Lampplus part1

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Course Slides for LAMP+ Part 1

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Lampplus part1

  1. 1. 9/10 January 2014 ICT‐ENABLED TEACHING AND  LEARNING You may access to today’s slides here: http://tinyurl.com/lamppluspart1 1 Copyright © Ministry of Education, S ingapore.
  2. 2. Useful ICT Tools and Resource for  ICT‐facilitated SDL and CoL • Workshop Google Site for listing of resources (including  today’s slides) tinyurl.com/lamppluspart1 • ICT Mentor Companion • SDL & CoL Monographs • The ICT Connection (http://ictconnection.edumall.sg/) • Section 2: Masterplan 3 – Understanding the goals  – SDL & CoL monographs – Videos  • Section 4: ICT in Action – Lesson examples 2
  3. 3. Let’s poll! 3 Copyright © Ministry of Education, S ingapore.
  4. 4. THE SOCIAL MEDIA WAVE IS RIDING ON! 4 Copyright © Ministry of Education, S ingapore.
  5. 5. Overview: 21CC, SDL, and CoL • 21st century learners are  active and life‐long  learners. They need skills pertaining to group‐based  problem solving and  knowledge creation • SDL and CoL are skills and  learning processes integral to achieving 21CC 5 5 Copyright © Ministry of Education, S ingapore.
  6. 6. Overview: 21CC, SDL, and CoL • S D L and CoL are key components of the outcome goals of the ICT Masterplan 3. T hey are intricately linked to the 21CC, not separate or additional. • S D L and CoL are learning processes through which students become self-directed learners, active contributors, confident persons and concerned citizens. • S D L and CoL enable students to acquire relevant skills and competencies to learn and work effectively in the 21st century knowledge-based environment. 6 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  7. 7. 7 Copyright © Ministry of Education, S ingapore.
  8. 8. ICT Integration – Whose role is it? S chool Leaders T eachers HOD SCHOOL ICT Mentor ICT Exec 8 Copyright © Ministry of Education, S ingapore.
  9. 9. Key Roles of HOD in relation to ICT Instructional Leader S trategic Planner People D eveloper R esource Manager 9 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  10. 10. Key Roles As an instructional leader • Provide leadership in the area of ICT to ensure high quality learning and teaching. • Communicate ICT-related programme and initiatives to the school. • Establish and Achieve school targets for the effective use of ICT in learning and teaching. • Initiate and support the implementation of the school’s ICT programme. 10 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  11. 11. Key Roles As a Strategic Planner Work with HOD ICT to: • Support the school management to implement the school ICT plan. • Oversee, monitor, review, evaluate and update management on the school ICT implementation. • Review ICT-related practices, changes and expectations of the external environment. As a Resource Manager • • Work with HOD ICT to develop, implement and review a budget plan to allocate financial resources to maintain and improve ICT resources (subject resources). Design and implement effective ICT-related processes and programme for learning and teaching in school. 11 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  12. 12. Key Roles As a People Developer • Work with school team (especially SSD) to build the capacity of teachers to plan and deliver ICT-enriched learning experiences: – identifying development needs – planning professional development programme – organizing training • Review effectiveness of ICT-related professional development in the department. • Develop structures in the school to build a culture of innovation and collaboration to enhance ICT-related professional development. 12 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  13. 13. Considerations in Planning for ICT Integration Curriculum Pedagogy A ssessment A lignment to G oals T eacher R eadiness & Competency D eployment of R esources 13 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  14. 14. Integrate ICT into Curriculum Resource Development Curriculum Design Subject Teacher Assessment Instructional Strategies • T ake reference from subject teaching syllabuses, T &L guides • Use ICT to adopt more studentcentric pedagogies and differentiate instruction Classroom Enactment 14 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  15. 15. End-to-End Design Lesson D esign Resource Pedagogy D esign A ssessment D esign • Lesson design - ICT is systematically embedded into the lesson • R esource - the selection and/or development of suitable resources to support the ICT -infused syllabuses and assessment outcomes • ICT -based pedagogies - appropriate technological pedagogical knowledge areas (T PK) to guide professional development • A ssessment design - the adoption of suitable platforms and tools for both formative and summative purposes 15 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  16. 