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A three-step approach
Introduction
In his IntersTICES model, Jacques Viens proposes that anyone responsible for the integration of an ICT educational project must ensure that there is consistency between: target objectives actions implemented resources used evaluation of results
The three-step process presented here facilitates establishing this consistency: Step 1: Objectives, activities and resources Specify the objectives that will allow the goal (improving academic achievement) to be attained Specify the activities and resources put in place in a coherent manner with a view to attaining these objectives
Step 2: Formulating questions and gathering data Formulate questions that evaluate conditions and effects Develop response scales Gather data from surveys, interviews, on-site observations and productions analysis Compile results and reports in the response scales
Step 3: Observations, recommendations and dissemination Recast response scale results as statistics Formulate observations and recommendations Disseminate results and challenges
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To assess the effect of the educational use of ICT on student achievement, we must formulate, structure, and clearly organize the objectives to be met at the time of its implementation. Objectives are specific actions put in place to achieve a goal. The cumulative and combined effects of the objectives allow us to achieve this goal. ARCs meta-synthesis of the results of experimental teaching strategies that use ICT to improve student achievement revealed that research conducted in the college system has, to date, focused on objectives related to: 1. Student grades 2. Academic motivation 3. Complex cognitive processes These three dimensions can be used as a starting point for identifying the objectives of an action involving ICT. The implementation of structured and organized actions involves strategic choices within the organizational constraints. Making the right choices is a major challenge in achieving the objectives. The analysis grid for an ICT learning activity, resulting from ARCs meta-synthesis and the work of the community of IT Representatives, helps guide and evaluate the choices made in the context of a specific project. Its use, preferably made at the time of project design, helps ensure consistency between the objectives, activities and resources, as recommended by Jacques Viens. The work highlighting the consistency between the original objectives, activities and resources involves the initiators of the original project as well as others who will be responsible, within a workgroup, to complete all evaluation operations. The expected product is a synthetic representation in the form of drawings or diagrams, design of actions (objectives), the conditions of their implementation and the expected effects on student achievement, academic motivation, complex cognitive operations, or other dimensions of student success. An explanatory text or presentation completes the summary view.
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The report of data collected in the response scales is a crucial step because it often requires that a judgment be made. This task must be performed by more than one person, under the principle of triangulation in data coding.
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