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Software for
ALL - Ontario is Unique!
Yes, it is unique: a unique name, a unique process, a unique product. OSAPAC/CCPALO and OESS/SDO are unique!
What do all these acronyms mean? OSAPAC/CCPALO is the Ontario Software Acquisition Program Advisory Committee which is a group of eleven educators and a Ministry of Education representative from across Ontario who meet regularly to review software. Their major mandate is to advise the Ministry of Education as to what software should be purchased for all publicly funded schools in the province of Ontario.
Secondly OESS/SDO is the Ontario Educational Software Service which distributes software to each school district for distribution to its schools.
Ontario educators need to be aware of this committee and the software that is available to them.
Each year the Ministry of Education and Training sets aside money for the purchase of province wide licenses of commercial software. The OSAPAC/CCPALO committee surveys the educators of the province by way of a survey on their web site www.osapac.org. This sets the priorities and lists specific software that teachers feel should be in their classrooms. A RFP is sent to all registered venders and they submit several copies of their software that would be suitable for the given grades and curriculum. The OSAPAC/CCPALO committee views all of this software and completes evaluation forms on each piece. The best of the software is recommended to the Ministry of Education and Training for purchase.
The volunteer committee has many criteria when they look for the best software for the classrooms of the province. There is always a search for software that is of highest quality and meets the demands of the provincial curriculum. Software that is available in an English and a French version and will operate on both Macintosh and Windows computers is preferable.
The format of the software includes diskettes, CD ROM’s and recently web based software such as the guidance program Bridges. Meeting the operating needs of the diverse hardware in schools throughout the province is always a challenge. Network versus standalone use of the software and the associated legalities are always considerations.
As a classroom teacher how do you obtain these free learning resources? Each school district has appointed a person as their OESS representative who receives the software when it arrives. They are then responsible for the distribution of the software within that board. This software arrives at various intervals through out the school year. If the program is a CD ROM, one will arrive for each school in the board. If the software is diskette, two copies of the disks arrive in the board. Diskettes can then be copied for each school and for installation on school computers.
In 1997 and 1998 and again in 1999, the OSAPAC/CCPALO committee has created a CD ROM with over 100 pieces of diskette software on it. School computer teachers and technicians have found this a very valuable resource for loading software on hard drives.
Information about the committee, its mandate and list of software that should be in your school can be found on the OSAPAC/CCPALO web site www.tvo.org/osapac. There is a searchable database where you can locate software suitable for the grade and course you are teaching. This web site also lists all the OESS representatives in the province. Email sent at this web site is also welcomed and will be answered by one of the committee members. Since the distribution of the Ontario Curriculum for all elementary schools, there has been a match between the expectations of all subject areas and the OESS software placed on the web site.
Examples:
Grade 5
Earth and Space Systems - Weather
Overall Expectations
- demonstrate an understanding of the major climatic factors and patters associated with weather;
- investigate the major climatic factors associated with weather, and design, construct, and test a variety of instruments for recording various features of the weather
Specific
Expectations Software explain the difference between weather
and climate and the factors that influence both of these
systems Weather Workstation, Encyclopedia of
Nature recognize large-scale and local
weather systems Weather Workstation explain the formation of clouds and
the effects of different cloud formations on weather and
climate Encyclopedia of Nature, Weather
Workstation describe the water cycle in terms of
evaporation, condensation, and precipitation Biomes and Natural Cycles,
Encyclopedia of Nature identify patterns in air
movement Encyclopedia of Nature, Weather
Workstation describe the ways in which energy from
the sun affects weather conditions Weather Workstation identify the effects of air
pressure Encyclopedia of Nature use the appropriate vocabulary,
correct science and technology terminology, in describing
their investigation and observations Biomes and Natural Cycles,
Encyclopedia of Nature compile quantitative and qualitative
data gathered through investigation in order to record and
present results , using tally chart, tables, and labelled
graphs (e.g. record data from observations of weather over a
period time; accurately use a thermometer to read
temperature and record results) Claris Works (database &
spreadsheet), Filemaker Pro, MS Works (database &
spreadsheet) communicate the procedures and results
of investigations for specific purposes and to specific
audiences using media works, oral presentations, written
notes and descriptions, charts, and drawings (e.g. draw a
labelled diagram of the water cycle) Hyperstudio, Word Perfect
Presentation, MP Express, Claris Works (slide show), MS
Publisher
Grade 9
MPM1D: Relationships - Comparing Linear and Non-Linear Relations
Specific
Expectations Software construct tables of values, graphs,
and formulas to represent linear relations derived from
descriptions of realistic situations (e.g., the cost of
holding a banquet in a rented hall is $25 per person plus
$975 for the hall); Spreadsheet, Zap-a-graph, Math Trek
10, 11, 12 construct tables of values and scatter
plots for linearly related data collected from experiments
(e.g., the rebound height of a ball versus the height from
which it was dropped) or from secondary sources (e.g., the
number of calories in fast food versus the number of grams
of fat); Internet, E-Stat,
Spreadsheet determine the equation of a line of
best fit for a scatter plot, using an informal process
(e.g., a process of trial and error on a graphing
calculator; calculation of the equation of the line joining
two carefully chosen points on the scatter plot); Spreadsheet construct tables of values and graphs
to represent non-linear relations derived from descriptions
of realistic situations (Sample problem: A triangular prism
has a height of 20 cm and a square base. Represent the
relationship between the volume of the prism and the side
length of its base, as the side length varies); Spreadsheet construct tables of values and scatter
plots for non-linearly related data collected from
experiments (e.g., the relationship between height and age)
or from secondary sources (e.g., the population of Canada
over time); sketch a curve of best fit; Spreadsheet demonstrate an understanding that
straight lines represent linear relations and curves
represent non-linear relations. Spreadsheet, Zap-a-graph
Other initiatives of the committee include supplying some teacher training materials. Most software titles now come with an electronic manual on the disk or CD ROM or other printed materials. These can be printed at the board or school level and often contain teaching suggestions and/or student worksheets. Recently video tapes for teachers to learn the software program Hyperstudio were sent to every board where they can be duplicated for each school.
Many of the pieces of OESS software can be placed on teacher’s personal home computers for lesson preparation. Check the web site for this list.
How can teachers become involved in the software selection process? During March, April and early May the survey for priorities for the coming year will be on the web site. Be sure to have your say in where the gaps are or mention your favourite piece of software. For questions to the committee there is an email address at the end of the web site and someone on the committee will get back to you.
Favourite software that teachers use include presentation software such as Hyperstudio, Kid Pix slide show and Corel WordPerfect Presentations whereby students can communicate their learning in an electronic format. Simulations such as Mathville VIP and Math Circus are also favourites with students and teachers. “Without Ministry Licensed software, the students in my class could not experience exciting simulations nor have reference tools of such high quality”, Susan Mayhew, R.HG. Crosby Public School, Markham, Ontario.
The students and teachers of this province are fortunate to have a multitude of free quality software to enrich the learning process of our students.
Mary Storey
(905) 727-0022 extension 2424
Information Technology Consultant
York Region District School Board
- co-chair of the OSAPAC Committee