16. How do you know if you are doing it right? Use BY(i)TES! Benchmarking Your iCT Practices for Excellence in Schools • A self-assessment tool to enable schools to gauge their level of ICT implementation to work towards achieving excellence in using ICT for learning and teaching • Use for planning and review 16 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  17. 17. 3 Key Domains • School leaders are key in creating the conditions and putting systems and processes in place • Teachers are key in creating ICT-enriched learning experiences to bring about learning outcomes • Students are our key focus 17 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  18. 18. Levels of Attainment Level 4 Level 3 Level 2 Each indicator has 4 levels of attainment that reflect the progress of a school’s ICT implementation Level 1 18 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  19. 19. Domain 2 : Students • S ub-domain 2.1 : S tudents use ICT for Learning – – – – – 2.1.1 - Level of higher order thinking facilitated by ICT 2.1.2 - Level of S D L facilitated by ICT 2.1.3 - Level of CoL facilitated by ICT 2.1.4 - Use of ICT T ools to support learning 2.1.5 - Extent of student involvement in curriculum, and S D L and CoL facilitated by ICT • S ub-domain 2.2 : S tudents are discerning and responsible ICT users 19 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  20. 20. Self-Directed Learning Students Teachers 20 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  21. 21. Video on Self-Directed Learning D r R obert Kozma Emeritus D irector S R I International 21 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  22. 22. Self-Directed Learning Students Teachers 22 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  23. 23. Self-Directed Learning • S D L is intricately linked to lifelong learning • In inculcating S D L: – Keep in mind that the starting point is the learner – R espect should be given to learner autonomy, interests and vision of learning (authentic experiences) • Learner and his/her world can be resources to be leveraged for classroom teaching and learning It is not just about leaving them to do their own work! 23 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  24. 24. Collaborative Learning Students Teachers 24 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  25. 25. Video on CoL D r Cheah H orn Mun Former D ET , ET D 25 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  26. 26. Collaborative Learning (CoL) • C oL is also defined as social interactions that are targeted at deeper knowing. It is not just about group work! 26 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  27. 27. Monographs for deeper understanding Can be downloaded from ICT Connection 27 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  28. 28. How can SDL and CoL be incorporated  meaningfully in the curriculum? As part of developing 21CC in students, schools  can provide sufficient opportunities for students  to practice SDL and CoL and acquire the skills.  To be incorporated meaningfully when there is  a natural fit; need not be in every lesson.   To strengthen the development of the concepts,  skills and dispositions in the subject areas.  28 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  29. 29. VIDEO RESOURCE – IMPLEMENTING ICT IN SCHOOL 29 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  30. 30. Sub-domain 2.1 : Students using ICT for Learning 2.1.2 Level of SDL facilitated by ICT 1 2 3 4 Students set learning goals according to instructions given by the teacher. They work on teacher-directed learning activities that develop them to think independently to achieve their learning goals. Students set learning goals and identify learning tasks to achieve the goals with guidance from the teacher. They work on teacherfacilitated learning activities and look for resources to complement given resources to achieve their learning goals. Students work on learning activities that allow them to negotiate and set their learning goals and plans as well as manage and monitor their own learning. They look for resources and incorporate feedback and input from their peers to achieve their learning goals. Students work on learning activities that allow them to independently set learning goals and plans as well as extend their learning. They reflect on their own learning and evaluate their own progress to improve their learning. 30 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  31. 31. Sub-domain 2.1 : Students using ICT for Learning 2.1.3 Level of CoL facilitated by ICT 1 2 Groups set group goals and tasks according to the instructions given by teachers. Students are closely guided and monitored by teachers and focus mainly on fulfilling individual responsibilities to complete given tasks. Groups set group goals, tasks and determine group processes with guidance from teachers. Students are accountable for the completion of individual assigned tasks as well as helping group members achieve group goals. 