# data[].attributes.body
In my school, we expose our students to the use of technology in different lessons and for different purposes. We embarked on Basic Digital Skills program for our students where materials taught are provided by IMDA. For us, we teach students how to create and use email - using gmail or other email providers. We used to have IT gadgets display by IMDA to expose our students with the updated technology that is available. We teach students to operate on drones using application to control the item.

In Basic Digital Skills, we also teach students on how to engage the internet world safely and that includes educating them on pin, OTP, passwords, phishing, scams, viruses, among many others.

We teach students how to identify fake news which is a big thing now on social media platforms. It is also an opportunity for us to educate students on courtesy online where we want to avoid being keyboard warrior.

# data[].attributes.body
It seems that in my school, ICT tools that have been well integrated into everyday practices are those that are mandated by the school's management as a whole-school practice. For example, all teachers regularly use Zoom and Parents Gateway to communicate with parents and to access certain school activities (e.g., morning assembly, virtual celebrations, online CCA).

When it comes to classroom instructions, tools such as iPads, computers, and online apps are only employed once in a while or only by a small number of teachers. Many teachers seem to associate ICT with HBL but not in-person teaching and learning. Besides teachers' mindset, another possible barrier lies in the lack of knowledge and skills to incorporate ICT in class in a seamless manner such that ICT enhances rather than undermining productivity.

Although there have been some modular workshops and resources designed to assist teachers in using different tech tools (e.g., Google classroom, ppt recording), I think that training needs to be conducted more regularly and systematically. When teachers are better equipped with the knowledge, more of them might be willing to translate their knowledge into practice.

# data[].attributes.body
2 weeks just before the government announced to the public that there will be HBL for students nationwide, SLs made everyone run through SLS, tapped on teachers' expertise in technology to share with teachers on using technology in teaching. At the same time, teachers were to ask all students if they have enough computers/laptops at home and space to learn and quickly made arrangements to provide laptops to those who needed them, arranged for those students who needed to come back to school and planned the SLS timetable for all levels so they dont clash.
Prior to HBL, teachers are using google classroom, class DOJO, VIMEO to teach in classes. We also hired vendors to teach students how to use G suite.
We are turning a few classrooms to 'future' classrooms with interactive boards and ipads for students in learning in 2022.
What is lacking now is for ALL teachers to have lessons with technology more often in the near future.

# data[].attributes.body
Students in the school received their iPads from the National Digital Literacy Programme (NDLP) earlier this year. However, most teachers are still adjusting to the process of implementing different styles of ICT for learning purposes.

Whilst teachers have been striving to keep up with the demands of new-age fashion and technology, it is unfortunately true that most students continue to know more and learn faster about forms of technology than teachers.

More training for educators is needed, but more importantly, educators also need time to explore with the different aspects of technology. After all, if children learn through play, adults also learn best through experience. We cannot teach students what we ourselves fear and are unfamiliar with.

# data[].attributes.body
With the National Digital Literacy Programme (NDLP), all students in Secondary One to three in my school have received their own personal learning device earlier in the year.  With the personal learning devices, the teachers are able to incorporate technologies into their day to day teaching.

In order to prepare the students to be ready for the 21st Century embracing the technology, the school starts by preparing the teachers.  The school has organized workshops for teachers to equip them with skills and knowledge on the new ed-tech tools.  Each department also assigned their own Ed-Tech Mentors to guide others on using ed-tech tools in their subject areas.   The Ed-Tech Mentors will also conduct presentations to share how they are using ed-tech tools in their lessons.

Home-Based Learning is conducted every alternate week for my school.  The lessons are a combination of asynchronous learning using platforms like Student Learning Space (SLS) or Google Classroom and live online lessons using Zoom.  The school will provide students who do not have wifi connection at home with portable wifi devices. For students who do not have conclusive learning environment at home, they can choose to come back to school to do their HBL.

In order to prepare the students to be ready for the 21st Century embracing the technology, it is important for school to educate the students to be good digital citizen.  School will need to work on the digital citizenship education (DCE) so that the students will be able to achieve and understand digital literacy, as well as to ensure online safety.

