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Please submit your response with a new post. Do include your name too.

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Please submit your response with a new post. Do include your name too.

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Nurturing students to be future-ready learners

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Nurturing students to be future-ready learners

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* With the use of PLDs, teachers can personalise the learning resources to align to students' interests, needs and motivation, where students can exercise student agency to explore not just within the boundaries of the classroom but also beyond. Hopefully, this skills and disposition can help them maneuvre in the VUCA environment.
* The concern that most teachers have would be students' time management and exercising responsibility as a digital citizen. Teachers are generally aware of what technology can do for them and their students, but for some, it could also be the fear of coping with this changed learning context, a matter of unlearning to relearn the 'new' way of teaching.
(Thuhaila)

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, The video makes me hopeful that the students now have the scaffolding to learn at their own pace and reach greater levels of understanding on how to manage themselves. It corresponds with my own experiences learning basic life skills like cooking and managing my personal finances -- the apps changed the way I thought and lived when all the old-school methods failed. While the teachers in the video had many concerns about how e-pedagogy is different from traditional teaching, the fact remains that the possibilities are endless. Good apps that apply UX properly also have self-evident usage. Fears aside, I believe that the teachers will become proficient with time, especially with PD plans as a scaffold.

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Giving students greater agency in the learning process

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Giving students greater agency in the learning process

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With PLDs learning can be personalised, technology provides more platforms for teachers to differentiate content and instruction. PDLP allows students to learn at their own pace and students can always refer back to the lesson in SLS for revision.
Tech tools also enable students to collaborate, not just in the classroom but also out of the classroom.
However, teachers fear that with PDLP, their workload may increase as afterall, it takes more time to design lessons with e-pedagogy than traditional teaching methods.

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What resonates with me: the concerns that teachers have regarding how e-pedagogy is different from what they have been doing with tech tools in the classroom.

I believe a lot of teachers still do not see how the use of PLDs or e-pedagogy in the classroom is useful because they are fixated with their teaching methods that they have been using for years. The need for teachers to change mindsets and experience e-pedagogy for themselves (through lesson enactment) is important. e-pedagogy is also not just about using the tech tools for the sake of integrating tech into the classroom. It is about the deliberate and intentional use of these tools to inform the student of their learning progress and how to get there and also to inform the teacher of his student's progress and how to help the student get there.

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Using technology to create learning experience

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Using technology to create learning experience

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One idea that resonates with me was the sharing on how technology should be used to create learning experiences for students, rather than being a one-off usage. I think it is important to recognize and communicate this difference to teachers so as to create buy-in and ensure consistency in implementation throughout schools. E-pedagogy encapsulates the essence of how technology should be used in education. Therefore, it is important to bring across this idea as it can potentially redefine the way of learning for this generation of students. And as mentioned, it would require consistency across schools and teachers to achieve this PDLP vision.

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1. Access to devices will transform teaching and learning
2. Pedagogy first, then explore use of technology
3. With e-Pedagogy and PDLP, it is necessary for teachers to change the way we teach
3. Peer collaboration, monitoring of students' work and creation of digital artefacts are now made possible. Teachers can also provide early intervention and guide students toward better understanding

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Shifting more ownership to students - creating more possibilities 

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Shifting more ownership to students - creating more possibilities 

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I feel what resonates with me the most is the affordance of Personalised Learning that technology gives rise to. By Personalised Learning, I mean that students are able to customise their own way and style of learning at their desired pace such as being able to make use of tech-mediated tools to arrive at answers, to collaborate with their peers using e-platforms (albeit in a safe and controlled environment) and also to digest and synthesise knowledge using a suite of strategies and methodologies. This shifts the ownership of learning more to the students themselves and definitely, I feel that this gives rise to Joy of Learning as students' learning is more tailored to the individual. Further, it moves away from the one-size-fits-all method and allows room for more differentiated learning. With all these, a slew of learning possibilities can happen and we leave no child behind.

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Technology is not an add on, but adds to the T&L opportunities

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Technology is not an add on, but adds to the T&L opportunities

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Deep down all teachers want to help their students learn. There is no one size fits all answer to how to navigate in the learning environment afforded by PLD, as an education fraternity and community, we should continue to explore together and learn from each other.

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When our students have PLDs, their learning no longer confine to just the in-class lessons and timetabled lessons.

