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Structure and Content of the ICT Profile Space

Resources to Support the Promotion, Integration and Implementation of the ICT Profile

Students, teachers and other actors in colleges need resources to develop their skills and to integrate the ICT Profile in a course or in a program of studies. Many resources are available in colleges to support them. These resources are created to support teachers when planning the integration and implementation of the ICT Profile in a course or in a program of studies, to help pedagogical counsellors work with program teams, and also to guide students in the development and auto-evaluation of their skills.

At the heart of this web space are college resources that are related to the ICT Profile. Resources offered on this site were mostly created by organizations and institutions from the college network: IT REP Network, AQPC, Cégep à distance, Profweb, CCDMD, FutursProfs, ADTE, college libraries, etc.

Nicole Perreault gives a brief overview of the resources available in the web space: real life stories, pedagogical scenarios, tutorials for students, etc. (in French)

Resources are classified according to their relation with the ICT Profile, including skills, objectives or tasks from the Profile. 
They are grouped in five types:

  • Discover the ICT Profile: resources providing information on the ICT Profile and its skills.
  • Be inspired by examples and experiences: inspiring resources such as your stories, testimonies, examples, models, etc.
  • Plan learning activities: teaching resources such as pedagogical scenarios or suggestions for pedagogical tools for the ICT Profile.
  • Evaluate the mastering of skills: resources for the evaluation of ICT skills such as observation and evaluation grids, suggestions for grading criteria, diagnostic tools, strategies, etc.
  • Develop skills: learning resources such as tutorials, guides, procedures, etc.
  • Explore software applications: resources to explore specific tools for the development of ICT skills.

Here are three ways to find resources:

  • The “Resources” section, available from the main banner on each page, allows you to search by skill and by type of resource.
  • When scrolling the ICT Profile skills, the site provides resources for each theme (skill, objectives or tasks) by category (the five types of resources previously enumerated).
  • The “Recommended Websites” section presents websites from organizations of the college network proposing resources, tools or services supporting the integration and implementation of the ICT Profile.

ICT Profile Skills Documentation

The ICT Profile is a three-level structure: skills, objectives and tasks. The ICT Profile zone offers resources for each of these levels, as well as documentation to better understand their meaning and context for implementation. The information is provided under five sections:

General wording that simplifies and explains the statement. Global outline of the meaning of the skill, objective or task.
Supplemental Information
Additional information to better understand the wording. Higher level of details and further explanations.
Requirements - suggestions
Possible requirements for students, for either formative or summative evaluations, or simply a guide for pedagogical planning. Even though these suggestions seem similar to performance criteria, the proposed requirements are to be used as guidance for teachers and students regarding the objectives to attain and methods to achieve them.
Potential Tools
Description of pertinent tool categories and suggestions for software applications that could be useful in achieving a task. Please note that we share examples of the most common tools which make sense for all users of the ICT Profile to illustrate the skill, objective or task to achieve. Thus the list of available tools is not complete, but we tried to create equity in regards to the variety of proposed tools (proprietary software vs free software, platforms, devices, etc.). This section also supplies names of non-technological tools that are useful in carrying out a task, achieving an objective or developing a skill.
In Practice
Examples allowing the contextualization of a statement in a global way for all programs or by way of specialization or disciplinary example. The supplemental information and examples support the participants in being able to use the skill, objective or task.

Readers are invited to comment and share their hands-on experiences, either in terms of requirements, tools or pedagogical activities, thus enhancing the material available from their active experience in the field.

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