lampplus part1
DESCRIPTION
Course Slides for LAMP+ Part 1TRANSCRIPT
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!
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• 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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• 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
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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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Self-Directed Learning
Students Teachers
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Self-Directed Learning
• 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!
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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!
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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’’
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Design Considerations for ICT Integration: TPACK Model
34Reproduced by permission of the publisher, © 2012 by tpack.org
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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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Reproduced by permission of the publisher, © 2012 by tpack.org 37
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How to enact TPACK in school?
Reproduced by permission of Chai, C. S. (NIE) 201338
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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
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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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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
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Thank you!
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Copyright © Ministry of Education, S ingapore.
You may access to today’s slides here: tinyurl.com/lamppluspart1