# data[].attributes.body
I have only been in this school for 3 months, but what I have observed are the following:

What Has Been Done Well

Used Youtube broadcast to replace morning assembly

Gave students student ICON & a personal learning device

Incorporated tech tools like Kahoot, Padlet & Gimkit (purchased full versions for teachers to use in teaching and learning)

What Needs To Be Enhanced

More ICT training sessions for staff

# data[].attributes.body
Embracing Technology

§  Cyber-wellness talks by different members of the ICT Committee during selected assembly talks.

§  An active approach by the Aesthetics Dept (particularly Art and Music) in infusing ICT-based skills into the curriculum when teaching content for the different levels of students

What Has Been Done Well?

§  Training for staff on use of selected ICT tools during Contact Times

§  Sharings by teachers during level-meetings to teachers in the same level on how they have incorporated ICT successfully when teaching selected skills or sub-topics

What Needs to be Enhanced?

§  To increase the frequency of teaching ICT-skills to staff via the above platforms and modifying the structure of selected training sessions to cater to smaller groups of staff who on the basis of needs and expression of interest

§  To infuse ICT use as part of the teaching process for the different subjects and as opposed to making it an option that can be considered by teachers

# data[].attributes.body
My school embraces 21st century competencies. There are multiple workshops for teachers on new ed-tech tools, they have formed a team of teachers who are passionate about tech tools calling themselves the Ed-tech Troopers. The ed-tech troopers predispose themselves to come to the aid of any teacher who needs help with technology. They even go the extra-mile to conduct one to one or small group consultation/training for those who are interested to learn about new software. Technology is now part of curriculum, evidently observed in flip-style classrooms where students use ipads for learning before or during real-life activities.

# data[].attributes.body
-SLs consistently encourage teachers to make use of technology in the classroom to better prepare students for life beyond school.
-iPads are available for loan and can be booked ahead of lessons.
-some special classrooms have interactive whiteboards installed (ie. Computer Labs, Teaching Lab, classrooms in the new extension block)
-with the implementation of HBL, staff have also been tasked to attend training sessions conducted by their peers on platforms / apps / IT methods that can enhance student learning online.
-as a significant percentage of our population comprises of families who are of a lower SES, the school issued out laptops and wi-fi donggles on needs basis. even with this in place, there is tendency for the family members to not be familiar on the use of the items because of lack of exposure.
-these students return to school as "High Needs Students" (HNS), where the AED LBS and selected teachers engage them face to face.

# data[].attributes.body
My school has distributed learning devices (iPad) to every student. This is useful for them to be used both in school and also at home. Many subjects teachers already started using technology for teaching and preparing lessons and assignments. For example for D&T, the students draw their sketches for their model using the iPad instead of using paper and pen. The iPad also comes in heady for the student for their HBL and Blended learning. To ensure that the students know how to use the devices, they all had training on how to use the device and were also taught about taking safety precautions about using the internet and technology. The school also provided technical assistance for students having difficulties using the device. The school also restricted the use of certain apps and programs for students, which are considered unsuitable and inappropriate for them.

For HBL, teachers with park their assignments using the Student Learning Space (SLS) platform or conduct zoom sessions. Teachers have expressed that sometimes it can be difficult to keep their students engaged during zoom lessons thus it will be good for them to be given more resources for keeping their students engaged online. They also have mentioned that it is difficult to ‘chase’ students for submitting their homework when it is not done face-to-face. I had also conducted HBL lessons for my SEN students and I also encountered the same issues. Thus perhaps training and packages on how to keep our students engaged and how to get them to submit their work will be useful.

For the secondary 1 students, instead of having standard oral examinations, they were assigned to prepare a script and record a 3mins video of themselves expressing their interest. This is a new initiative and this will encourage students to be more

The use of technology definitely embraces the students to be more creative and innovative, and learning and using all these tools will enable them to be more confident and better equipped with relevant skills when they enter the workforce and are required to incorporate technology.

# data[].attributes.body
Embracing Technology

Following the 4th Masterplan for ICT in Education, my school develops ICT curriculum plans for the students through self-directed learning that focuses on:

1.     Ownership of Learning

2.     Management and Monitoring of Own Learning

3.     Extension of Own Learning

What has been done well?

Competencies are developed when the students apply learning in new contexts, articulate learning gaps, set learning goals and identify learning tasks to achieve those goals. They will also explore alternatives and reflect on their learning and use the feedback received to make improvement.

What else needs to be enhanced?

