The ICT outcomes can be found here: http://www.edc.gov.ab.ca/ict/pofs.asp
The outcomes for each of the F, C, and P categories are similar throughout all 4 divisions, but grow in depth and intensity/complexity with the student.
One of the main differences between the ICT curriculum and all other subject curricula from Alberta Ed, is that the ICT outcomes do not get a separate class treatment - they need to be integrated into all (any) other subject classroom. This works well in many cases, since most teachers try to cover two or more birds with one stone as frequently as they can. Teachers can tie in 3-4 ICT outcomes like Internet research, word processing, multimedia presentation, and creating a simple website all while working through a social studies module. The technology now literally serves as a tool or vehicle to assist and express understanding.
My gut reaction to how these outcomes are setup is that there are too many specific outcomes for this decade. I could see how this document would have been helpful in the last 10-15 years, with fewer teachers having adopted some of the more modern electronic technology, fewer students with computers and internet at home, and higher prices of such technology which would have affected budgets. But now - most students have access, all schools have internet and a decent amount of computers, and most teachers and parents have at least a basic understanding of the software options available.
If there were fewer outcomes in the ICT P of S, teachers would have flexibility to use technology however and whenever, without having a mandate to do 'this' or 'that'. A lot of technology is already being used and or learned at home, making it a redundant effort in some cases to do so at school.
Perhaps an option would be to leave the curriculum as it stands, but to not mandate every outcome; this would still give teachers and parents ideas to ways which technology could be used, but allow freedom to provide optimal learning opportunities to all students.