UTAHLOY

INTERNATIONAL SCHOOL





ICT IN THE PYP

Utahloy International School Guangzhou is an inquiry-
driven learning community that embraces the uniqueness
of all and commits to an international baccalaureate
education.

MISSION STATEMENT

CONTENTS
INTEGRATION OF ICT IN THE PYP
WHAT DOES EFFECTIVE INTEGRATION LOOK LIKE? IB examples of good ICT practice
ICT SKILLS Investigating, Creating, Communicating, Collaborating, Organising,
Becoming Responsible Digital Citizens
ICT SKILLS RELATIONSHIP TO PYP TRANSDISCIPLINARY SKILLS AND ATTITUDES
HOW MIGHT ICT SKILLS BE DEVELOPED AT UTAHLOY? Sample activities and tools for
developing ICT skills
ICT SKILLS PROGRESSION - document for planning- in development. Will be based on the six IB
skills and may be aligned with the Library/ Information Skills Scope and Sequence, (also in
development). Will support teachers to show in planning how they are using ICT and how the
ICT skills are being developed and assessed in Units of Inquiry.
ROLE OF TECHNOLOGY INTEGRATION COORDINATOR
ROLE OF IT DEPARTMENT (Areas of responsibility, Requesting IT support, ICT purchasing
requests)
APPENDICES - DOCUMENTS TO SUPPORT ICT INTEGRATION IN THE PYP

DIGITAL CITIZENSHIP
ACCEPTABLE USE AGREEMENTS
Senior School Responsible Digital Citizenship Agreement
Junior School - Digital Citizenship Guidelines (adapted from A. Churches, Kristin School, NZ)
(Adapted under Creative Common license from A. Churches, Kristin School, NZ)
UISGZ CYBER BULLYING POLICY
SENIOR PRIMARY BYOD Policy (adapted under Creative Common license from A. Churches,
Kristin School, NZ and Sue Brown CIS School, UAE)
WEBSITE INFORMATION
CLASS WEB PAGE GUIDELINES
USE OF BLOGGING, SOCIAL MEDIA AND WEB 2.0 FOR PRIMARY STUDENTS
OTHER
SCHOOL SUBSCRIPTIONS AND PASSWORDS
ICT EQUIPMENT -Inventory; Use Of Equipment Guidelines For Staff
RESOURCES (ICT Skills, Digital citizenship Posters, Resources and Websites)
REFERENCES AND SOURCES
REPORT ON CURRENT STATUS OF ICT IN THE PYP - UTAHLOY
2014-2015 BUDGET REQUEST
INTEGRATION OF ICT IN THE PYP
The IBs guiding document for the use of Information and Communication Technologies (ICT) in the
Primary Years Programme is called The Role of ICT in the PYP. Emphasis is placed on using ICT to support
and further student inquiry. The understanding of effective use of ICT has moved beyond mastering a
specialized set of skills and tools. ICT is the vehicle for learning skills and concepts and their applications within
meaningful contexts. The role of the school and teacher is to create authentic learning engagements through the
provision and use of ICT. This learning can happen in a physical or a virtual environment, and is likely to occur when
needed or just in time teaching moments. (2011, p5)
WHAT DOES EFFECTIVE ICT INTEGRATION LOOK LIKE?
A PYP classroom can be connected to the broader world through ICT. Students research and communicate
not only through print media but also through global electronic networks in order to access a vast range
of multimedia resources. ICT provides a platform for learners to engage with the world and, in an IB World
School, to relate to, and accept responsibility for, the mission of the IB to help to create a better and
more peaceful world. Through ICT, students learn what it means to be a participant in a global
community, to be digitally responsible and to make informed reflective decisions. The IB provides a set of
examples of good ICT practice:
Increase emphasis on: Decrease emphasis on:
concept-driven and transdisciplinary teaching taking
place both inside and outside the programme of inquiry
teaching an isolated subject or topic
using ICT to investigate, create, communicate,
collaborate, organize and be responsible digital citizens
learning ICT as a series of skill sets for their own
sake
authentic embedding of ICT across the curriculum stand-alone ICT lessons
viewing teachers and students as collaborators in the
learning process
viewing the teacher as the sole deliverer of skills
and knowledge
providing opportunities for student choice to encourage
students to take responsibility for their learning
using specific ICT tools exclusively for particular
tasks
learning as part of a broader community of learners learners learning in isolation as a dominant
feature
adapting multiple systems or approaches (for example,
platform or application) according to the situation and
needs of learners
reliance on one system or approach (for
example, platform or application)
collaborative planning and reflection planning for ICT instruction in isolation
professional learning as a continual process professional learning as a one-time event or
opportunity
professional learning provided within authentic contexts stand-alone professional learning
learning beyond the classroom through global
connections
learning restricted to the classroom or ICT lab
management of ICT resources to meet educational goals management of ICT resources without strategic
planning