With both the digital environment and the physical environment, they create many learning possibilities for students, such as allowing discussions to continue online after lessons which can develop our students to be more collaborative as they have their discussions with peers online.

However, I am more concerned with another group of children who may not be suitable for online learning. They may lose focus or just cannot interact with devices. Just like we need to be aware of ADHD or special needs students in class, will there be another type of "special needs students" for online learning?!

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technology is not only a resource. it should be consistently embedded in learning. enabling students to learn anytime, anywhere, at their pace and face-to-face and virtually. they also make use of productivity tools in learning. Therefore, a shift in teaching and learning is necessary. It should be a consistent whole school approach but may meet with resistance due to a fixed mindset (refusal to adopt new e-Ped).

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Our  understanding of learning and teaching is no longer confined within the classrooms because students can learn anywhere, at their own pace and own time. With a school-wide and systematic integration of technology in our T&L, the 1:1 environment empowers educators to rethink our curriculum, SOW and re-design our pedagogy to create new learning possibilities. More importantly, it places students' learning at the centre of our discussions at MOE, schools, departments and individual's levels as we constantly think ways to leverage on technology to add value to students' learning and how to ensure smooth implementation of policies and plans at the various levels so that learning is not disrupted. Our focus goes beyond just the hardware and the operational aspects. I could see a greater intent and resolute among educators to better understand and apply technology to foster learning for example in incorporating real-world problem solving into the enacted curriculum, designing meaningful learning experiences to promote deeper learning, providing students with more timely and customised feedback to close the gaps in learning etc.

Personally, I was very concerned about the broadening digital divide before the implementation of PDLP was announced. The digital divide goes beyond infrastructure because stories from the ground during the CB period reveal struggle among the children of low-income households in terms of digital literacy and skills despite the best efforts of the schools in resolving some of these challenges. With the provision of PLDs to all secondary school students by the end of 2021, we are one step closer towards digital inclusion and a more even participation in the digital space among students across different SES.

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Laura was my colleague so I resonated with her question.

After watching the video, I now realise that the enhancements that technology brings, which were once optional and ‘good-to-have’, can now be taught and routinised. I am talking about productivity tools - calendaring, digital note-taking, which many of my students learnt incidentally (e.g. from seniors or their parents) and practice to varying degrees. Now, these skills can be taught in the curriculum and benefit everybody!

Also, previously we were using tech with the intention of augmenting the face-to-face classroom experience. But the PLDs allow for learning anywhere, anytime, with or without the teacher. We need to rethink how to plan learning experiences to take advantage of this affordance.

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The tendency to just generalise the use of the device as a learning tool is an area in which mindsets need to be challenged and changed.

Just like how smart phones evolve themselves to be more than just a piece of technological advancement to communicate to others, what are  the steps which we would need to take to make PLD part of daily T&L?

Beyond PD support, there would prolly be a need to challenge / surface deep-seated assumptions / mental models towards learning through technology. Having that common understanding / culture building of this is something new and we are all learning together as a school might be able to soften some hearts just like how initially teachers had to learn technology to replace merely writing their test questions on paper. Are there also some lessons which we can draw from there?

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I agree wholeheartedly that to get buy-in from all teachers on use of e-Pedagogy is important and there needs to be a well-paced structured PD plan for all teachers to achieve a minimal base level of competency in lesson design with e-Pedagogy, as well as adhere to a common set of established learning routines that have been rolled out for each school.

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The challenge in getting buy-in from teachers, with the perceived belief and resistance that teachers have in integrating technology into lesson. The resistance could stem from their own experience, fellow colleagues’ experiences, or own readiness level. It is thus crucial to listen to teacher’s learning needs, have the necessary support in place (i.e. PD plan/PLC) as well as providing the assurance and opportunity in technology integration to minimise resistance.

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PLDs are not just a resource, but a learning environment for all to learn.

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PLDs are not just a resource, but a learning environment for all to learn.

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PLDs has created an environment for both teachers and students to learn. Students can learn anywhere and anytime, and not a "Google it" experience when they face with a problem. They learn through interactions in a safe environment and this can be done when teachers are taking the lead here. Teachers would need to see the connection between the current practices and how PLDs are making learning better than before. Teachers must recognise that the change is good and it begins with them to bring about an even better learning experience for our students. With structured support from schools to transit into the PLD learning environment, resistance from teachers may be reduced when given a chance to learn together with the students.