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ICT for Meaningful Learning - Session01b
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ICT for Meaningful Learning - Session01b

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Course administration and ICT Masterplans: For student teacher to read at their own pace and place. An online quiz to follow!

Course administration and ICT Masterplans: For student teacher to read at their own pace and place. An online quiz to follow!

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  • Key points:Top-Down Approach by MOE in 1997Infrastructure – Provision of school-wide networks, and computers for pupils and laptops for teachersTeacher Preparation – Basic Skills (Word, Excel, Powerpoint) and integrationSoftware: Acquired by MOE and sent to schoolsSupport: Engaged Industry to provide technical support Approach: One-size-fits-all
  • Based on ICT Connection website, the key ICT in Education priorities are: 1. Set baseline standards for pupils’ learning experiences, teachers’ ICT integration practices, IT HODs’ ICT planning practices, and for ICT infrastructure requirements and digital resources, to ensure that all schools achieve a baseline level of ICT use. 2. Fully support schools that are ready to achieve higher levels of ICT use in education by introducing more recognition schemes and conducting further research on developing and prototyping pedagogical models. 3. Develop schools' capacity within the framework of autonomy to take full ownership of their schools’ ICT implementation. 4. Strengthen the integration of ICT in the curriculum and assessment by focusing on areas of strategic importance and needs and developing partnership models to resource the schools. Additional points:MP II consolidated and built on the achievements of the first Masterplan, and Continued to provide the overall direction on how schools could harness the possibilities offered by IT for learning. 3. Approach – Mass customisation

ICT for Meaningful Learning - Session01b ICT for Meaningful Learning - Session01b Presentation Transcript

  • Course schedule DED 137
  • Administrative matters
    In case a lesson is conducted online due to H1N1 or any unforeseen circumstances, please remain contactable with your tutor means such as SMS, MSN or Skype.
    Check the class list, contact number, and most importantly, your email address in Blackboard; make sure that your particulars are updated.
    Know the consequences of absence, plagiarism & receiving warning letters.
    Know the expectations of this course.
  • Absenteeism policy (1)
    “...if a student is absent and has not called within two days to give the lecturer a valid reason for absence (i.e. either has been granted leave by NIE or is on medical leave), the lecturer should issue the letter of warning straightaway.... Copies of the letter have to be given to MOE, Assoc Dean or Sub-Dean of the Programme concerned, Head of the Academic Group to which the lecturer belongs to and the Foundation Programmes Office.”
  • Absenteeism policy (2)
    Student teachers (without medical certificates and other officially granted leave) who hand in assignments and/or projects after the deadline should submit their assignments and/or projects personally to the course coordinator.
    They should enclose a covering letter explaining why the assignments and/or projects are handed in late.
    The course coordinator, in consultation with the Head/AG, reserves the right to accept or reject the assignments and/or projects, and to specify the proportion of marks to be deducted as a penalty for the lateness.
  • Assignment submission (1)
    Assignments/projects, once submitted (whether before or by the deadline), cannot be re-submitted
    Submit assignments PERSONALLY
  • Assignment submission (2)
    All academic references should be based on the APA referencing style
    All written assignments submitted must come with an assignment declaration cover page
    See wiki for resources
  • Academic dishonesty (1)
    Academic dishonesty is the use of another person’s ideas or work, without acknowledgement
    Common forms include:
    Plagiarism
    Collusion
    Complicity
  • Academic dishonesty (2)
    Why is it a serious matter?
    If done deliberately, plagiarism and collusion involve dishonesty
    If done accidentally, they demonstrate an unacceptably low level of scholarship
    Either way, a student teacher must always ensure that such dishonesty will never be practised so as to set an example for the school students to follow
  • Plagiarism policy
    Less serious cases
    Less serious cases involve any use of words without due acknowledgement (whether deliberate or accidental), but which may constitute a very small portion of the assignment or project. The trainee teacher’s own individual effort is evident in the overall assignment submitted.
    More serious cases
    Cases may be judged serious where plagiarism is deemed deliberate, and which forms a significant portion of the student teacher’s assignment, or for any repeat offence.
  • Tutor’s expectations
    Punctuality: Be in class on time
    Preparedness: Participate in activities
    Silence all beeping devices during class hours
    Keep the ECLs clean; no eating and drinking in the ECLs
    Professionalism: All the above and more!
  • Course assessment
  • Activity 3 (15 min)
    Watch the MOE video entitled “Gearing up for the Future”
    Summarisethe main goals of ICT Masterplans1 and 2
  • Masterplan 1 (1997-2002)
    The goals of mp1
    • Enhance linkages between the school and the world around it
    • Generate innovative processes in education
    • Enhance creative thinking, lifelong learning and social responsibility
    • Promote administrative and management excellence in the education system
    • Source
  • Masterplan2 (2003-2008)
    Six intended outcomes for mp2:
    Students use ICT effectively for active learning
    Connections between curriculum, instruction and assessment are enhanced using ICT
    Teachers use ICT effectively for professional and personal growth
    Schools have the capacity and capability in using ICT for school improvement
    There is active research in ICT in education
    There is an infrastructure that supports widespread and effective use of ICT
    Source
  • Masterplan3 (2009 – 2014)
    Students possess competencies for self-directed and collaborative learning through the effective use of ICT
    Teachers have the capacity to tailor and deliver ICT-enabled learning experiences for students to develop these competencies
    School leaders provide the direction and create the conditions to harness ICT for teaching and learning
    Infrastructure of ICT supports teaching and learning anywhere, anytime