Exploring the possibility of collaborative learning would benefit the students who may still have the gaps or difficulties in self-directed learning. When students work in pairs or groups to solve a problem, they will learn new skills as well such setting common goals, negotiating, interacting and contributing own ideas clearly and perspective taking. These skills are definitely useful not only in school but throughout their work career and personal life.

# data[].attributes.body
One of the videos spoke about how they needed funding to build an architecture that supports the vision they wanted for their schools. I am not sure if many schools in Singapore were built with this in mind or if it can even be a consideration due to funding.

For my school, there are iPads but they require loaning and classes would take turns to do so. There is ONE classroom that is called the Teaching Lab where tables and seats are in circular shapes and arrangements and had the facility to video record the whole classroom for lesson study and others can also view the class from another room through a 2-way mirror. That classroom was built slightly different with some high-tech facilities. In summary, there is some equipment but overall they are for exclusive purposes and not meant to be used every day by a class.

However, recently due to the rise of HBL, the ICT team has really risen to the challenge too to showcase apps and lessons involving ICT tools to staff to encourage them to use them in lessons. There are also more cyber wellness lessons for students so that they can be more mindful of their online habits.

Knowing how difficult it is to shift school cultures and mindsets in Singapore, I think some small things that can help are:
- having an IT teaching assistant to co-teach along with Teachers in specific lessons so that teachers have more courage in exploring technology use in the classroom
- showcase some Zoom tips and tools during Staff Meetings conducted through Zoom rather than through email
- have a mini ICT team of students within each class that are ambassadors of cyberwellness as well as IT assistants of teachers

# data[].attributes.body
Push for Technology in Teaching & Learning

As part of the school's initiatives in promoting good teaching practice, all departments are tasked to do curriculum unit planning to produce lesson plans that can be used by all the teachers for selected topics under a specific subject.  Each lesson plan is incorporated with a component on the use of technology to support the students' learning outcomes.

Teachers’ Training

Teachers are trained on technology knowledge to support their teaching with frequent workshops organised by the ICT dept as well as sharing by teachers who have used technology for their lessons. The school's ICT dept sends out regular email blast to teachers to share tips on the use of technology and carries out surveys to find out teachers’ needs and gaps to plan for support and training.

Students’ Engagement

For students, besides e-learning and online lessons planned with technology support, they have opportunities to learn about technology through level wide programmes such as robotics, coding, film making etc. The school also offers Media Club as a CCA for students to have hands-on learning and exploration of multimedia technology.

What needs to be enhanced

Although there is pervasive effort in promoting technology in teaching and learning, the classroom still exists as a traditional classroom and is not equipped with computers or smart whiteboard that is accessible by students on the daily basis. The integration of technology in teaching and learning in a classroom can be enhanced if such equipment can be installed as a permanent feature in each classroom.

# data[].attributes.body
In my school, there is mobile ipads carts that teachers across all subjects often loan to use during lessons. I observed that teachers uses a wide variety of applications such as nearpod, kahoot and deck toys. They also have research projects for Primary four onwards encouraging the use of technology. For example, the Primary 4 students are tasked to research on an endangered animal and create a Powerpoint to present their findings. The Primary 6 students are to research on the importance of saving water/electricity and create a video on it. As the students are more used to using ipads, it is noticeable that some student are not as skilled in using the mouse. But that can be easily resolved with additional exposure to it. The Primary 4 and 5 student also have coding as enrichment in school.

The Home-based Learning (HBL) emphasize on the independent learning using technology by the student. The student are supposed to access the Student Learning Space (SLS) and access the lesson created by their teacher. The student are able to watch the youtube teaching videos prepared by the teacher and answers question posted in SLS to guide their learning. Student were able to take photos of their work to either Whatsapp or post it on Classkick for the teachers to review and marked.

Like many schools, Cyberwellness were taught during Form Teacher Guidance Period (FTGP) where various topics were discussed and explored. For example, how to create strong passwords, what is fake news and websites, be responsible online, cyberbullying and danger of using social media.

# data[].attributes.body
In my school, we inculcate cyber wellness values to our student my incorporating it into our FTGP program. Teachers will go through and facilitate discussions on the topic given to the respective levels. From safe online gaming to ways to deal with cyberbullying are some of the topics covered to educate our students. We also train our ICT monitors and they are responsible with the setting up of the technology related tools in their classroom.

