Lampplus part1

ICT‐ENABLED TEACHING AND LEARNING

9/10 January 2014

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Copyright © Ministry of Education, S ingapore.

You may access to today’s slides here: http://tinyurl.com/lamppluspart1

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

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Let’s poll!

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THE SOCIAL MEDIA WAVE IS RIDING ON!


• 21st century learners are active and life‐long learners. They need skillspertaining to group‐based problem solving and knowledge creation

• SDL and CoL are skills and learning processesintegral to achieving 21CC

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Overview: 21CC, SDL, and CoL

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MOULDING THE FUTURE OF OUR NATIONCopyright © Ministry of Education, S ingapore.

• SD 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.

• SD L and CoL are learning processes through which students become self-directed learners, active contributors, confident persons and concerned citizens.

• SD L and CoL enable students to acquire relevant skills and competencies to learn and work effectively in the 21st century knowledge-based environment.

Overview: 21CC, SDL, and CoL

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SCHOOL


ICT Integration – Whose role is it?

School Leaders

H O D

ICT Exec

ICT Mentor

T eachers

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Key Roles of HOD in relation to ICT

Instructional Leader

Strategic Planner

People D eveloper

R esource Manager

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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.

Key Roles

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As a Strategic PlannerWork 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.

Key Roles

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.

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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.

Key Roles

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Considerations in Planning for ICT Integration

Curriculum

Pedagogy

Assessment

A lignment to G oals

T eacher R eadiness & Competency

D eployment of

R esources

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• T ake reference from subject teaching syllabuses, T &L guides

• Use ICT to adopt more student-centric pedagogies and differentiate instruction

Resource Development

Classroom Enactment

Curriculum Design

Subject Teacher

Instructional Strategies

Assessment

Integrate ICT into Curriculum

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End-to-End Design

• 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

• Assessment design - the adoption of suitable platforms and tools for both formative and summative purposes

AssessmentD esign

PedagogyD esign

ResourceLessonD esign

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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

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• 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

3 Key Domains

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Levels of Attainment

Level 1

Level 2

Level 3

Level 4Each indicator has 4 levels of attainment that reflect the progress of a school’s ICT implementation

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Domain 2 : Students

• Sub-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 SD 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 SD L and CoL facilitated by ICT

• Sub-domain 2.2 : S tudents are discerning and responsible ICT users

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Self-Directed Learning

Students Teachers

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Video on Self-Directed Learning

D r R obert Kozma

Emeritus D irector

SR I International

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Students Teachers

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• SD L is intricately linked to lifelong learning

• In inculcating SD 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

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It is not just about leaving them to do their own work!


Collaborative Learning

Students Teachers

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Video on CoL

D r Cheah H orn Mun

Former D ET , ET D

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Collaborative Learning (CoL)

• CoL is also defined as social interactions that aretargeted at deeper knowing.

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It is not just about

group work!


Monographs for deeper understanding

Can be downloaded from ICT Connection

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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.

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VIDEO RESOURCE –IMPLEMENTING ICT IN SCHOOL

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Sub-domain 2.1 : Students using ICT for Learning

2.1.2 Level of SDL facilitated by ICT1 2 3 4

Students set learning goals according to instructions givenby the teacher. They work on teacher-directed learning activitiesthat 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 teacher-facilitated 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 settheir learning goals and plans as well as manage and monitor their own learning. They look for resourcesand 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.

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Sub-domain 2.1 : Students using ICT for Learning

2.1.3 Level of CoL facilitated by ICT1 2 3 4

Groups set group goals and tasks according to theinstructions givenby 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.

Groups set group goals, tasks and determine group processes as well as monitor the groups’ progress with guidance from teachers.

Students contributeideas and considerthe viewpoints of others to construct knowledge that is crucial to their learning.

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.