publishing content for an authentic audience, for
example, using social media tools to communicate a
message to a wider group of people

printing student work for display on the school
bulletin board only.


(RICTPYP, 2011, p5)
THE ICT SKILLS IN THE PYP


The ICT skills reflect the IB learner profile Balanced, Caring, Communicator, Inquirer, Knowledgeable, Open
Minded, Principled, Reflective, Risk Taker, Thinker and the five essential elements of the PYPConcepts,
Knowledge, Skills, Attitudes and Action. The ICT skills have a role to play in all these aspects of the PYP
curriculum model: the written, taught and assessed curriculums.
The ICT skills are not an added layer to the existing PYP skills. Rather, they reflect the IB learner profile and
the five essential elements of the PYPconcepts, knowledge, skills, attitudes and action. The ICT skills
have a role to play in all these aspects of the PYP curriculum model: the written, taught and assessed
curriculums. In particular, the ICT skills listed are cross-referenced with the five transdisciplinary skills
defined in the PYP: Thinking, Social, Communication, Self-Management, and Research. The ICT skills
defined in this document should be seen as supporting and contributing to the existing PYP essential
elements. (The Role of ICT in the PYP 2011, p3, 5)
INVESTIGATING
Investigating is to carry out a purposeful inquiry or research, to test existing
understanding, discover new information and create new understanding.
Through investigation, learners critically evaluate a variety of sources, making
connections and synthesizing findings to apply knowledge to real-life contexts.

CREATING
Creating is a process through which learners are provided with an opportunity
to innovate and test boundaries. Learners construct meaning, apply critical
thinking and original ideas to real-world situations, and share knowledge
through self-expression, problem-posing and problem-solving, and reflection.
COMMUNICATING
Communicating is the exchange of information with various audiences using a
range of media and formats.
Effective communicators contribute to cross-cultural understanding, make
informed choices when deciding on tools to articulate meaning, and provide
relevant, significanfeedback to others.
COLLABORATING
Collaborating is the process through which learners validate and negotiate
ideas and reach a deeper understanding and a global perspective. Learners
are empowered through digital media and environments and through active
participation in creating and sharing knowledge.
ORGANISING
Organizing is the ability to structure or arrange connected items. Learners
understand that ICT systems can be used to inform, adapt, manage and
problem-solve during their creative, communicative, collaborative and
investigative processes. Learners make connections, transfer existing
knowledge and independently explore new technologies.
BECOMING RESPONSIBLE DIGITAL CITIZENS
Becoming a responsible digital citizen involves using ICT to make informed
and ethical choices while acting with integrity and honesty. In a globally
connected digital world, learners are empowered to be responsible for their
actions, to value others rights and to practise safe and legal behaviours.
ICT SKILLS RELATIONSHIP TO THE PYP TRANSDISCIPLINARY SKILLS AND ATTITUDES

According to the IB, the ICT skills can be cross-referenced with the five transdisciplinary skills defined in the PYP:
Thinking, Social, Communication, Self-Management, And Research Skills. The ICT skills defined in this document
should be seen as supporting and contributing to the existing PYP essential elements.

