Page 57 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

The integration of information and communications technologies into the First Nations, Métis, and Inuit studies program represents a natural extension of the learning expecta- tions associated with each course. ICT tools can be used in a number of ways:
• In the research and inquiry process: ICT programs can help students throughout
the research and inquiry process as they gather, organize, and analyse information, data, and evidence, and as they write, edit, and communicate their findings.
• When developing spatial skills: Students can extract and analyse information using online interactive mapping and graphing programs. Such programs can help students organize and present information using maps and graphs.
• As part of field studies: When engaging in a field study, such as a study of the impact of natural resource development on an Indigenous community, students can combine a number of ICT tools, such as the global positioning system (GPS), virtual field trip apps, and digital photography.
• As simulations: Various simulation programs can provide hands-on visual engagement to support student learning, such as using carbon footprint calculators or ecology simulations in an investigation related to Indigenous perspectives on the environment.
• When solving artistic challenges: Students will gain skills and knowledge related
to the arts and cultural expressions through their use of current technologies.
This may include notation, sequencing, and accompaniment software to support the process of composing, arranging, recording, and editing music; websites and graphic design software for use both as research tools and as creative media; lighting, sound, and stage technologies to facilitate drama productions and multimedia presentations; choreographic software to assist in dance compositions.
Whenever appropriate, students should be encouraged to use ICT to support and com- municate their learning. For example, students working individually or in groups can use computer technology to gain access to the websites or museums, galleries, archives, and heritage sites, and to databases of political, legal, and economic information in Canada and around the world. They can also use cloud/online data storage and portable storage devices to store information, as well as technological devices, software, and online tools to organize and present the results of their research and creative endeavours to their classmates and others.
Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to inaccurate information, Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technol- ogy, particularly when it is used to promote hatred and discriminatory attitudes.
ICT tools are also useful for teachers in their teaching practice, both for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse student needs. A number of digital resources to support learning are licensed through the ministry; they are listed at www.osapac.ca/dlr/.
SOME CONSIDERATIONS FOR PROGRAM PLANNING
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