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https://go.gov.sg/steer

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Access Google Sheets with a personal Google account or Google Workspace account (for business use).

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What can the school do to leverage KATs to improve learning outcomes?

How might we use KATs to shift culture and practice?

Consider how familiar your HODs and teachers are with KATs. How might we guide departments to facilitate greater adoption of KAT?

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Partnership with ETOs on EdTech Masterplan 3.0 to support Sci Dept initiatives. Guided by STEER, the Sch monitors and reviews its processes to chart its ICT-enabled T&L experiences

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Deyi Sec: STEER sub-cats will guide competency-building

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Deyi Sec: STEER sub-cats will guide competency-building

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Leveraging sch’s AC3TIVE framework to guide lesson design complemented with competency-building fr STEER: skilful facilitation of tech-mediated blended learning (Blended Learning Day and hybrid lessons design in classroom- PDLP); skilful usage and analysis of data to inform assessment and e-ped effectiveness; empower student ownership of learning eg self-paced, self-directed and self-reflection of learning using tech.

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DOMAIN 2: STUDENT + DOMAIN 3

Mostly at Level 3/4. For Level 4, room to make it more pervasive (e.g. extending learning beyond school's curriculum). Structures are in place, more work can be done to look into the manifestations of the desired student behaviours.

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Use human-centred methodologies to discover needs and develop solutions to real-world problems - to increase student agency in the design process for effective collaborative work.

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Sch leverages KPs who are first-movers/ adopters to put in place processes and systems and role-model tech-use/ integration; encouraging experimentation and discovery; celebrating progressive uptake of tech practices and incentivise staff to experiment and share.

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Reason:

Wide range of staff profile and readiness

Need to go beyond the baseline use of EdTech (PDLP).

Need to level up staff baseline and sustain motivation with other T&L effort

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Key sensing of where the school is in the 4 key domains. This allows us to look at changes in a systemic way.

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Tap more on ICT reps and early adopters together with ETOs need to focus on transference of learning. Increase proficiency in designing collaborative assignments with strong processes.

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Staff has started on ePedagogy journey since 2021 and it is timely to take stock of their learning and compared it with STEER to see where school is at in the EdTech journey.

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Similar to TGPS, to sense where school is in the 4 domains, specifically domain 3.

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A mix of Level 1 and Level 2

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Equip teachers with the necessary competencies and expertise to facilitate students' seamless learning via the PLD and also blended learning.

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Provide a comprehensive view on how we can review the EdTech effort holistically.

It will augment the sch's effort in EdTech once sch is embarking on the EdTech Masterplan 2023.

It allows sch to reflect and help priorities the areas to work on. This will help sch to phase out their implementation progressively and managing the sch and staff workload

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Teachers are key as designers of learning experiences.

The school has an identified platform and sees opportunities - PLTs + support from ETOs.

The early adopters can be KPs, TLs and teachers who are keen to experiment and try.

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Have an adapted version of By(IT)es that we use in reviews -- will compare and see how STEER can be of value in the process

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Familiarising the staff on the KATs and using the STEER tool to evaluate and audit where the staff competency is at the moment. Riding on the current headway made in school pedagogical approaches (AL,BL,CL,Di), explore how ETOs can then help school employ edtech to further these approaches.

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It has been useful to help the school audit school's edtech journey, pointing us to the areas of focus for the school and augmenting the conversations with ETOs thereafter.