INVESTIGATING
TRANSDISCIPLINARY SKILLS
RESEARCH SKILLS
Formulating questions
Identifying something one wants or needs to know and asking compelling and relevant questions that can be
researched. I know what I want and need to find out about. I ask questions that are relevant to what I want or need
to know. I ask interesting, open questions. I ask questions that can be researched.
Observing
Using all the senses to notice relevant details.
I use all of my senses. I am aware of detail.
Planning
Developing a course of action; writing an outline; devising ways of finding out necessary information. I think about
what I am going to do. I can write an outline (plan) of what I am going to do. I can think of ways to get the
information that I need.
Collecting data
Gathering information from a variety of first- and second-hand sources such as maps, surveys, direct observation,
books, films, people, museums and ICT. I can get information from different sources. I can collect information by
measuring, using maps, making and carrying out surveys, observing, using resource books, using the internet, using
CD-ROMs, watching films, asking people and going to exhibitions.
Recording data
Describing and recording observations by drawing, note taking, making charts, tallying, writing statements. I can
describe and record my observations. I can select appropriate ways to record information. I can record information
by making drawings, taking notes, making charts, making tallies and writing statements.
THINKING SKILLS
Acquisition of knowledge
Gaining specific facts, ideas, vocabulary; remembering in a similar form.
I can find out facts and learn about new ideas. I understand and use new vocabulary. I can remember what I have
learnt.
Comprehension
Grasping meaning from material learned; communicating and interpreting learning. I understand what I have learnt. I
understand information I find from different sources and can explain it to others.
Analysis
Taking knowledge or ideas apart; separating into component parts; seeing relationships; finding unique
characteristics.
I can break ideas and knowledge into smaller parts. I can look for patterns and find similarities and differences. I can
identify unique features.
Application
Making use of previously acquired knowledge in practical or new ways.
I can use my skills and knowledge in different situations. I can use my skills and knowledge when I find myself in a
new situation or to solve a problem. I can use my skills and knowledge in practical ways
Synthesis
Combining parts to create wholes; creating, designing, developing and innovating
I can take information from different places and put it together. I can combine ideas and knowledge to answer
questions.
Evaluation
Making judgments or decisions based on chosen criteria; standards and conditions.
I can use criteria to make decisions about work, behaviour, attitudes, knowledge or action.
ATTTITUDES- Commitment, Curiosity, Independence

CREATING
TRANSDISCIPLINARY SKILLS
and COMMUNICATING

COMMUNICATION SKILLS
Listening -Listening to directions; listening to others; listening to information. I listen to directions and instructions. I
I listen to others and I listen to information.
Speaking -Speaking clearly; giving oral reports to small and large groups; expressing ideas clearly and logically;
stating opinions. I speak clearly. I express my ideas so that they make sense to others. I share my ideas and opinions. I
can present my work to small and large groups.
Reading- Reading a variety of sources for information and pleasure; comprehending what has been read; making
inferences and drawing conclusions. I read a range of sources for information. I read a range of texts because I enjoy
reading. I understand and I reflect upon what I have read. I make conclusions based on what I have read.
Writing- Recording information and observations; taking notes and paraphrasing; writing summaries; writing reports;
keeping a journal or record. I record information. I record my observations. I can take notes and rewrite information in
my own words. I keep a reflection journal.
Viewing -Interpreting and analysing visuals and multimedia; understanding the ways in which images and language
interact to convey ideas, values and beliefs; making informed choices about personal viewing experiences.
Presenting -Constructing visuals and multimedia for a range of purposes and audiences; communicating
information and ideas through a variety of visual media; using appropriate technology for effective presentation and
representation.
Non-verbal communication -Recognizing the meaning of visual and kinaesthetic communication; recognizing and
creating signs; interpreting and utilizing symbols. I know that my body language, facial expressions and actions can give
others a lot of information. I understand other peoples body language, facial expression and actions. I know that these
things can mean different things in different countries.
RESEARCH SKILLS
Presenting research findings -Gaining specific facts, ideas, vocabulary; remembering in a similar form. I can find
out facts and learn about new ideas. I understand and use new vocabulary. I can remember what I have learnt.
ATTITUDES- Confidence, Enthusiasm, Independence

