Anzeige
Stage 3 Technology Planning
18. Aug 2013•0 gefällt mir•1,047 Aufrufe
1 gefällt mir
Sei der Erste, dem dies gefällt
Mehr anzeigen
Aufrufe
Aufrufe insgesamt
0
Auf Slideshare
0
Aus Einbettungen
0
Anzahl der Einbettungen
0
Downloaden Sie, um offline zu lesen
Melden
Bildung
Technologie
Lem CHenFolgen
Ministry of Education, SingaporeAnzeige
Stage 3 Technology Planning
- Technology Planning Process Stage 3
- Stages of Technology Planning Assess Current Situation Develop ICT Plan Implement ICT Plan Evaluate ICT Plan Form Lead Team Getting Started
- DevelopingTechnologyPlan: Involve,Engage,Communicateto all stakeholders DevelopICTPlan ICT Vision ICT Goals ICT Leadership HODs IP & Subject Committ ees School Vision, Mission, Thrusts IP Dept IP Dept IP Dept IP Dept Objectives Activities Approaches Objectives Activities Approaches Objectives Activities Approaches Objectives Activities Approaches cascading cascading
- Planning for ICT Integration Curriculum Pedagogy Assessment Teacher / Student Readiness & Competency Alignment Infrastructure Support DevelopICTPlan
- Planning for ICT Integration Curriculum Pedagogy Assessment Teacher / Student Readiness & Competency Alignment Infrastructure Support DevelopICTPlan
- Alignment •How does the ICT integration align with: • C2015 student outcomes? • mp3 goals? • School’s vision/strategic thrusts? • School’s teaching and learning framework 6 DevelopICTPlan
- 4 Considerations in Planning for ICT Integration Curriculum Pedagogy Assessment Teacher / Student Readiness & Competency Alignment Infrastructure Support DevelopICTPlan
- Curriculum Pedagogy Assessment What to Teach The content knowledge that determines the subject disposition, skills and attitude outcomes in the syllabus How to Assess How do we know our students have learnt, the purpose of assessment How to Teach Pedagogy – strategies of learning, student centric approaches The Curriculum Triangle DevelopICTPlan
- ICT in Curriculum Pedagogy Assessment • Useful considerations: • Technological Pedagogical Content Knowledge (TPACK) framework • Self Directed and Collaborative Learning • SAMR • Assessment for Learning 9
- Key Considerations for ICT- enriched Lesson Design 10 4-Square Reflection Affordances of ICT Technological Pedagogical Social Thinking Skills & 21st Century Competencies Digital Bloom’s taxonomy Civic literacy, global awareness & cross-cultural skills Critical & inventive thinking Information & Communication skills Instructional Approaches Teacher-centred Student-centred Authenticity Connections to the real world Ill-structured problem DevelopICTPlan
- Planning for ICT Integration Curriculum Pedagogy Assessment Teacher / Student Readiness & Competency Alignment Infrastructure Support 1 1 DevelopICTPlan 11
- Teacher and Student Readiness For Teachers: • What are the competencies teachers required to design and deliver ICT enriched learning experience? • Suggested Reference: • BY(i)TES Domain 3 • UNESCO ICT Competencies of Teachers, ACOT, LoTi • How would the PD efforts planned promote the personal and professional growth of the teachers? • Leveraging on ICT Mentor Programme • Sharing of Good Practices from schools For Students: • Do the students know how to use the ICT tools? • Baseline ICT Skills 12 DevelopICTPlan 12
- Planning for ICT Integration Curriculum Pedagogy Assessment Teacher / Student Readiness & Competency Alignment Infrastructure Support 13 DevelopICTPlan 13
- Strategic Resource Management Suggested Guiding Questions: What proportion of the curriculum is set aside for students to be engaged in SDL and CoL activities facilitated by ICT? How does the school ICT provision support such learning? In terms of equipment and infrastructure: • Is equipment available for use by students, teachers and support staff? How is the scheduling? • Does the infrastructure have the capacity to support the school’s needs in terms of use of ICT for learning and teaching? • How does the school classroom layout support ICT enriched learning experiences? In terms of funding and budgeting: • How much was spent on Instructional and administrative equipment? Instructional and administrative applications and software? Maintenance and support? Instructional and administrative professional development? connectivity and infrastructure? In terms of maintenance and support: • are resources, structures and processes in place to maintain use of ICT for learning and teaching? are personnel available to provide technical support? [Questions adapted from Technology in Schools, Suggestions, Tools and Guidelines for Assessing Technology in Elementary and Secondary Education]14 DevelopICTPlan 14
- For Infrastructure Support ITB: Information on School ICT Planning and Devolution • http://intranet.moe.gov.sg/itb/Pages/ict/ICT_Index.aspx IT Procurement/ Acquisition of Hardware, software and services http://intranet.moe.gov.sg/itb/Pages/acquisition.aspx SSOE Matters • https://ssoe.moe.edu.sg/ IT Policies, Guidelines and Standard Operating Procedures • http://intranet.moe.gov.sg/itb/Pages/policyguidesop.aspx Other forms of support: • NEU PC Plus Programme • ICT Enable, Enhance and Engage (E3) Fund 15
- When developing the ICT plan, consider the 3 S’s Sustainability Can the use of ICT to support learning be sustained over time? Scalability How can we increase the breadth and depth of learning through ICT? Scaffolding What are the different ways through which we can support the use of ICT? * Consider SSOE compliance DevelopICTPlan 16
Hinweis der Redaktion
- Developing ICT Slides
- RationaleIt is important to engage stakeholders at various stages of ICT planning and implementationShare that it is important to engage the lead team in the development of the plan as they are the key drivers. The plan needs to be translated to actionable targets for each department
- There are areas they need to focus when developing the technology planCPA, Teacher/student readiness/competencies, Alignment, & Infrastructure support.
