IEC4037 - Wk 6 resource

1. Prepared by: Asst. Prof Rhoda Myra Garces-Bacsal, PhD

4. Increasingly
globalized
economy
requires a
very different
educational
approach
Moving
beyond 20th
century skills
Effect:
overemphasis
on the use of
technology

7. Video 1

8. What
knowledge is of
most worth?
How do we
take advantage
of technology so
we are not
being controlled
by our own
designs?
How do we
move from
traditional
classroom to a
virtual learning
space?

9. How could
technologies
be applied
effectively
in their
teaching?
Preservice
teachers
must see
technology
in their
teacher
education
programs
Tech-
nology as
inter-
woven in
learning
and
activities
Modeled
by their
professors
and peers
in
classrooms
2.2 Million Available Apps as of March 2017

12. Source: Kereluik, Nishra, Fahnoe, & Terry (2013)

13. Source: Kereluik, Nishra, Fahnoe, & Terry (2013)

14. Providing a 21st Century Learning Experience
PROGRAMME FOCUS
Singapore: INNOVATIVE PEDAGOGIES

16. Mastery
of
traditio-
nal
academic
domains
Mathema
-tical and
scientific
compe-
tence
Deep
domain
know-
ledge
Core
subject
areas:
language
arts,
geography,
history,
economics

17. TEACHING SCHOLARS PROGRAMME
National Institute of Education aims to develop future teacher leaders with broad
perspective of education and who are well-grounded in content and pedagogy.
The Straits Times | Aug 2014

18. Ability to
effectively
evaluate,
navigate
and
construct
information
using digital
technologies
Able to seek
out,
organize,
and process
information
from a
variety of
media
Responsible
use of
technology
and media

19. Harness the enabling power of technology
NIE Well Said App
on iTunes to improve
pronunciation on the go!
NIE mGEO App
on iTunes to allow the
students to share their
findings online with
others
NIE mVideo App
allows students to access
interactive video content.
(Flipped Learning)
PROGRAMME FOCUS SINGAPORE: DIGITAL LITERACY

20. PROGRAMME FOCUS SINGAPORE: Curation of E-Tools at NIE

21. Synthesis
of informa-
tion from
across
domains
Meaning
construc-
tion:
making
sense of
various
domains
and their
connec-
tions
Trans-
discip-
linary
creativity
Ability to
filter and
make sense
of vast
amounts of
data

22. ● Multidisciplinary focus
● Strong content and pedagogical
mastery
● Strong theory-practice nexus
● Deep understanding of learners
● Inquiry and research skills
PROGRAMME FOCUS
SINGAPORE: RIGOROUS PROGRAMME

23. Practicum – The Spine of the Programme
Practicum, or field experience, is linked to student teachers’
courses and is critical to their growth and development as
teachers.
It is a period of time during initial teacher education that
student teachers are attached to schools, in order to experience
what it means to teach.
PROGRAMME FOCUS
SINGAPORE: GROWTH IN PROFESSIONAL PRACTICE

25. Able to
reason
effectively
and use
systems
thinking
Using
knowledge
to solve
problems
through
breaking
problem
into
smaller
parts
Able to
determine
risks
associated
with
concrete
situations
Able to
identify
gaps in
knowledge
and ask
critical
questions

26. Good
articulation
skills using
oral, written
and
nonverbal
means
Able to work
effectively
and
respectfully
with diverse
teams

27. Able to turn
ideas into
action
through risk-
taking,
effective
planning, and
project
management
Adopting
alternative
identities
for the
purpose of
discovery
and
improvi-
sation
Ability to
meaning-
fully
sample
and remix
media
content

28. E- Problem Based LearningUse of videos, WiKi and other scaffolding toolsto facilitate PBL online.
Video Games
Leveraging on video games for the discovery
of self-directed and collaborative learning
principles in ICT (Oct 2010).
Photocredit: CarolynLim
P h o to c r e d it: C a r o ly n L im
Mobile learning scavenger
hunt
Student teachers video-recording their
peers at play for evidence of self-directed
and collaborative learning (Oct 2010).
P h o to c r e d it: P S A G
PROGRAMME FOCUS SINGAPORE: CREATIVITY AND INNOVATION

29. CREATORS OF KNOWLEDGE
NOT MERELY CONSUMERS
FACILITATORS OF LEARNING
NOT MERELY TRANSMITTERS
ARCHITECTS OF LEARNING ENVIRONMENTS
NOT MERELY IMPLEMENTERS
SHAPERS OF CHARACTERS
NOT MERELY PARTICIPANTS
LEADERS OF EDUCATIONAL CHANGE
NOT MERELY FOLLOWERS
PROGRAMME FOCUS SINGAPORE: SOCIAL AND EMOTIONAL LEARNINGPROGRAMME FOCUS SINGAPORE: CREATIVITY AND INNOVATION

31. Mastery of
nonroutine skills
Mastery of flexibility,
initiative, self-
direction, productivity
and responsibility
Able to scan one’s
environment and
shift focus as
needed
Ability to manage
one’s self and organize
a diverse group of
people to achieve a
common goal

32. Global awareness
Communication in
foreign language
Mastery of personal
and interpersonal
competencies
Ability to travel
across diverse
commu-nities

33. “One of the first tasks of 21st century
culturally proficient global teachers
and other educators is to reflect on
their own position, and of course,
that of their institution regarding
peace and character education.”

