Blog Entry 3 - Achievements of the 3 Masterplans of ICT evident in my Contract School

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?)

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.

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

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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:  24^th & 25^th 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:

1. http://pragzicteducation.blogspot.com/2011/08/spa-worksheet-chemistry-using-data.html
2. 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.

SPA Worksheet Physics - using Data Logger - ICT

SPA Worksheet Chemistry - using Data Logger - ICT

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

 



Worked examples on calculating rate of a reaction, initial and instantaneous rate. 
Its actually a step-by-step guide, although the illustration shows otherwise.

 

Visit the website below for more details on the benefits of ICT

http://www.icponline.org/index.php?option=com_content&view=article&id=86:the-role-of-ict-in-learning&catid=27:education&Itemid=47

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 21^st 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

http://www.ncrel.org/engauge/skills/21skills.htm viewed on 29 June 2011    

Beginnings

I’m honestly not IT savvy, I prefer the pencil and paper rather than staring down a computer screen.  While using the computer, I sometimes feel disconnected from appreciating the things around me.  I was from a generation of students, whose teachers used the chalkboard and different colours of chalk to illustrate ionic bonding between the sodium ion and chloride ion.  The closest interaction with technology was the overhead projector.  I am not complaining though, lessons were fun and the classroom was lively.  We always felt engaged and learning did not feel like a chore.

As we move into the 21^st century, we are constantly evolving.  We seek means to adapt to the changing landscape.  Just as animals have evolved to survive the ice age, humans or homo sapiens have evolved from using stone tools in 50,000 B.C. to using technology for solving their problems.  For instance, banks employ the use of information and communication technologies (ICT) daily.  From automated-teller machines to internet banking, where users can make financial decisions at home.  Other examples would be the internet, allowing for easy access to information to make critical decisions, online-shopping, online-delivery, EZ-link cards, Light rapid transit system, sending e-mails, creating databases, registration, storing information, SMS-ing and etc… etc… We have become immersed in technology.  Our lives and lifestyle has evolved with technology, so much so, that most people cannot survive without technology.

Failure to evolve, as seen in nature, means extinction.  The dodo bird, native to Mauritius, became extinct in the mid 17^th century due to human behaviour.  The bird, though it could not fly, ought to have made an attempt to hide from the sailors.  Its inability to adapt, led to its eventual end.  As educators, we are equipping students with the necessary skills and attributes to not just survive, but to succeed in the 21^st century.  Being proficient with ICT will definitely set the younger generation on the right path to success.