Objectives of the RÉCIT
- Support of projects integrating Information
and Communication Technologies (ICTs).
- Development of networks of exchange to allow
the development of ICT projects.
- Distribution of relevant information related
- Contribution to the exchange of educational
- Training related to the integration of technologies
This section offers a list of general resources that could
be useful in Vocational Training.
Directory of technological
tools and software used in different sectors of education
in Vocational Training
This directory allows collaborators in Vocational Training
to add the tools that they use in their sector of training.
It also provides information related to the tools or software
and gives the names and addresses of the resource persons
using these tools.
This directory was created to be used as a resource to obtain
general information about teachers in Vocational Training.
You will find information such as: their address, E-mail,
phone number, sector of training, program, and modules given
Educational Tools and Related
Inforoute FPT offers a series of educational tools and related
Websites categorized by training sector.
Vocational Training in
Find useful Canadian links related to Vocational Training
and the integration of technology in classroom
Network of Exchange
In order to support the emergence and the growth
of a network culture, we have developed a network of exchange
through a Provincial Committee composed of French and English
representatives from each of Quebec's regions and from almost
all of the training sectors.
In the French sector we have developed a French Regional Network.
Some regions in Québec have their own network (one
representative from each school board in that region). These
regional networks are affiliated with the Provincial Committee.
The mandate of the representatives is to develop ICT projects
in collaboration with the teachers in their region; advertise
ICT projects from their region; and to maintain contact with
the teachers within their school board.
In the English sector, we are evaluating the possibility of
creating an English Regional Network formed of English teachers
in Vocational Training. This network will allow people to
work in cooperation on common projects, share material, expertise,
ideas and resources.
Offering training sessions respects one
of our missions which is the Integration of Technology in
The RÉCIT-VT could organise training
related to technology in collaboration with Mr. Stéphane
Paré from the MEQ-ELVEC In-Service Activities.
To contact Mr. Paré:
firstname.lastname@example.org or (450) 691-2540
Example: Macromedia Dreamweaver 4 Workshop
Support of the Development
of Educational Tools
Example of an interactive quiz developed
for theE-Accounting program (Western Quebec School Board)
of Resources in Accounting Project
To develop in collaboration with the teachers in Accounting,
a directory of Educational Resources available on the Internet
and directly linked to the new Accounting program.
This directory will group English resources already available
on the Internet or developed by the English teachers in Accounting.
These Educational Resources will be classified by modules.
This project is presently being evaluated by the English School
Boards Directors of Adult and Vocational Education (PROCEDE
Design Website for Residential and Commercial Drafting Teachers
Development of a Website allowing the exchange of Autocad
designs and drawings amongst teachers and students.
- Teachers will use a Web-platform to exchange
materials with students.
- To show the students how to do collaborative
- Avoid too much printing.
the English Regional Network
Develop a network of exchange with the English teachers in
Vocational Training to allow for the development of ICT projects.
of Technology, General Ideas
Using and integrating technology in a classroom is not relevant
for all courses, but could certainly have an effect on how
we prepare our courses and how we teach them.
We could change the way we teach and learn with technology
on many levels. In a course we dont only present concepts,
we also manage and prepare courses, enrich the program, etc.
The important thing is to become aware that technology could
be used in many ways and could become useful for a teacher
in many ways.
Technology is not the asolute and the best way of transferring
a concept to a student. It should be seen as a useful tool.
Everybody has different aptitudes concerning technology, some
teachers are really comfortable with technology and can easily
use it, others are afraid to use a computer in a classroom
because they are less experienced with a computer. You should
ultimately see the implementation of technology in a classroom
as a personal process. You learn what you can and you use
what is interesting to you and your students.
Certainly, there are some tools that could be useful and change
the dynamics of your teaching. You just have to learn what
they are and know that there is support available to help
you in the process of integrating technology in your classroom.
If you not using technology in your classroom
, you may start with something like using e-mail to communicate
with your students. A teacher could create an educational
Website for the courses they teach and put in it their course
outlines, exercices, course content, presentations, relevant
Source: Rena M. Palloff,
Keith Pratt, Lessons from the Cyberspace Classroom, the realities
of Online Teaching, Jossey_Bass, San Francisco, 2001.
Integration of Technology, Definition
is Information and Communication Technology?
All the technologies, where you usually use a computer, when
combined or interconnected are characterized by their ability
to digitize, treat, render accessible and transmit in all
areas of the world an unlimited and diversified quantity of
data. (Revue documentaire, Laval University and McGill University)
Ensemble des technologies parmi lesquelles figure habituellement
lordinateur et qui, lorsquelles sont combinées
ou interconnectées, se caractérisent par leur
pouvoir de numériser, de traiter, de rendre accessible
et de transmettre en principe en quelque lieu que ce soit,
une quantité quasi illimitée et très
diversifiée de données. (Revue documentaire,
Laval University and McGill University)
What do we mean by integration
of technology in a classroom?
