Ict training 3 17 may 2010
description
Transcript of Ict training 3 17 may 2010
ICT Training 3 – BY(i)TES Domain 3
Cheong Tuck Wai
HOD ICT
BY(i)TES – 3 Domains
Teacher Use School ICT Leadership
Teacher
Use
PupilInvolvement
BY(i)TES
BY(i)TES: 3 – TEACHER USE
Indicator No.
Description of indicators
3.1 Teachers demonstrate integration of ICT into the curriculum, instruction and assessment
3.1.1ICT integration into curriculum,
instruction and assessment
3.1.2 Teachers’ use of ICT tools
3.1 Teachers demonstrate integration of ICT into the curriculum, instruction and assessment
Indicator 1 2 3 4
3.1.1
ICT integration
into curriculum,
instruction and
assessment
Teachers
integrate ICT
into lessons
on an ad hoc
basis.
Teachers
integrate ICT into
schemes of work
and carry them
out.
Teachers
integrate ICT into
schemes of work
and carry them
out.
Teachers use
products of
pupils’ learning to
review and
improve on the
schemes of work
and practices.
Teachers
integrate ICT into
schemes of work
and carry them
out.
Teachers use ICT
to diagnose the
pupils’ learning
processes and
evaluate products
of pupils’ learning
to review and
improve on the
schemes of work
and practices.
CPA unit uses the students ICT
assignments in Semester 1 to review
and improve for implementation for
Semester 2
3.1 Teachers demonstrate integration of ICT into the curriculum, instruction and assessment
Indicator 1 2 3 4
3.1.2
Teachers’
use of ICT tools
Teachers use
ICT tools for
presentation
and mastery
learning only.
Teachers use ICT
tools for
visualisation,
modelling,
manipulatives,
game activities,
and customised
instruction
(e.g. self-paced
mastery learning,
with immediate
feedback
provided)
Teachers use ICT
tools to support
authentic learning
tasks, to facilitate
problem solving /
decision-making /
investigation and
independent
learning.
Teachers use ICT
tools to create
holistic, interactive
learning
environments.
EL Dept uses audio books, videos, movies and songs to allows pupils to explore, discuss and interact with real-world problems, contexts or situations that are relevant to them
GLOSSARY OF TERMS
TERM DESCRIPTION
Mastery Learning
An instructional strategy that enables pupils to advance to a subsequent
learning objective only after they have demonstrated proficiency in the
current one, usually done through drill and practice.
Authentic Learning
A pedagogical approach that allows pupils to explore, discuss and interact
with real-world problems, contexts or situations that are relevant to them.
Independent Learning
An instructional approach which allows pupils to meet their personal learning
needs by selecting their own learning objectives, learning resources and
mode(s) of learning.
VisualizationUsing images, diagrams or animations to communicate abstract or complex
ideas.
ModellingUsing digital 3-D representations to show the structure or workings of an
object, system or concept.
Construction of
Knowledge
Involves conducting meaningful inquiry, research, sharing, discussion of
results and engaging in reflection in order to produce knowledge in
meaningful ways.
GLOSSARY OF TERMS
TERM DESCRIPTION
Holistic,
interactive
learning
environments
In holistic, interactive learning environments, the
following elements are present:learning tasks requiring learners to solve/investigate authentic problems both independently and collaboratively,learning products requiring the creation of new products/ knowledge to demonstrate learning through the articulation of ideas, assumptions and thoughts,learning activities promoting connectivity with the communitylearning methods enabling continual reflection, assessment and revision of own learning.
BY(i)TES: 3 – TEACHER USE
Indicator No. Description of indicators
3.2 Teachers work collaboratively with one another on ICT activities
3.2.1 Nature of collaborative activities
3.2.2 Scope of teacher collaboration
3.2.3 Extent of teachers involved in collaborative activities
3.3 Teachers educate pupils on the ethical and safe use of ICT
3.3.1 Teachers educate pupils on the ethical and safe use of ICT
3.2 Teachers work collaboratively with one another on ICT activities
Indicator 1 2 3 4
3.2.1Nature of
collaborative activities
Collaboration
on ICT
activities
Involves
mainly the
exchange of
information.
Collaboration on
ICT activities
involves the
exchange and
analysis of
information.
Collaboration on
ICT activities
Involves
problem
solving/decision
Making/
investigation
or the design
and production
of new
resources.
Collaboration on
ICT activities
Involves
research in the
use of ICT in
education and
the development
of best practices.
D&T teachers collaborated by collating and organizing of online pictures, mindmaps, sketches drawn from tablet PC and websites to trigger students awareness of design opportunities
3.2 Teachers work collaboratively with one another on ICT activities
Indicator 1 2 3 4
3.2.2
Scope of teacher
collaboration
Teachers
collaborate on
ICT activities
with teachers
in their
departments.
Teachers
collaborate on
ICT activities
with teachers
across
departments.
Teachers
collaborate on
ICT activities
with teachers
from other
schools in
Singapore.
Teachers
collaborate on ICT
activities with
teachers from
schools outside
Singapore or
with organisations
such as Institutes
of Higher Learning.
RS
Dept need to identify collaboration with other depts and even to cluster schools
3.2 Teachers work collaboratively with one another on ICT activities
Indicator 1 2 3 43.2.3
Extent of teachers
involved in collaborative activities
Few school’s
teachers
collaborate on
ICT activities.
Some of the
school’s
teachers
collaborate on
ICT activities.
Many of the
school’s
teachers
collaborate on
ICT activities.
Most of the
school’s teachers
collaborate on ICT
activities.
RS
•Within our dept can we form small teams to collaborate on ICT?•Can we divide the teams to take turns to collaborate termly by rotation?•Maybe 3 Maths trs in term 1 another 3 in term 2? Last 3 in term 3?•Term 2 Trs collaborate with Trs in other dept and term 1 trs collaborate •with cluster school trs?
3.3 Teachers educate pupils on the ethical and safe use of ICT
Indicator 1 2 3 43.3.1
Teachers educate
pupils on the
ethical and safe
use of ICT
Lessons
on the
ethical
and safe
use of ICT
are
conducted
as and
when the
opportunit-
ies arise in
the
curriculum.
Lessons on
the ethical and
safe use of ICT
are conducted
based on a set
of guidelines
developed by
the school.
Teachers
model the
ethical and
safe use of ICT.
Lessons on the
ethical and safe
use of ICT are
conducted
through a formal
school-based
curriculum.
Teachers model
the ethical and
safe use of ICT.
The implementation
of the programme is
tracked and the
curriculum is
reviewed at least
annually.
Lessons on the ethical
and safe use of ICT are
Conducted through a
formal school-based
curriculum which is
integrated with other
subjects taught in the
school.
Teachers model the
ethical and safe use of
ICT.
The implementation of
the programme is tracked
and the curriculum is
reviewed at least
annually.
GLOSSARY OF TERMS
TERM DESCRIPTION
Safe use of ICT
Ensuring security when engaged in ICT environment.
This may be achieved by installing firewall and updating
anti-virus software.
It also includes applying internet skills when engaged in
online social networking such as chats, forums and
blogs. It involves developing and empowering teachers
and pupils to take responsibility for their own wellbeing
in cyberspace.