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1. You will see the CPA strategies in the green post-its from a technology plan that bring about the three shifts.
2.  You are assigned to one of these three shifts according to the first letter of your school name.
- School names starting with A to H - find a strategy that is related to shift #1.
- School names starting with I to P - find a strategy that is related to shift #2.
-School names starting with Q to Z - find a strategy that is related to shift #3.

3.With reference to the assigned shift, translate the technology plan strategy into a strategy relevant and actionable to your department.

4. LIKE & COMMENT your colleagues' strategies!

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Design Active Learning with Technology
All teachers to use SLS Pedagogical Scaffold in designing all their technology-enabled  lesson packages and include SLS features in the learning activities for the Active Learning Processes for both in/out of class learning.
Teachers design lesson experiences which allow students to use digital tools to broaden their perspectives and enrich their learning by collaborating with others.

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Learning through Routines

Establishing classroom routines in the use of PLD in different subjects

Managing safe and ethical curation of information in Languages and Humanities

Managing digital footprint in CCE/FTGP

Managing online communication and collaboration in Science, Mathematics

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Leverage Technology to support Assessment and Feedback
Teachers to use technology tools to support formative assessment and  to monitor and address student learning gaps and provide individualised feedback to help advance students learning for in/out of class learning.

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Develop digital literacy through routines
All Science teachers are to design lessons that use technology regularly to support students in learning actively through routines.
Sec 1 & 2:
- Take notes during lesson using My Notes in SLS (personal productivity)
- Curate information online to extend their learning and share with their peers in Discussion Forum at the end of topic.(curation/connection)
Sec 3 & 4:
- Take notes during lesson using OneNote  (personal productivity)
collaborate and create a mindmap to reflect and consolidate learning at the end of every topic (creation/group productivity)

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We can use the tech in assessment. Key is the design must match the intended assessment outcome. Some may not need technology

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using news clips as stimulus for online discussion. This can be complimented by physical magazine subscription

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Design lessons integrated with current affairs
All teachers to design lessons that enable student to discuss critically about current affairs.

- Lesson on how to identify stand and arguments of different viewpoints of the news issue.
- Take a stand and defend it. As a group, come up with a digital product to share own's views.

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1. note taking & mind-mapping skills
2. ICT baseline skills (eg: use of Windows Office)
3. students to be familiar with SLS portal & its features
4. curating, labelling & storing of notes and assignments
5. thinking routines to empower students to think, reflect & give comments to others
6. Use of online dictionaries / app

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students need to know how to use hypy and recognise chinese characters before they can take notes

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students need to know how to use hypy and recognise chinese characters before they can take notes

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Sec 1 & 2: personal productivity
- Oral video is uploaded on SLS.
- Using MTV routine See-Think-Wonder (in SLS), students to complete this template based on the video given
SEE: What can they see and hear from video
Think: Students think of the possible theme
Wonder: Wonder if the actions are right or wrong

Sec 3 & 4
- Oral video is uploaded on SLS.
- Using MTV routine See-Think-Wonder (in SLS), students to complete this template based on the video given
SEE: What can they see and hear from video
THINK: Think of the possible questions (curation)
WONDER: Wonder how to improve the situation (curation)
Students to comment on their peers' answers. (connection)

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1. Students to watch video and answer questions using PEEL before start of lesson

2. After teacher gives feedback, Students go online to curate information to enrich the content of their answers

3. In class, students do peer assessment on how the answers can be refined

4. Students edit their answers, before teacher gives feedback.

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Provide opportunities for students to learn on their own
Teachers design for inquiry learning experiences to acquire content on their own. Students conduct research on issues relevant to topic, work in groups to discuss from different perspectives. Teacher consolidates in class.

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- Teachers use SLS tools to get a quick grasp of students' prior knowledge
- Create opportunities for students to use the SLS Discussion Forum to exchange ideas. Teachers can monitor students' learning  via that platform.
- Students can use the SLS quiz function as an exit pass.

Actually the key thing is that teachers must be clear of assessment principles. ICT is really a tool and enabler. As HOD IP, we steer the department forward to embrace technology and utilise its affordances.

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Lower Sec students can curate information from resources supplied by teacher (e.g. news articles, videos) and collate relevant examples for oral topics.
Upper Sec students can curate information from the internet as examples supporting an argument for argumentative essay writing (can be done in small groups and share with class)

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Students need to master HYPY and process their thoughts before using their personal device.

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Students need to master HYPY and process their thoughts before using their personal device.

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Tools can be leverage with adequate injection of tech competency.  The real challenge is to align mixed ability students with appropriate learning process for tech-interactions in their learning.  There are many types of tech that can be utilised apart from SLS and iMTL portal.  Hope that e-pedagogy is not about competing teacher's use technology but rather to provide the proper interactions of tech and learning (e-pedagogy is when technology makes good teaching better)

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reflect on their learning KWL

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Develop digital literacy through routines
All Chinese
teachers are to design lessons that use technology regularly to support
students in learning actively through routines.
Sec 1 & 2:
-Post their answers/
opinions on SLS (curation)

-Peer Review during lesson using peer review/comment function in SLS (connection)

Sec 3 & 4:

-Post their answers/
opinions on SLS (curation)

-Peer Review during lesson using peer review/comment function in SLS (connection)

-Teachers will provide feedback to all posts, to consolidate learning. Students will use feedback and curate information online, and share with peers. (creation)

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Upper Secondary : Students need to identify a topic that are interested in and do a research on the topic (Alternative Assessment). (this includes interview skills) Students will need to curate information from the different sources.

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1 Design Flipped classroom e.g. game for vocab learning, revision in the SLS lesson to allow SDL. Using the on/off button for the SLS lesson to allow pre- lesson study, and to make connection to the main content.
2 During lesson, using Mind-maping in iMTL to allow collaboration to train students’ thinking skill for oral or compo writing.

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using google classroom where students can assess peers' thoughts using different thinking tools (MTV routines)

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1. Students watch video on an identified topic and form their opinion.

2. Discuss in groups in SLS using.

(Activity 1 & 2 can happen asyncronously)

3. Students presents the discussion to other grps online, allowing students to comment and give feedback.

4. Teacher consolidates the ideas presented by the students.

5. Students consolidates their learning via compo writing.

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Practise Oral Communication Skills
1. Using Padlet, set topics and guiding questions for students to contribute their ideas/ contents.
2. Can be individual or group work.
3. Can choose topics or questions they wish to attempt.
4. Students to do a "gallery walk" to read others' input. Add a " Like" to ideas they like.
5. Teachers to get students to share on their inputs in front of class. Teachers give feedback. Teachers to comment on the best input and recommend that other students to improve on their answers based on the best input.

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LOWER SEC: students can take note and file it as revision reference . students can self-check the assignment by using the CFS provided by teachers.
Upper SEC: students can skillfully use the SLS collaborative tools to provide mature and deep thinking.