I think KCPSS has attained some parts of mp2.
- Students are not "using" ICT in a sense that they are allowed a free rein in exploring any part of the lesson at any time. Instead, it is only the teachers who are using ICT. I do not think that most teachers use ICT to its full potential.
- Connections between curriculum, instruction and assessment are NOT enhanced using ICT.
- Some teachers are finding ways of incorporating ICT in their lessons, but old habits die hard and old teachers may not be very receptive to the use of ICT.
- KCPSS definitely has a strong ICT support for teachers.
In summary, I feel that KCPSS is not fully maximising the potential of the ICT equipment. One of reasons might be that whilst teachers are competent at using the equipment, we are not trained to think around the use of ICT for lessons.
Thursday, August 4, 2011
Reflections on MOE Masterplans for ICT
I feel that "self-directed and collaborative learning" is a goal that cannot be attained in most classes.
a) Most students at the lower secondary or even upper secondary level are not cognitively ready to take ownership of their own learning and are passive learners.
b) Open-ended group work is next to impossible because of intragroup conflict which arises because some (if not most) will find chances to escape duties and others are doing most of the work. With multiple groups in the class, the teacher is unable to manage intragroup dynamics of every individual group. Punishment can be used, but groups cannot be forced to work more effectively together.
Furthermore, I cannot see how ICT can be used to mitigate these problems, especially the problem in (b).
The video espouses the use of e-learning programmes to help the child take responsibility of his/her own learning. I am skeptical about the effectiveness. Firstly, is there anything to compel the child to do the e-learning while at home. The child who completes the e-learning assignment is already the one who is more motivated to take charge of his/her learning. The unmotivated child will not complete the assignment at all. This is essentially a test of whether a child can listen to the instructions of the teacher to complete the assignment, which does not seem any different from other none ICT related assignments.
a) Most students at the lower secondary or even upper secondary level are not cognitively ready to take ownership of their own learning and are passive learners.
b) Open-ended group work is next to impossible because of intragroup conflict which arises because some (if not most) will find chances to escape duties and others are doing most of the work. With multiple groups in the class, the teacher is unable to manage intragroup dynamics of every individual group. Punishment can be used, but groups cannot be forced to work more effectively together.
Furthermore, I cannot see how ICT can be used to mitigate these problems, especially the problem in (b).
The video espouses the use of e-learning programmes to help the child take responsibility of his/her own learning. I am skeptical about the effectiveness. Firstly, is there anything to compel the child to do the e-learning while at home. The child who completes the e-learning assignment is already the one who is more motivated to take charge of his/her learning. The unmotivated child will not complete the assignment at all. This is essentially a test of whether a child can listen to the instructions of the teacher to complete the assignment, which does not seem any different from other none ICT related assignments.
ENHANCED SCHOOL EXPERIENCE
Enhanced School Experience: Classroom Observations of ICT Use
(I) Specific Observations
School Name: Kuo Chuan Presbyterian Sec Sch
Class: 3Peace
Profile of the class:
-Majority of the class are strong in EL, save for a few who have problems with grammar and sentence construction.
-Express Stream
Subject: English
What ICT tools are used in the lesson?
Use of overhead projectors connected to teacher’s laptop.
Whiteboard
Describe how ICT is used for teaching and learning in the lesson.
The teacher was teaching the students about newspaper article reporting, editing of newspapers and moral and ethical issues concerning news media.
Teacher’s laptop was used to flash powerpoint slides for the lesson of the day. Handouts were also given out to students. As the teacher went through each page of the powerpoint slides, students had to copy down important points into prepared boxes in the handouts.
Videos were also shown on from the laptop for an exercise for the students.
(II) General Observation:
How do teachers in the school feel about the use of ICT for teaching and learning? (For this question, you may want to speak to the HOD/ICT and other teachers you know in the school.)
HOD/ICT feels that ICT is just a medium that teachers can choose to use in lessons. Whether or not to use the available equipment and capabilities depend on the lesson objectives of each lesson. Teachers should not incorporate the use of all available ICT equipment for the sake of using them or to show that they are being utilised.
From observations, I see that using of ICT may not necessarily help in the classroom to engage students. Students do not automatically pay more attention just because there are pieces of equipment that they are familiar with. Onus is still on the teacher to provide interesting and relevant material to flash out on the big screen to draw in students. Students can get more involved in the lessons and I feel that this helps classes that are more motivated to do well by making clearer to them the lesson content. However, teachers should not assume that all problems regarding classroom management will disappear with better technology.
(I) Specific Observations
School Name: Kuo Chuan Presbyterian Sec Sch
Class: 3Peace
Profile of the class:
-Majority of the class are strong in EL, save for a few who have problems with grammar and sentence construction.
-Express Stream
Subject: English
What ICT tools are used in the lesson?
Use of overhead projectors connected to teacher’s laptop.
Whiteboard
Describe how ICT is used for teaching and learning in the lesson.
The teacher was teaching the students about newspaper article reporting, editing of newspapers and moral and ethical issues concerning news media.
Teacher’s laptop was used to flash powerpoint slides for the lesson of the day. Handouts were also given out to students. As the teacher went through each page of the powerpoint slides, students had to copy down important points into prepared boxes in the handouts.
Videos were also shown on from the laptop for an exercise for the students.
(II) General Observation:
How do teachers in the school feel about the use of ICT for teaching and learning? (For this question, you may want to speak to the HOD/ICT and other teachers you know in the school.)
HOD/ICT feels that ICT is just a medium that teachers can choose to use in lessons. Whether or not to use the available equipment and capabilities depend on the lesson objectives of each lesson. Teachers should not incorporate the use of all available ICT equipment for the sake of using them or to show that they are being utilised.
From observations, I see that using of ICT may not necessarily help in the classroom to engage students. Students do not automatically pay more attention just because there are pieces of equipment that they are familiar with. Onus is still on the teacher to provide interesting and relevant material to flash out on the big screen to draw in students. Students can get more involved in the lessons and I feel that this helps classes that are more motivated to do well by making clearer to them the lesson content. However, teachers should not assume that all problems regarding classroom management will disappear with better technology.
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