34. V1 – Learner-
Centered Values
• Em pathy
• Belief that all children
can learn
• Com m itm ent to nurturing
the potential in each child
• Valuing of diversity
V2 – Teacher Identity
• Aim s for high standards
• Enquiring nature
• Quest for learning
• Strive to im prove
• Passion
• Adaptive & resilient
• Ethical
• Professionalism
V3 – Service to the
Profession and
Community
• Collaborative learning and
practice
• Building apprenticeship and
m entorship
• Social responsibility &
engagem ent
• Stewardship
SKILLS
• Reflective skills & thinking dispositions
• Pedagogical skills
• People m anagem ent skills
• Self-m anagem ent skills
• Adm inistrative & m anagem ent skills
• Com m unication skills
• Facilitative skills
• Technological skills
• Innovation & entrepreneurship skills
• Social & em otional intelligence
KNOWLEDGE
• Self
• Pupil
• Com m unity
• Subject content
• Pedagogy
• Educational foundation & policies
• Curriculum
• M ulticultural literacy
• Global awareness
• Environm ental awareness
Attributes of the 21st Century Teaching Professional
KNOWLEDGE
V3SK Framework – a compass for 21st century TE
PROGRAMME FOCUS
SINGAPORE: TEACHER IDENTITY AND VALUES

35. Student Exchange
International Conferences
Overseas Youth Expedition Project
PROGRAMME FOCUS
SINGAPORE: GLOBAL PERSPECTIVE

36. “...pick up other best practices from around the world”
-Dr Jessie Png
Sub Dean of Diploma Programme and School Partnerships

37. PROGRAMME FOCUS
GLOBAL PERSPECTIVE
OVERSEAS YOUTH EXPEDITION PROJECT
“build a stronger sense of identity, be aware of ethical, social
and environmental issues the world faces today, and feel
empowered to be a voice in their own community”

38. Ethical
reasoning
Empathy
Constructive
management of
feelings
High ethical
standards

39. PROGRAMME FOCUS SINGAPORE: SOCIAL AND EMOTIONAL LEARNING
STRAITS TIMES 11 Sept 2017
Using multicultural picturebooks for
social and emotional learning

40. Jella Lepman started the international children’s literature movement –
endorsed the use of children’s literature to create intercultural understanding.
She solicited children’s books from all over the world for this purpose.
Books “would build bridges of
understanding between the
children who read them.”
(Tom linson, in Stan & USBBY, 2002, p. 9 as cited by Buck, et al, 2011, p. 50)

42. Seven top Characteristics of
Success at Google (2018)
being a good
coach
communicating
and listening
well
possessing insights into
others (including others
different values and
points of view)
having empathy toward
and being supportive of
one’s colleagues
being a good critical
thinker and problem
solver
being able to make
connections across
complex ideas

45. http://bit.ly/Empathy_21stCLearning

46. Emerging Picture of Schooling in the future with
Empathy at forefront (Markham, 2016)
Empathy
underlies
collaboration.
Empathy is
healthy.
Empathy promotes
whole-child learning.
Empathy opens us up.
Empathy powers up
inquiry and project-
based learning.
Empathy triggers
creativity.
Empathy
unites.

49. Mastery of
core
content
Knowing
when and
why to use
technology
as one
investigate
s and
critique
one’s own
knowledge
.
Increased
global
interactions
require
teachers to
foster
cultural
competence,
emotional
awareness,
leadership
skills

51. Universal elements in teaching:
1. A teacher
2. A student
3. A Lesson

53. Video 2

55. References
• Deng, Z. & Gopinathan, S. (2016). PISA and high-performing education
systems: explaining Singapore’s education success. Comparative
Education, 52(4), 449-472. DOI:10.1080/03050068.2016.1219535
• Garito, M. A. (2008). Universities in dialogue in a world without
distance. In I. Guske & B. C. Swaffields’ (Eds). Education landscapes
in the 21st century: cross-cultural challenges and multi-disciplinary
perspectives (pp. 340-353). Newcastle, UK: Cambridge Scholars
Publishing.
• Kereluik, K., Mishra, P., Fahnoe, C., Terry, L. (2013). What knowledge
is of most worth: Teacher knowledge for 21st
century learning. Journal
of Digital Learning in Teacher Education, 29(4), 127-140.
• Quezada, R. & DeRoche, E. (2008). Teacher education: preparing 21st
century culturally proficient global teachers for their roles as peace and
character educators. In I. Guske & B. C. Swaffields’ (Eds). Education
landscapes in the 21st century: cross-cultural challenges and multi-
disciplinary perspectives (pp. 385-406). Newcastle, UK: Cambridge
Scholars Publishing.
• Rajasingham, L. (2009). Breaking boundaries: quality e-learning for the
global knowledge society. I-Jet 4 (1), pp. 58-65.
• Silverstein, L. (2008) The internet & the innernet: a philosophy of
education in the age of technology. In I. Guske & B. C. Swaffields’
(Eds). Education landscapes in the 21st century: cross-cultural
challenges and multi-disciplinary perspectives (pp. 284-287).
Newcastle, UK: Cambridge Scholars Publishing
• Swaffield, B. (2008). The seven laws of teaching: new methods from an
old paradigm. In I. Guske & B. C. Swaffields’ (Eds). Education
landscapes in the 21st
century: cross-cultural challenges and multi-
disciplinary perspectives (pp. 288-299). Newcastle, UK: Cambridge
Scholars Publishing
• Swan, K., Lin, L. & van’t Hooft, M. (2008) Teaching with digital
technology. In. C. A. Lassonde, R. J. Michael, J. R-Wilson’s Current
Issues in Teacher Education: History, Perspectives and Implications
(pp. 171-188). Springfield, Illinois USA: Charles C Thomas Publisher,
Ltd.
For questions, please email
nie.mgbacsal@gmail.com