3 Groups set group goals, tasks and determine group processes as well as monitor the groups’ progress with guidance from teachers. Students contribute ideas and consider the viewpoints of others to construct knowledge that is crucial to their learning. 4 Groups independently set group goals and tasks, determine group processes and monitor the groups’ progress. Students inquire collaboratively, teach one another reciprocally and create new ideas, products or ways of viewing things. 31 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  32. 32. Domain 3 : Teachers • D omain 2 maps into D omain 3.1 • S ub-domain 3.1 : T eachers create ICT enriched Learning Experience – 3.1.1 – D esign of ICT -enriched learning experiences – 3.1.2 – D esign of ICT -enriched learning experiences for S D L and CoL – 3.1.3 – T eacher collaboration facilitated by ICT 32 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  33. 33. Pedagogical and Content Knowledge P c When teachers think about how particular content should be taught, S hulman argued for ‘ ‘ pedagogical content knowledge’ the content knowledge that deals ’as with the teaching process, including ‘ ‘ the ways of representing and formulating the subject that make it comprehensible to others’ ’ 33 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  34. 34. Design Considerations for ICT Integration: TPACK Model Reproduced by permission of the publisher, © 2012 by tpack.org MOULDING THE FUTURE OF OUR NATION 34 Copyright © Ministry of Education, S ingapore.
  35. 35. Content Knowledge Topic-specific representations in a subject area Independent of pedagogical activities or how one might use those representations to teach Pedagogical Knowledge T echnological Knowledge General pedagogical activities which can be used for any content e.g. strategies for motivating students, communicating with parents, presenting info to students, classroom mgt e.g. activities such as discovery learning, problem-based learning, cooperative learning e.g. models of electron flow in S cience, graphs of data in Math, timeline in S S How to use technologies TPACK Framework (By Suzy Cox and Charles R. Graham, 2008, pg 74) 35 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  36. 36. H ow to acquire subject specific content through activities/strategies and representations. E.g. Pri source research in S S , inquiry-based learning in S ci, investigations in Math Content Knowledge PCK Pedagogical Knowledge TPACK T CK H ow to represent concepts with technologies. E.g. D igital simulations, G SP TPACK Framework (By Suzy Cox and Charles R. Graham, 2008, pg 74) T PK H ow to engage students in activities using technologies. E.g. online collaboration tools may facilitate social learning for geographically separated learners T echnological Knowledge How to coordinate the use of subject-specific activities or topic-specific activities with topic-specific representations using technologies 36 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  37. 37. MOULDING THE FUTURE OF OUR NATION Reproduced by permission of the publisher, © 2012 by tpack.org 37 Copyright © Ministry of Education, S ingapore.
  38. 38. How to enact TPACK in school? 38 MOULDING THE FUTURE OF OUR NATION Reproduced by permission of Chai, C. S. (NIE) 2013 Copyright © Ministry of Education, S ingapore.
  39. 39. Why is it relevant to use Technology for Learning? ICT -enabled Pedagogy Personalisation  Learner Choice  Self‐regulation & Management Provide students with quality information (via text, images, video or other media) Capture evidence of student learning for assessment purposes Help students to clarify their thinking or represent their plans. Support students with different learning styles e.g. auditory, visual or kinaesthetic Participation  Community  Collaboration  Communication Help students to reflect on and evaluate their own or others’ work. Enable students to share their understandings, ideas or opinions with an authentic audience. Production  Learner‐created content  Contribution to knowledge  Creativity and Innovation Enable students to create information products that demonstrate their knowledge and understanding of a concept Enable students to analyse data and information for problem solving. Enable students to communicate with known or unknown audiences to enhance their learning. Allow students to receive constructive feedback on their work from various audiences, eg. peers, teacher, online community. Help students to collaborate with others, within and beyond the classroom. Adapted from: McLoughin& Lee (2008). The three ‘Ps’ of pedagogy for the networked society: Personalisation, Participation, Productivity. International Journal of Teaching and Learning in MOULDING THE FUTURE OF OUR NATION Higher Education (20:1), 10-27 39 Copyright © Ministry of Education, S ingapore.