My school has definitely embraced the use of technology into their lessons. Some of the classes are already equipped with mobile laptop carts. Those that are not can easily request for the laptops or IPad to be used in the classroom. Students are also exposed to digital art and music as part of the curriculum. We also have school based curriculum where our lower primary students attend ICT lessons where the students learn and be familiarized with the Microsoft programs. They can then use the ICT skills to help them with the multi-disciplinary project work that all students in my school will take part in.

The maintenance of the mobile devices such as laptop and IPADs need to be regular. We often encounter problems with the log in process and it takes a long time to load a program at times.

# data[].attributes.body
Coding is really a buzzword in a lot of schools in recent years, and my school is no different. The upper primary students are given exposure in coding through a series of weekly workshops, where the kids get the chance to write code to enable their robots to move. I think that the kids really have a lot of fun in this area. I also suspect that coding may become somewhat of a pre-requisite skill in the future (much like how knowledge of MS Office is expected of us), and I am glad that the students are given a chance to experience coding for themselves.

However, I do have some concerns regarding how the students are equipped with cyber-wellness. The school conducts many workshops via FTGP on cyberwellness for the students, and they are taught things like how to manage their gadget usage, online etiquette, dangers of cyber addiction. Yet, I am not sure that the students are taking these messages to heart as we frequently hear of kids who are on their gadgets from the moment they reach home till the time they sleep. I believe that students should be guided to reflect on their own habits so that they are able to self-monitor on their usage.

# data[].attributes.body
My school has embraced technology in these ways:
1)  Students have their own Chromebooks as personal learning devices.
2)  Home-Based Learning is conducted every alternate week providing a combination of both asynchronous learning and live online lessons.
3)  ICT lessons are worked into the timetable for all classes to build IT skills; teaching students how to 'fish', rather than providing them with 'fish' - developing self-help skills in a digital age where so much information can be accessed instantly.
4)  ICT lessons for teachers to upgrade and enhance their skills with SLS, Google Classroom, Zoom. In addition, SLs promote peer support among teachers - for younger teachers more well-versed in tech to help older teachers pick up new tech skills
5)  Openness to explore new technological tools and add-ons as part of current infrastructure to improve students' access to the curriculum (e.g. Google TTS/STT extensions, or other software) - although I think this should also be cascaded more quickly to all schools by MOE
6)  Cyberwellness as part of CCE curriculum
7)  School Instagram to capture school happenings and news

What my school can do to improve:
1)  Refresh teachers' training in DI and introduce UDL, ICT skills and more teacher peer-support with regard to their use
2) interactive whiteboards, tinker rooms with (safe) tools to make/create things (mini Ed Hub like in the video)

# data[].attributes.body
I feel that my school is very weak in equipping students with skills and knowledge for in terms of embracing technology.

Besides some digital citizenship and cyber wellness modules infused into FTGP, there is no other programs or exposure.

It is left up to the teachers to infused technology into their lessons which some teachers do, but this is left entirely to the teacher, and some students benefit and some do not, which makes the overall ICT competency of students pretty imbalanced.

I have also noticed that most of the students also lack typing skills and it really hinders their performance on SLS.

In terms of training teachers, the school has engaged external vendors which exposed and taught teachers to use different online tools as well as making videos. However, with the lack of expectation from the school leaders for teachers to use it, those who do not use it will lose that knowledge.

Logistically, I feel the school has done well in providing laptops to students who need them.

Overall, I feel that a greater shift in mentality needs to be enforced amongst the staff, only then that mentality can flow down to the students.

# data[].attributes.body
In my school, students were given modules on digital citizenship and Cyber Wellness Week. They also participated in the card design competition for the NE playing cards which allowed the students to express their understanding about phishing, hacking, and other aspects of cyber wellness.

Some of the students who were on FAS/did not have computer access were given the personal device. I think it is essential as they will need to have a device to be able to access learning. I remembered a P1 boy looking grateful that he can now access learning at home like the rest of his peers and complete his SLS work!

In terms of technology, it is important not just for students but also educators to embrace the use of technology beyond the need to churn out resources during HBL period. It is important for ourselves to still have the love for learning! I am particularly impressed with a colleague who is in her 80s but always ready to learn a tool or two from her younger colleagues about the functions on zoom and other tech tools to use in her zoom sessions with the children in her class.

