Through the teaching of Project Work, it was quite evident that that the 3MPs were in effect.
I think the project work is a good platform for the use of ICT. It requires students to collaborate for problem-solving.
The school had the infrastructure in place, and students could access the computers and internet. They were also responsible users. There were sufficient IT specialists who could troubleshoot any problems(unable to log in to the terminal, for instance). Students were receptive to being taught. For instance they had to learn how to plot graphs to represent data, they did not have the skills yet, so I had to teach them and they acquired those skills just in time to achieve their objectives. Students used search engines to find information, they were taught to collect pertinent information and discard pointless data.
I did find classroom management a chore during ICT lessons (almost all the project work lessons were carried out in the computer labs). Teachers(or maybe its just me) could not control what the students were viewing on their computer. I think the sitting arrangement should be such that the teachers can view what each student is doing(perhaps installing mirrors?)
Wednesday, 17 August 2011
ICT Masterplan 1, 2 and 3 - Blog Entry 2
Masterplan 1 :
To create infrastructure for schools and to train teachers in the use of ICT
The 4 goals are as listed:
1. Enhance the connections between the school and external surroundings, in a bid to enrich and widen the learning environment
2. Foster original thinking, lifelong learning and social responsibility
3. Generate innovation in education
4. Promote admin and management excellence in the education system
Masterplan 2:
To shift from teacher centered, didactic teaching to a more student centered constructivist pedagogy
The six outcomes that the plan hoped to achieve are as follows
1. Student are able use ICT effectively for active learning
2. Teachers are able to use ICT effectively for professional and personal growth
3. Connections between curriculum, instruction and assessment are supposed to be enhanced using ICT
4. Schools should have the capacity and capability to use ICT for school improvement
5. There is active research in ICT education
6. There is an infrastructure that supports widespread effective use of ICT
Masterplan 3:
To harness ICT and transforming learners
1. Students develop competencies for SDL and CoL through effective ICT use + becoming discerning and responsible ICT users
2. School leaders provide directions & create conditions to harness ICT for learning and teaching
3. Teachers gain capacity ro plan & deliver ICT enriched learning experiences for students to become self-directed learners(SDL) and collaborative learners(CoL)
4. ICT infrastructure supports learning anytime and anywhere
It is important for MOE to develop these 3 Masterplans so as to prepare future Singaporeans with 21st century skills and competencies
Although I am a lifelong learner :) my schooling ended in 2003, before the beginning of MP2 hence, I had not much opportunity to experience the ICT masterplans
As a beginning teacher, I think MP3, will allow me to include more PBL so that students can collaborate to create solutions. It will allow me to give students opportunity to learn from anyplace and anytime. I think that BTs should have some form of mentorship in the planning of ICT lessons, so that they may receive feedback and can reflect on their teaching practices.
To create infrastructure for schools and to train teachers in the use of ICT
The 4 goals are as listed:
1. Enhance the connections between the school and external surroundings, in a bid to enrich and widen the learning environment
2. Foster original thinking, lifelong learning and social responsibility
3. Generate innovation in education
4. Promote admin and management excellence in the education system
Masterplan 2:
To shift from teacher centered, didactic teaching to a more student centered constructivist pedagogy
The six outcomes that the plan hoped to achieve are as follows
1. Student are able use ICT effectively for active learning
2. Teachers are able to use ICT effectively for professional and personal growth
3. Connections between curriculum, instruction and assessment are supposed to be enhanced using ICT
4. Schools should have the capacity and capability to use ICT for school improvement
5. There is active research in ICT education
6. There is an infrastructure that supports widespread effective use of ICT
Masterplan 3:
To harness ICT and transforming learners
1. Students develop competencies for SDL and CoL through effective ICT use + becoming discerning and responsible ICT users
2. School leaders provide directions & create conditions to harness ICT for learning and teaching
3. Teachers gain capacity ro plan & deliver ICT enriched learning experiences for students to become self-directed learners(SDL) and collaborative learners(CoL)
4. ICT infrastructure supports learning anytime and anywhere
It is important for MOE to develop these 3 Masterplans so as to prepare future Singaporeans with 21st century skills and competencies
Although I am a lifelong learner :) my schooling ended in 2003, before the beginning of MP2 hence, I had not much opportunity to experience the ICT masterplans
As a beginning teacher, I think MP3, will allow me to include more PBL so that students can collaborate to create solutions. It will allow me to give students opportunity to learn from anyplace and anytime. I think that BTs should have some form of mentorship in the planning of ICT lessons, so that they may receive feedback and can reflect on their teaching practices.