  40. 40. Sub-domain 3.1 : Teachers create ICT enriched Learning Experience 3.1.2 Design of ICT-enriched learning experiences for SDL and CoL 1 2 3 4 Teachers provide specific instructions, learning activities and resources as well as close monitoring of students’ learning process in setting and achieving learning goals and group goals. Teachers scaffold students’ learning in setting learning goals and facilitate groups to complete individual assigned tasks as well as achieve group goals. Teachers design learning activities that teach students to set learning goals and manage and monitor their own learning, as well as to construct knowledge collaboratively. Teachers design learning activities that allow students to independently set learning goals, and manage and monitor their own progress as well as extend their learning. They also teach students to inquire collaboratively to create new ideas, products or ways of viewing things. 40 MOULDING THE FUTURE OF OUR NATION Copyright © Ministry of Education, S ingapore.
  41. 41. Overall BY(i)TES Score The overall BY(i)TES score indicates the level of the school’s ICT implementation Achievement Band Overall Score Range Band Descriptors Beginning Score < 2.0 Intermediate 2.0 ≤ Score < 3.0  Approaching mp3 outcomes  Consistent implementation and integration of ICTbased practices and technologies on a schoolwide basis Progressive 3.0 ≤ Score < 3.5  Meeting mp3 outcomes  Sound integration of ICT-based practices and technologies with processes that enable scaling up of ICT integration to a higher level on a schoolwide basis Advanced Score ≥ 3.5  Exceeding mp3 outcomes  Sound and systemic implementation that sustains school-wide integration of ICT-based practices and technologies that are research-based  Inconsistent implementation and integration of ICT-based practices and technologies  Not meeting mp3 outcomes 41 Copyright © Ministry of Education, S ingapore.
  42. 42. Cr 1 Cr 2 Strategic Planning Cr 3 Staff Management 1.1.2 Engagement 1.1.3 Systems & Processes 1.1.4 ICT-PD Focus 1.1.5 Implementation Focus HOT facilitated by ICT 2.1.2 SDL Domain 2 Students Leadership facilitated by ICT 2.1.4 Use of ICT tools Management facilitated by ICT 2.1.3 CoL Cr 4 Resource 2.1.5 Extent 2.2.1 Cyber of involvement wellness 3.1.1 Design ICT experience 3.1.2 Design SDL & CoL experi 3.1.3 Tr collaboration Cr 5 Student-Focused Processes SEM Domain 1 School Leaders Ownership 2.1.1 Domain 3 Teachers BY(i)TES 3.0 1.1.1 Cr 6 Administrative & Operational results Cr 7 Staff Results Cr 8 Partnership & Society Results Cr 9 Key Performance Results 42 Copyright © Ministry of Education, S ingapore.
  43. 43. Useful ICT Tools and Resource for  ICT‐facilitated SDL and CoL • Workshop Google Site for listing of resources (including  today’s slides) tinyurl.com/lamppluspart1 • ICT Mentor Companion • SDL & CoL Monographs • The ICT Connection (http://ictconnection.edumall.sg/) • Section 2: Masterplan 3 – Understanding the goals  – SDL & CoL monographs – Videos  • Section 4: ICT in Action – Lesson examples 43
  44. 44. Thank you! MOE_Educational_Technology@moe.gov.sg You may access to today’s slides here: tinyurl.com/lamppluspart1 44 Copyright © Ministry of Education, S ingapore.
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