COLLABORATING
TRANSDISCIPLINARY SKILLS
SOCIAL SKILLS
Accepting responsibility -Taking on and completing tasks in an appropriate manner; being willing to assume a
share of the responsibility. I complete a task that I have started. I do my part. I take on and share responsibility.
Respecting others -Listening sensitively to others; making decisions based on fairness and equality; recognizing
that others beliefs, viewpoints, religions and ideas may differ from ones own; stating ones opinion without hurting
others. I am a caring listener. I make fair decisions. I know that other people may have different ideas, opinions and
perspectives. I am careful not to hurt other peoples feelings when I express my opinions.
Cooperating -Working cooperatively in a group; being courteous to others; sharing materials; taking turns. I work
well in groups. I am polite and kind to the other members of the group. I share with others and I take turns.
Resolving conflict -Listening carefully to others; compromising; reacting reasonably to the situation; accepting
responsibility appropriately; being fair. I listen to others. I talk about the problem and come to an agreement about the
solution. I am fair. I act calmly and appropriately.
Group decision-making -Listening to others; discussing ideas; asking questions; working towards and obtaining
consensus. I listen to others, discuss ideas and ask questions. I work towards a group agreement.
Adopting a variety of group roles -Understanding what behaviour is appropriate in a given situation and acting
accordingly; being a leader in some circumstances, a follower in others.
THINKING SKILLS
Dialectical thought -Thinking about two or more different points of view at the same time; understanding those
points of view; being able to construct an argument for each point of view based on knowledge of the other(s);
realizing that other people can also take ones own point of view. I can think about different points of view at the same
time. I can understand the different points of view. I can make arguments for the different perspectives based on my
knowledge about each point of view. I know that people can have their own perspectives.
Metacognition -Analysing ones own and others thought processes; thinking about how one thinks and how one
learns. I think about how I learn things and what I have learnt. I know the process I go through to learn something. I
know that other people might learn in a different way to me.
ATTI TUDES Cooperati on, Tolerance, Empathy, Respect
ORGANISING

TRANSDI SCI PLINARY SKI LLS
RESEARCH SKILLS
Organising data -Sorting and categorising information; arranging into understandable forms such as narrative
descriptions, tables, timelines, graphs and diagrams. I can sort information. I can put information into suitable
groups. I can present information so that others can understand it. I can use written descriptions and explanations,
tables, timelines, graphs and diagrams to organise data.
Interpreting data -Drawing conclusions from relationships and patterns that emerge from organised data. I can
identify patterns in my data and make conclusions about them.
SELF MANAGEMENT SKILLS
Organisation - Planning and carrying out activities effectively.
I plan, carry out and complete activities. I keep my work in order. I keep my things(folders and files) tidy. I know
where my things are.
Time Management -Using time effectively and appropriately.
I can complete my work on time. I am always in the right place at the right time. I plan my time so I know I can do
everything that I need to.
THINKING SKILLS
Analysis -Taking knowledge or ideas apart; separating into component parts; seeing relationships; finding unique
characteristics. I can break ideas and knowledge into smaller parts. I can look for patterns and can find similarities
and differences. I can identify unique features.
ATTI TUDES Confidence, Appreciation ,Creativity, Commitment


BECOMING RESPONSIBLE DIGITAL CITIZENS

TRANSDI SCI PLINARY SKI LLS
SELF MANAGEMENT SKILLS
Informed choices Selecting an appropriate choice of action or behaviourbased on fact or opinion I can choose a
suitable course of action. I base my choices on fact and opinion. I reflrect before I make my choices.
Safety Engaging in personal behaviour that avoids placing oneself or others in danger or at risk. My behaviour
choices keep me safe and keep other people safe. I avoid putting others or myself in danger.
Codes of behaviour Working cooperatively in a group; being courteous to others; sharing materials; taking
turns. I work well in groups. I am polite and kind to the other members of the group. I share with others and I take
turns.
THINKING SKILLS
Dialectical thought-Thinking about two or more different points of view at the same time; understanding those
points of view; being able to construct an argument for each point of view based on knowledge of the other(s);
realizing that other people can also take ones own point of view. I can think about different points of view at the
same time. I can understand the different points of view. I can make arguments for the different perspectives based
on my knowledge about each point of view. I know that people can have their own perspectives.
ATTITUDES Confidence, Cooperation, Integrity, Empathy, Respect


HOW MIGHT ICT SKILLS BE DEVELOPED AT UTAHLOY?