In terms of Empathy, we had the inclusivity project going on in our school for the third year and we are expanding the audience from P1-P6 and involving all teachers. Having the buy-in at the start was not easy and the logistical and operations is also a nightmare. But hopefully it helps to shape better environment for our students with SEN and also imbue a sense of empathy in our neurotypical learners.

# data[].attributes.body
Based on the “Tech tool of the Term”, termly training is arranged for the teachers by teachers. Via this platform, teachers can try it out and introduce the tools during their curriculum teaching - it would enhance learning and increase classroom engagement between teacher-student. As the school has twelve classes at each level, they are designated with three Chrome and iPad carts. Alternatively, teachers could also book one of the computer labs to conduct their lessons embedded with technology, especially when AI, AR and VR is involved. Monthly I-train (the ‘I’ stands for ICT) lessons are also incorporated into the school’s curriculum to prepare the students for the new tech tool introduced to their teachers. With this, students can practice and apply the skills learnt during any class-based or school-based related activities.

In my school, the ICT department would organise a CyberWellness Festival where different activities are crafted for every level, both class-based and school-wide. Students can participate in the cyber wellness-related activities and games set up in the various venues during their respective recesses. Students are given a card to collect a certain number of stamps before claiming a gift to encourage participation. Once completed, the students will place it in the lucky draw box (by level) that will happen at the end of the festival.

Cyber wellness assembly programs are also arranged for the students at the end of each term. There are valuable tips to show how pupils can safeguard themselves from cyber contacts, emphasising digital citizenship and cyber safety, to name a few. It is essential to equip them with this basic information, especially with the school holidays starting soon.

# data[].attributes.body
We have an ICT team that looks into the technology used in the school. They provide information and feedback almost every semester. Emails will be sent every term to update or recommend to the staff on technology that can support teaching. They also provide aid for staff who needs more support. Upon request, they will also call down vendors to provide training i.e. smartboard training and McOnline training. With all these training and recommendations, we can impart the knowledge to the students – but breaking down the steps to make information chunkable and easier to understand. For e-learning days, the school taps on McOnline/McEduHub to give assignments to students to complete and tracking is done. For those with no equipment to use, they can come down to the school to complete or are given hardcopy worksheets instead.

In one of the padlets, I mentioned about maintenance. I think the school needs to be more pro-active in maintaining the ICT equipments i.e. smartboards and iPads - to ensure that the software is updated and is compatible to use with the current school computers and laptops.

# data[].attributes.body
Since 2014 under my previous principal's leadership, she always ensure that every student in a class is given opportunity to hold a leadership role in the school or class setting hence there were a lot of roles created including AVA leader and members, ICT leader, ICT ambassador and etc. Most of them are chosen based on votes or the teacher's recommendation. Their roles include various task in assisting the class or school in supporting any ICT troubleshooting, sharing of cyber wellness talks, coordinating school events and daily duty such as the flag raising and etc. With our new principal whom joined us in 2021, teachers and students are happy to have this roles remained.

As a larger system (which I believe many schools would have this), all classrooms from P3-P6 have their own chrome book cart. This was slowly phase in to each level and soon all levels/classrooms will have one cart of the chrome books to allow every student to have opportunity to use laptop in the classroom. Currently, my school's practice is that there will be at least one ICT incorporated lesson per subject in each term.

Coming from a neighbourhood school where the SES of most of our students are between mid to low income, not all students are exposed and given opportunity to use laptop. With this new norm (blessings in disguise of this COVID situation), all students now have gotten opportunity to use laptop to access to their online learning. Well at least they know how to log in into windows and their SLS and most importantly using a keyboard.

# data[].attributes.body
My school has introduced the “L.I.G.H.T Programme” (Learning for an Innovative Generation using Handheld Technology) where students can bring to school their own iPads (without sim card) to help further their education and improve engagement and achievement. Teachers of these classes across all subjects are required to plan lessons that incorporate the use of the device to enhance students’ educational experience. Provide opportunity for students to see the usefulness of their learning in the real world. This allow students to be able to continue learn anytime anywhere. With support from teachers students will leverage on technology to design, create and publish content. “Computational Thinking” and “Coding” with the device has been introduced to the upper primary to help develop students in problem solving both in school and as part of their daily lives. With the technology students learn and understand how to collect, examine and analyze data; thus develop critical thinking.

