More Related Content
Similar to Lampplus part1 (20)
Lampplus part1
- 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. 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.
- 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. 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. 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. 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. 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. 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.
- 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. 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. 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. 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. 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.
- 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.
- 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.
- 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. 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.
- 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. 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. 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. 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. 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. 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. 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. MOULDING THE FUTURE OF OUR NATION
Reproduced by permission of the publisher, © 2012 by tpack.org
37
Copyright © Ministry of Education, S ingapore.
- 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. 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. 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. 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. 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.