge.
Organizing is the ability to structure or arrange connected items. Learners understand that ICT systems can be used to inform, adapt, manage and problem-solve during their creative, communicative, collaborative and investigative processes. Learners make connections, transfer existing knowledge and independently explore new technologies.
Becoming a responsible digital citizen involves using ICT to make informed and ethical choices while acting with integrity and honesty. In a globally connected digital world, learners are empowered to be responsible for their actions, to value others’ rights and to practise safe and legal behaviours.

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.
ICT is one of the connecting components throughout the curriculum. As students engage with ICT across and between the transdisciplinary themes and subject areas, they come to a deeper understanding of its relevance and applicability to their everyday lives. Appropriate attitudes and behaviours concerning the use of ICT are also modelled within the school community. The focus of ICT is not only on the use of technology for its own sake, but to enhance learning throughout the transdisciplinary programme of inquiry, across the subject areas, the IB learner profile, and the essential elements of the PYP. It is clearly a transdisciplinary strategy. The understanding and effective use of ICT has moved beyond simply mastering a specialized set of skills and tools: ICT has become a vehicle for learning skills and concepts and their applications within meaningful contexts. The role of the school and teacher is to create authentic learning engagements through the provision and use of ICT. This learning can happen in a physical or a virtual environment, and is likely to occur when needed or “just in time”. All teachers are responsible for using ICT to its best effect throughout the curriculum. This integrated approach, to support teaching and learning using ICT, provides opportunities for consistent and coordinated practice that can be communicated, understood and undertaken by the whole school. In this way, all stakeholders may function as partners in education, making learning more relevant and enduring for the student. In order for effective integration to take place, the school needs to plan collaboratively what form this integration will take, guided by the school’s beliefs and values about ICT and the PYP stance on how students learn best. Teachers’ competence in the use of ICT is of key importance. What experiences teachers have had will shape their choices of resources, the learning experiences they design and how effectively they are able to support the development of each student’s understanding. Teachers’ interest in, and development of, ICT should be maintained through regular professional development, reading of professional journals and regular contact with educators in professional learning networks who share their commitment to the integration of ICT in the curriculum. Teachers can use the eight PYP key concepts—form, function, causation, change, connection, perspective, responsibility and reflection—to guide their own inquiries. By engaging in inquiry themselves, teachers will achieve a deeper understanding of the role ICT plays in learning and in society, and will also be models for their students by demonstrating that they too are learners. ICT in a PYP school should be about more than using hardware and software. Its purpose should be to develop a combination of transferrable skills and understanding so that students can actively participate in a digitally connected world. Schools should be aware that many students are confident users and explorers of ICT. Teachers should find out what students already know and can do so that they can teach appropriate knowledge and skills and develop students’ understanding. This will enable the students to be discerning producers and consumers of content and tools. Therefore, ICT should support specific learning opportunities such as:
  • 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.
The school’s pedagogical leaders play a vital role in the successful use of ICT throughout the curriculum. The effective use of ICT in teaching and learning will have a profound impact on schools in areas such as resourcing, staffing, professional learning, classroom structures and the definition of the learning community. Preparing PYP students for today’s and tomorrow’s world by enhancing teaching and learning through ICT will depend on the support and, more importantly, the understanding and involvement of the school’s leadership team. A PYP classroom can be connected to the broader world through ICT. Students research and communicate not only through printed media but also through global electronic networks in order to access a vast range of multimedia resources. ICT provides a platform for learners to engage with the world and, in an IB World School, to relate to, and accept responsibility for, the mission of the IB to “help to create a better and more peaceful world”. Through ICT, students learn what it means to be a participant in a global community, to be digitally responsible and to make informed reflective decisions.
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  
C3 Wordle, PPT  
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
  • Glogster
  • Infographs
  • Edmodo
  • Padlet
  • To have learner profile attributes in computer lab related to ICT.
  • Essential agreements of ICT lab to be posted.
  • Assessments (comments) to be marked at the time of practical activities carried out in the computer lab or during an interactive worksheet.
  • In every month, last week the entire ICT team will have collab meeting with PYP Coordinators for review and further inputs for upcoming months.
International Baccalaureate Organisation. “The role of ICT in the PYP” Accessed 11 November 2016. https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=p_0_pypxx_mon_1106_1_e&part=1&chapter=1.