Students also get to practice on making better choices in a safe environment that is anchored by the school’s “Cyber Wellness” framework. Students develop instinct to protect and empower themselves to take responsibility for their own well-being in cyberspace. They learn to ‘Respect for Self and Others’, to exercise ‘Safe and Responsible Use’ of technology and be a ‘Positive Peer Influence’ when in cyberspace.  As teachers role-model to students and they practise, students will then be able to make careful and well-considered decisions.

Since the rolled out of this programme many round of fine tuning has been carried out for example banding of students into classes where differentiation of the programme has been planned for the different classes.

# data[].attributes.body
As a secondary school LBS, I can say that MOE schools definitely embarked and embraced technology in preparing students to be ready: with the introduction of Personal Learning Device. Every student is issued an iPad which will become a key tool in their learning. How my school engages this:

1) 1 weighted assessment (common test) per subject will be done project-based and the output will be done through the PLD, anually. For example: FCE project will be done through Google Classroom where student will be sent links to submit recipes and input video of their reflection. English expository essay will be done via Padlet where students will work in groups and input their link of research on the topic into Padlet. Science multiple choice questions is done on Kahoot (marks taken as assessment)
2) Subject's PLT (project) will be done with 1 ICT infused lesson. For my school, even PE department will use an app that enables student to do Zumba online and they use motion censor to award 'points' for the players.
3) HBL will be done fortnightly in 2022, and teachers are preparing online and remote learning tools/apps/resources to engage them effectively. Instead of just zooming the lectures, teachers are reminded to prepare their lessons asynchronously. Timetable is also reshuffled so that students need not sit for too long during HBL, and subjects still do not lose out face to face time.
4) the use of Google Classroom; standardized curated learning mode for the school.

1 area that can be enhanced is perhaps to diverge some subjects together (example Geography topics on rainforest can be used as an expository essay for English; so that students feel their learning is more fluid and it targets multi-disciplinary approach). It also deters them from feeling overwhelmed by the various learning topics.

# data[].attributes.body
My school rolled out personal learning device in March 2021. The school has set aside in the timetable an 1 hr-lesson per week for all classes on digital literacy to ensure that students are well-prepared as we move towards blended learning for a term. Students are taught digital citizenship, use of various applications and platforms with which teachers may be using. I think the initiatives have been beneficial and students are equipped with the necessary self-management tools and be more responsible for their own learning. Sessions to brief parents on device management application (DMA) and tips on managing the use of devices for students at home were also conducted.
Learning has now taken on a multi-faceted mode. Students can receive immediate feedback in class without needing the teachers to be physically present. Students unable to attend school due to Covid-19 SMM were also able to participate from anywhere. The school as a whole is also more prepared to have home based learning with a short notice. I think at the school level, many schools have embraced technology to prepare students. However, it is hard to explain to students why formal assessments are still a pen and paper mode despite society moving towards such a advanced technological age.

# data[].attributes.body
Year 2021 marks a great importance to teaching and learning in my school. My school participated in a new initiative in which all children in Secondary One to three students will receive their own personal learning device. All Secondary One to Three pupils will be given a personal learning device by the middle of the second semester. Meanwhile, several departments are reworking their learning methodologies and lesson plans to actively use technology into Blended Learning. Designing meaningful courses that not only better engage kids but also foster self-directed learning and the acquisition of critical and thinking abilities through increased cooperation is the way to go. Teachers will not only teach their own disciplines but also ensure that students have a strong understanding of digital literacy.

The personal learning device given to students allows them to be engaged more effectively as now lesson can be conducted at many premises and not just the computer lab. The device is restricted to programmes and apps that are only essential to teaching and learning to prevent misuse. It is also light weight and pose no issues in mobility. Should students be required to do HBL, then their PLDs will come in handy and no child is left behind. My school is able to loan out portable wifi devices to students who do not have a wifi connection service in their own homes.

We cannot emphasise enough on the importance of digital citizenry. Often, students may engage in misbehaviour during digital learning. The school needs to work with stakeholders by empowering them with knowledge of citizenry. Online workshop can be conducted as well as teaching resources can be disseminated via Parents Gateway. This can be beneficial as what was taught in school for digital citizenry can be reinforced t home by the the parents.