Teachers View: Using ICT to change or adapt
the way of transmitting a concept to your students in the
Example: Creating an educational Website and including all
the information needed to teach your modules.
Students View: Using these technologies to find information,
work on a specific concept, do research or learn something
new related to the module.
Integration of Technology,Using
and Integrating technology
What is the difference between using technology
and integrating technology?
Using technology is related to the learning of technical aspects
of software such as learning how to use Microsoft Word, Powerpoint,
Autocad, or Simply Accounting.
Integrating technology is using this tool or software to transmit
a concept or to help a student learn a specific concept. The
teachers and the students methodologies should be re-evaluated
of Technology, Advantages and Disadvantagesof Using a Web
Enhanced Model in a Classroom
Web Enhanced Model
Students meet in the traditional classroom where the lecture
is delivered, while lecture notes, assignments, calendar,
course syllabus, and other related materials are made available
to students via the Web. Much of the instruction continues
to be delivered synchronously, though some asynchronous components
are added (E-mail communication and bulletin).
- Provides new tools to facilitate instructions
- Students can study at a varying pace
- Opportunity for interactive discussion is
available 24 hours/day
- More opportunity for interactive exercices
- Easy to provide a link to source material
anywhere in the world
Possible to more closely track the progress of each student
New ways to collaborate and communicate
- Easy updates to keep information current
- Most course framework software is multi-platform
- Relieve teachers from dealing with administrivia,
all info is on a single Website.
- Learning curve for new tools for both
instructor and students
- Restrictions of bandwidth will hamper
some teaching methodologies (intensive graphics
- Support required for students and
teachers to deal with new technology
- Certain courses dont translate
- Students need to possess traits suited
to this type of learning (self motivation and independent
study, time management, family support)
- Higher workload for faculty for initial
- Novices overloard due to the quantity
of material that they are expected to cover because of the
many and varied potential links
- Students need to develop critical
thinking in order to deal with information overload.
Reference: Mary-Jane Pilgrim, Using
Web Technology to Enhance the Traditional Classroom at Trent,
Developing a Support Framework to Facilitate the Implementation
of WebCT, May 2000, http://www.trentu.ca/csd/webct/implement.shtml
of Technology, Caracteristics of A Well Designed and Web-Supported
- Encourage innovation in teaching technology
- Reduce routine
- Provide grater variety and choice
for the learner
Reduce time and place constraints for the learner and for
- Support development of generic skills
in learner and give learner a voice in the classroom
- Increase opportunities for interaction,
dialogue and feedback between learner and faculty as well
as between students
- Use the best learning resources available
in the field
- Accomodate individual learning styles
and levels of experience or knowledge
Reference: Markanen, Susan
(1996). A Guide to Alternate Delivery. Fleming College Website
(accessed April 29, 2000)
The Concerns-Based Adoption
||Im not interested in technology.
||I would like to know more about
||I want to know how using technology
in the classroom will affect me.
||I need to develop assignements and
work on a schedule to give every student meaningful computer
time each week.
||I want to know whether incorporating
technology into classroom instruction has had an effect
on students learning.
||Im concerned about how we
can work as a group to be sure that all students have
the technological skills that will be expected.
||I have some ideas about how I can
use technology to make this unit better.
||Share information about technology without
overwhelming. Place yourself in a safe environment for
||Look for information in a variety of ways:
individually, in groups, and through any available medias.
Go visit teachers and schools where technology is being
used. Learn about the technical aspects of the technology.
||Accept personal concerns and take technology
as something that could be implemented one step at a time
(a personal process).
||Look for practical help from resources.
Find time to work with other teachers. Find resources
to help you develop activities, schedules and timelines.
||Analyse students performance after
integrating technology in your teaching methods. Gather
data needed for ongoing evaluation.
||Involve your collegues in visioning and
planning for technology. Use them to provide coaching
and support for other teachers (peer teaching).
||Find ways to reinvest your new knowledge
and try to find ways to improve and develop the program
(Dynamic vs. Static). The school should provide resources
Componants of Training
|Presentation of theory.
||When teachers present theory and information
(typical dog and pony show).
|Theory and modeling or demonstration.
The teacher includes a demonstration in the presentation.
|Theory, demonstration, and opportunity to
practice with low-risk feedback.
||Included is a presentation of theory and
information, a demonstration, and additional time for
the participants to practice the skill and receive feedback.
|Theory, demonstration, practice, and follow-up
through coaching, study groups or peer visits.
||Included is a presentation of theory and
information, demonstration, practice with feedback, and
coaching and follow-up overtime (the transfer to the classroom
and the return on the investment in instructional improvment
are significantly increased).
Reference: Lynn K. Bradshaw,
Technology-Supported Change: A Staff Development Opportunity,