Lampplus part1

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.

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

Let’s poll!

3

THE SOCIAL MEDIA WAVE IS RIDING ON!

4

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

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


7

ICT Integration – Whose role is it?
S chool
Leaders

T eachers

HOD

SCHOOL

ICT
Mentor

ICT
Exec

8

Key Roles of HOD in relation to ICT

Instructional
Leader

S trategic
Planner

People
D eveloper

R esource
Manager

9


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


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



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


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


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


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


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


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


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


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


Self-Directed Learning

Students

Teachers
20



Video on Self-Directed Learning
D r R obert Kozma
Emeritus D irector
S R I International

21



Students

Teachers
22



• 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


Collaborative Learning

Students

Teachers

24


Video on CoL
D r Cheah H orn Mun
Former D ET , ET D

25


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


Monographs for deeper
understanding

Can be downloaded from ICT Connection
27


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


VIDEO RESOURCE –
IMPLEMENTING ICT IN SCHOOL

29


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


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



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


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


Design Considerations for ICT Integration: TPACK Model

Reproduced by permission of the publisher, © 2012 by tpack.org

34


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


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



How to enact TPACK in school?

38

Reproduced by permission of Chai, C. S. (NIE) 2013


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
Higher Education (20:1), 10-27

39

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



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

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

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

Thank you!
MOE_Educational_Technology@moe.gov.sg

You may access to today’s slides here:
tinyurl.com/lamppluspart1
44

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