y




























STUDENTS INVESTIGATING G
Using multimedia tools to record information
(e.g. Voicethread, iPad, Photobooth, video
camera);
Locating information online using search tools;
using library resources and databases;
Using graphic organizers, timeline generators,
spreadsheets, or creating graphs from a survey
(e.g. Excel, Create a Graph);
Recording, evaluating, processing and
referencing information using note taking tools
(e.g.. mindmaps, graphic organizers, Evernote,
Noodle Tools)
Producing and sharing information from a
primary source using multimedia tools (e.g.
Voicethread, Skype interviews)

STUDENTS COLLABORATING
Developing the concept and culture of
peer evaluation by giving and receiving
constructive feedback (Blogs,
Voicethread)
Communicating and working
collaboratively with local and global
students (e.g. Google Doc, Wiki, Google
Sites, Voicethread)

STUDENTS COMMUNICATING
Communicating information and ideas to a variety of
audiences, both local and global using voice or text (e.g.
Voice Thread, Photostory, Audacity, Podcasts)
Presenting information using a wide range of relevant
media - pictures, video, sound and text (e.g. Kid Pix,
Kidspiration, iPhoto, Pages, Photostory, Prezi)
Demonstrating good presentation skills for target audience
(e.g. use of microphone, posture, voice, delivery skills,
projection device)
Using tools effectively to investigate, communicate and
present to audiences (e.g. camera, microphone, headset,
projection device, etc.)
Using emails - accessing, composing, replying, forwarding,
adding attachments
Accessing, discussing and contributing ideas to a topic in a
conference/discussion page/Voicethread
Contributing to online discussions, book or movie reviews,
online stories
Using a blog, discussion board or e-portfolio to pose
problems, opinions, reflect and seek feedback from others
to improve the learning progress (e.g. blogs)



























STUDENTS CREATING
Creating pictures and drawings with text and images to share new learning ( e.g. Kidspiration, Kid Pix)
Creating an online story or slide show to share ideas or knowledge ( e.g. Story Bird, VoiceThread)
Creating a comic strip to demonstrate a scenario (e.g. Comic Life, MakeBelieve.com, Toondoo.com)
Creating multimedia presentations, podcasts or movies to share new learni ng (e.g. Voicethread,
PowerPoint, Garageband, Prezi, iMovie)
Film Pre production and Production (e.g. plan storyboard, storyline and time limit)
Customize the elements of design (background, transitions, builds, actions, titles, graphics, sound,
movies, and colours) to enhance communication; apply the elements (line, colour, texture, etc.) and
principles (symmetry, harmony, etc.) of design to create an effective presentation; use advanced tools
such as green screen, picture in picture, fast/slow motions, voice over, stop motion etc. when necessary
to enhance communication
Publish a blog online with posts, comments, pictures and web 2.0 multimedia widgets to document
learning over time
Use mindmaps to demonstrate new learning (e.g. Inspiration or Web 2.0 - Bubbl.Us and Mindomo)
Creating interactive timelines and displaying them on blogs to explore an issue in chronological order (e.g.
Dipity, Capzles, TimeRime, XTimeline)
Create word clouds to evaluate literature, famous speeches, poems, other documents or share my
learning in an art poster form (ie. Wordle, Tagxedo)


STUDENTS BEING RESPONSIBLE DIGITAL CITIZENS
Knowing safe practices when online;
Understanding and following the schools Responsible Use
Agreement such as:
Knowing how to take care of school equipment;
Respecting other peoples privacy and information;
Respecting the copyright of materials used; using open
source resources e.g. Creative Commons, royalty free
music) and giving credit to sources of information including
software, images, music, and video
Keeping oneself safe -knowing to keep personal
information and passwords private and agree not to use
anyone else's password;
Knowing appropriate behavior and language (web
etiquette), when communicating or publishing online

STUDENTS ORGANISING
Using various methods to access an application and organized
files and shortcuts (Search, explorer)
Maintaining an organised system of folders with a naming
convention (ie. proper file names and folders); using shortcuts
to maximize time (Control C, V, X, S, A); taking snapshots of
the screen to save information for organizing; adding, editing,
and organising bookmarks and accessing internet history on
the browsers;
Recording audio and video files with equipment (cameras,
microphones, headphones, and scanners), storing and
retrieving when necessary
Recognizing functions of basic File Menu commands (e.g. new,
open, close, save, save as, print, print preview)