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Domain 3 : Teachers

• D omain 2 maps into D omain 3.1

• Sub-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 SD L and CoL

– 3.1.3 – T eacher collaboration facilitated by ICT

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Pedagogical and Content Knowledge

cP

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When teachers think about how particular contentshould be taught, Shulman argued for ‘‘pedagogicalcontent knowledge’’as the content knowledge that dealswith the teaching process, including ‘‘the ways ofrepresenting and formulating the subject that make itcomprehensible to others’’


Topic-specific representations in a subject area Independent of pedagogical activities or how one might use those representations to teache.g. models of electron flow in Science, graphs of data in Math, timeline in SS

T echnological Knowledge

Content

Knowledge

Pedagogical

Knowledge

How to use technologies

General pedagogical activities which can be used for any content e.g. strategies for motivating students, communicating with parents, presenting info to students, classroom mgte.g. activities such as discovery learning, problem-based learning, cooperative learning

TPACK Framework (By Suzy Cox and Charles R. Graham, 2008, pg 74)

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T echnological Knowledge

Content

KnowledgePedagogical

Knowledge

PCK

T PKT CK

H ow to represent concepts with technologies. E.g. D igital simulations, G SP

H ow to engage students in activities using technologies. E.g. online collaboration tools may facilitate social learning for geographically separated learners

H ow to acquire subject specific content through activities/strategies and representations. E.g. Pri source research in SS, inquiry-based learning in

Sci, investigations in Math

How to coordinate the use of subject-specific activities or topic-specific activities with topic-specific representations using technologies

TPACK

TPACK Framework (By Suzy Cox and Charles R. Graham, 2008, pg 74)

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How to enact TPACK in school?

Reproduced by permission of Chai, C. S. (NIE) 201338


Why is it relevant to use Technology for Learning?ICT -enabled Pedagogy

Personalisation LearnerChoice Self‐regulation&Management

Participation Community Collaboration Communication

Production Learner‐createdcontent Contributiontoknowledge CreativityandInnovation

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

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.

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.

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.

39Adapted from: McLoughin& Lee (2008). The three ‘Ps’ of pedagogy

for the networked society: Personalisation, Participation, Productivity. International Journal of Teaching and Learning in

Higher Education (20:1), 10-27


Sub-domain 3.1 : Teachers create ICT enriched Learning Experience

1 2 3 4Teachers provide specificinstructions, learningactivities and resources as well as closemonitoring of students’ learning process insetting and achieving learning goals and groupgoals.

Teachers scaffoldstudents’ learning in settinglearning goals and facilitate groups to completeindividual assigned tasks as well as achieve groupgoals.

Teachers design learning activities that teachstudents to set learning goals and manage andmonitor their own learning, as well as to constructknowledge collaboratively.

Teachers design learning activities that allowstudents to independently set learning goals, andmanage and monitor their own progress as well asextend their learning. They also teach students toinquire collaboratively to create new ideas,products or ways of viewing things.

3.1.2 Design of ICT-enriched learning experiences for SDL and CoL

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Overall BY(i)TES ScoreThe overall BY(i)TES score indicates the level of the school’s ICT implementationAchievement

BandOverall Score

RangeBand Descriptors

Beginning Score < 2.0 Inconsistent implementation and integration of ICT-based practices and technologies

Not meeting mp3 outcomesIntermediate 2.0 ≤ Score < 3.0 Approaching mp3 outcomes

Consistent implementation and integration of ICT-based practices and technologies on a school-wide 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 school-wide 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

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Dom

ain

2

Stud

ents

Dom

ain

3

Teac

hers

BY(

i)TES

3.0

2.1.1 HOT facilitated by ICT

2.1.2 SDL facilitated by ICT

2.1.3 CoL facilitated by ICT

2.1.4 Use of ICT tools

3.1.1 Design ICT experience

2.1.5 Extent of involvement

3.1.2 Design SDL & CoL experi

3.1.3 Tr collaboration

SEM

2.2.1 Cyber wellness

Cr 4 Resource Management

Cr 5 Student-Focused Processes

Cr 6 Administrative & Operational results

Cr 7 Staff Results

Cr 8 Partnership & Society Results

Cr 9 Key Performance Results

Dom

ain

1

Sc

hool

Lea

ders 1.1.1 Ownership

1.1.2 Engagement

1.1.3 Systems & Processes

1.1.4 ICT-PD Focus

1.1.5 Implementation Focus

Cr 1 Leadership

Cr 2 Strategic Planning

Cr 3 Staff Management

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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

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Thank you!

[email protected]

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You may access to today’s slides here: tinyurl.com/lamppluspart1

Lampplus part1

Education

Transcript of Lampplus part1