The guide (available in French only) for developing an ICT integration plan (ICT plan guide) presents the elements to be taken into consideration in the process of integrating ICT into a program of studies or at the institutional level. It presents the steps leading to the development and implementation of an ICT plan, as well as various tools and documents to frame this work: institutional planning, planning inside a program (implementation of general goals, goals for training and for ICT skills, etc.), upgrade ICT skills of teachers, pedagogical design and planning of courses, etc.
- Link to resources associated with the “ICT Plan Guide” from the REPTIC/ITREP website
- Link to resources associated with the keyword “ICT Plan” from the REPTIC/ITREP website
- Link to the page “College ICT Plans” from the REPTIC/ITREP website
Consult the Guide
- A summary of the Guide (2008) : PDF format
- The guide according to the documents related to the steps for designing an ICT plan (2008) – in French
- The guide as a concept map (2006) – in French. IT REPS who wish to consult the concept map in English are invited to contact Nicole Perreault.
Appropriating the Guide
- Conception d’un modèle de plan d’intégration des TIC pour le Réseau collégial (in French). (Designing a model of an ICT integration plan for the college network). This document, created by C. Bilodeau, R. de Ladurantaye, C. Martel and S. Lakhal in 2006 introduces the considerations that helped to determine the structure and content of the Guide.
- Un guide pour l’intégration des TIC dans un programme (in French). (A Guide for Integrating ICT into a Program)
(R. De Ladurantaye, 2008). This text was published on Profweb and introduces various reasons for the integration of technologies in an educational context. It also presents concrete examples of the integration of ICT using and profiting from the ICT integration plan as a model.
- L’intégration des TIC au Cégep de Granby Haute-Yamaska (in French). (The integration of ICT at Cégep de Granby Haute-Yamaska)
(H. Dupont, 2009). An interview distributed as a podcast with Huguette Dupont, produced by the Vitrine Technologie Éducation under the technology-watch magazine RéseauTIC. Huguette reveals the strategies that made their college a model when it comes to integrating ICT in teaching and learning environments.
- 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 (in French). (Model of determinants of a concerted and successful pedagogical integration of ICT as they come into play at Cégep de Granby Haute-Yamaska – Vision of an institutional pedagogical integration of ICT) (H. Dupont, 2006). Document created within the scope of an ICT integration project Seminar (PERFORMA). Université de Sherbrooke.
Using the Guide
Various uses of the Guide within the contexts of integrating ICT in a program of studies or college
Élaborer un plan d’intégration des TIC institutionnel :
rôles et responsabilités des intervenants d’un collège
Scenarios incorporating the Guide: case stories in Social Science and in Business Administration – wrap-up (in French)
The IT REP Network has produced reference frameworks (e.g. ICT exit and information profile of students, ICT Plan Guide, etc.) and participates in working sessions (ICT know-how, conditions for a successful integration of ICT) that allow better identification of the objectives and actions to be achieved in a context of pedagogical integration of ICT in a program of studies or in a college. This is all well and good, but in practice, are there ways to proceed that could help us in our way of using these frameworks and these working sessions? How can we exploit the latter in a judicious and appropriate way? These are the questions that the members of the IT REP Network were invited to answer during our meeting of February 12 and 13, 2009.
From concrete scenarios, one in Social Science and the other in Business Administration, teams made of participants were asked to identify methods and procedures that would benefit from the different frameworks that were developed by the network.