- The school’s technology plan should be developed in the context of its vision, mission, strategic thrusts and also in alignment with MOE ICT-related initiatives such as Third Masterplan for ICT (mp3), C2015 outcomes school’s vision and strategic thrusts,
- CPARefer participants to their key role as an instructional leader(R&R: Plan, design and model effective use of ICT to support curriculum, pedagogy and assessment.Plan and design learning environments and experience support by ICT)
- RationaleDrawing ICT integration into CPAScriptUnder CPA, We examine “What to teach”. As teachers, teachers will consider the curriculum (i.e. what to teach) and in our case we look at our Mathematics Framework. As define by the framework, we hope to develop mathematics problem solvers by equipping our students in 5 areas: skills, concepts, processes, attitudes and metacognitionNext “how to teach”, refers as how we deliver the content to our students. Hence as teachers, we will need to weave in the appropriate instructional approach to help our students understand the subject content matter.Last by not least, we have to find out if our students have learnt. Hence as teachers, we need to design both formative and summative assessments to monitor our students’ learning progress.For curriculum design, we have to consider the curriculum triangle CPACurriculum/SOW/Syllabus/AssessmentHow is ICT embedded in the curriculum to enhance students’ learning?How will the use of technology support the teaching and learning processes? How would it impact learning outcomes?
- ScriptFor meaningful ICT integration in order to ensure that technology is not being used for the sake of using, we have to consider the region which would provide the greatest educational leverage. This is what we would refer to as TPACK. e.g. Use of digital manipulatives in the case of area of triangle could help students understand the r/s between base and height better. TPACK – is the basis of good teaching with technology and requires an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content, knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face. Facilitators to link participants back to their role as an instructional leader and highlight that as HODs/ICT they need to understand TPACKhave knowledge of ICT tools, especially web tools and online platforms be able to use technology tools to assess students’ learning know the pedagogical use of technology to promote SDL and CoL
- RationaleProvide a ‘handle’ for designing ICT-enriched lessonIntroduce all the 4 considerations
- ScriptThe next consideration for planning ICT integration is teacher/student readiness & competency. If we were to carry out the CPA which we have planned/ designed, we have to ask ourselves…How ready are your teachers/students in the use of ICT?IF they are not ready, what can we do to prepare them.
- ScriptStudents’ Readiness/Teachers’ CompetenciesThese are some questions we can ask.Are teachers and students able to use ICT?As teachers are intimately involved in the implementation of any school ICT plan. To ensure the successful attainment of outcomes, there must be continuous upgrading of the capabilities of teachers. For greatest leverage, the ICT staff development plan must be aligned to the school’s strategic ICT plans. For deep and sustained change in teachers’ behaviours on use of ICT for teaching and learning, the staff development approach would need to address beyond skill acquisition to cultivation of personal mastery and the cultivation of learning communities.
- ScriptThe 4th consideration is infrastructure support. Infrastructure SupportHere we look into connecting teachers and pupils to learning resources. This could be in terms of network infrastructure, internet access and making resources readily available and accessible. How does the departmentplan tap the connectivity that is available today to enhance and enrich students’ learning experiences?
- ScriptSome key considerations when we look into infrastructure support is to be able to work with existing ICT infrastructure and resources constraints. This would require us to innovate to think of ways to tap on existing resources and also to think about how teachers and students can access resources and how resources can be made available to them.
- Slide 21Time: 3 minSustainability:Change is sustainable if it involves learning (organisational learning). It is difficult for someone in authority to dictate that people change and be committed to a programme. Things may move initially due to compliance, but there may not be any true commitment. When the leader leaves, there is a possibility that the programme will not be sustained. People will only sustain interest if they choose to make a commitment on their own. People will choose to make a commitment if they truly see that there is value, benefit and impact (on learning); and not see it as another add-on.Sustainable change takes place through multiple layers of leadership. Get the staff involved in the planning. Listen to their views and value their input. While it is important to have formal leaders (e.g. HODs, SH) within the school, it is also important to encourage and develop informal leaders.Sustainable change – as leaders, we remove barriers, inhibitors e.g. lack of time, busy schedule, overload of initiatives and programmes. Hence it is important to prioritise, see how various programmes can synergize or be aligned without spreading out too thinly, ensuring that there is time built into teachers’ schedule for learning, planning and working together etcScalability:Is the programme viable or practical to impact and benefit a larger group of students?Is the programme economically and institutionally sustainable when we involve a larger group of students?Sometimes schools use pilot groups in their implementation. Change usually starts small, perhaps with a group of “champions” who are committed, who are bought in to the idea and would like to see that the project succeeds. Starting with a pilot group allows for experimentation, to draw learning points from the experience, to see what are the ingredients and conditions necessary for successful implementations. So when the project is implemented on a wider scale, the likelihood of success would be higher.Scaffold / SupportIn planning, to ensure sustainability and scalability of programmes, it is also important to consider the scaffolds and support we need to provide or put in place. E.g. How do we structure continuous development programmes for teachers ?What encouragement & incentives can we put in place?How can leaders be a role model?
Anzeige