Course content for IEC4037

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
3.3 Million Available Apps as of March 2018

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

13. Source: Kereluik, Mishra, 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
information
from across
domains
Meaning
construction:
making sense
of various
domains and
their connec-
tions
Transdiscip-
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).
Photo credit: Carolyn Lim
Photo credit: Carolyn Lim
Mobile learning scavenger
hunt
Student teachers video-recording their
peers at play for evidence of self-directed
and collaborative learning (Oct 2010).
Photo credit: PS AG
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 communities

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
• Empathy
• Belief that all children
can learn
• Commitment to nurturing
the potential in each child
• Valuing of diversity
V2 – Teacher Identity
• Aims for high standards
• Enquiring nature
• Quest for learning
• Strive to improve
• Passion
• Adaptive & resilient
• Ethical
• Professionalism
V3 – Service to the
Profession and
Community
• Collaborative learning and
practice
• Building apprenticeship and
mentorship
• Social responsibility &
engagement
• Stewardship
SKILLS
• Reflective skills & thinking dispositions
• Pedagogical skills
• People management skills
• Self-management skills
• Administrative & management skills
• Communication skills
• Facilitative skills
• Technological skills
• Innovation & entrepreneurship skills
• Social & emotional intelligence
KNOWLEDGE
• Self
• Pupil
• Community
• Subject content
• Pedagogy
• Educational foundation & policies
• Curriculum
• Multicultural literacy
• Global awareness
• Environmental 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

40. 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

43. http://bit.ly/Empathy_21stCLearning

44. 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.

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

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

51. Video 2

53. 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