Monday, 1 August 2011
ESE Prep Task: Post 1
Enhanced School Experience
Preparatory Task For ICT For Meaningful Learning
Specific Observations
My observation was at Greenridge Secondary School, From Each His Best. The class observed was Secondary 3E4. The students were doing an experiment involving the use of data loggers. There was a trained external facilitator to demonstrate the use of the data logger.
Class profile
(a) Demographics
Class 3E4 – Express Stream
Size | Male | Female | ||
43 | 27 | 16 | ||
Malay Pupils | Chinese Pupils | Indian Pupils | ||
11 | 27 | 4 | ||
b) Academics
(i) Subject Combination offered
English, Elementary Mathematics, Mother Tongue, Higher Mother Tongue, Sc(Phy/Chem), Hist/SS, Lit/SS, Geog/SS, Art, Design and Technology and Food and Nutrition.
(ii) Academic ability
Most students pass their English and mathematics. However the class is more inclined towards the humanities rather then the sciences.
Subject
The data-logger instrument was used to teach reaction kinetics in chemistry and to calculate the value of acceleration due to gravity in physics.
How ICT was used for Teaching and Learning in the lesson
Venue: Chemistry Lab 2
Date: 24th & 25th May 2011
Duration: 1h 45mins
Introduction ~ 15 to 20 mins
The instructor demonstrated the use of the data-logger in a step-by-step fashion.
He taught the students how to switch on the data-logger, where to remove the stylus and how to configure the data-logger for the sensors and to record and save their results. Power point slides, together with videos were used to instruct the students
Experiment ~ 2 x 35 mins
The students followed the instructions as given in the worksheet to set-up the apparatus and carried out the experiments. The teachers were walking around to facilitate and to ensure that the students were following procedure.
Students connected the data loggers to the different sensors for each experiment, they had to interpret the data on the data logger and draw the experimental conclusion from it. They were keen on using the device, it reminded them of an “iPhone”.
Conclusion ~ 10 mins
Students were to told to clear up their benches
To view the worksheets please click on the following links:
- http://pragzicteducation.blogspot.com/2011/08/spa-worksheet-chemistry-using-data.html
- http://pragzicteducation.blogspot.com/2011/08/spa-worksheet-physics-using-data-logger.html
(II) General Observation
Teachers feel that the usage of computers during lessons breaks the monotony of the whiteboard/powerpoint slides method of teaching. Students are naturally excited and develop interest in the topic whilst learning on the computer. They believe that it promotes self-directed learning in the disciplined student.
Thursday, 30 June 2011
Some benefits of ICT
Our objective is to develop our younger generation to be life-long, independent learners.
Usage of ICT is an invaluable tool. It allows for instant access (in the presence of Wi-Fi or 3G) to learning resources (if they are available online). It enables learning anywhere and anytime. Students are able to learn at their own pace as well as interact with peers and experts beyond the limits of the school. Computer modeling and diagrams can help illustrate certain points. Students can, for instance, modify variables in different experiments and view the results. The teacher could facilitate by aiding in the interpretation of the results.
e.g. 1: Empty axes allow for plotting of graphs after altering variables
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Worked examples on calculating rate of a reaction, initial and instantaneous rate.
Its actually a step-by-step guide, although the illustration shows otherwise.
Its actually a step-by-step guide, although the illustration shows otherwise.
Visit the website below for more details on the benefits of ICT
Definitions
What is ICT?
ICTs stand for information and communication technologies and are defined as ‘a diverse set of technological tools and resources used to communicate, and to create, disseminate, store and manage information’.
E-Learning
E- learning is usually associated with higher education and corporate training that uses an information network for course delivery, interaction and facilitation. Online learning and web-based learning is part of e-learning and refers to learning using an internet browser.
Blended Learning
This refers to learning models that combine traditional classroom elements with e-learning solutions. ‘Blending’ was prompted by the fact that not all learning was best achieved in an electronically mediated environment, especially without a ‘live’ instructor.
Consideration must be given to the subject matter, the learning objectives and outcomes, characteristics of the learners and the learning context so that students can learn and instructors can teach effectively.
Competencies for the 21st Century.
Digital Age Literacy *Basic scientific, mathematical and technological literacies *Visual and information literacies *Cultural literacy and global awareness | Inventive Thinking *Adaptability and ability to manage complexity *Curiosity, creativity and risk-taking *Higher-order thinking and sound reasoning |
Effective Communication *Teaming, collaboration and inter-personal skills *Personal and social responsibility *Interactive communication | High Productivity *Ability to plan, prioritize and manage for results *Effective use of real-world tools *Relevant and high quality products |
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