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- use of animations, simulations, game based apps to elaborate on abstract concepts
- easy for notetaking using One note
- 1:1 always students to be more self -directed

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To enable students take greater ownership in taking care of their devices, the device care guide should include a section on how to care for device during non-classroom lessons such as PE and CCA or having programmes outside school like National School Games.

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Use of google drive / google classroom by the trs  to share teaching resources, pre recorded videos, assessment

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I did a George Floyd CI lesson triggered by student's request to talk about it. We (Students and I)  found ourselves requiring more info and context so it would have been great with a PLD at hand. In addition th
e design of the lesson would have been different and I am sure the experience will too.

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1:1 PLD gives students more opportunities and platforms to provide feedback, possibility of better understanding students' social-emotional needs.

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Qn 2: Allow students to demonstrate critical thinking skills to conduct research, solve problems, and make informed decisions using

appropriate technological tools and resources

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Using google drive/forms
One note/ ppt video

2) Allow students to take more ownership in their learning.

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Encourage inquiry based learning through LE tasks

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Allows students to
share responses online and also discover if there are others who share the same views.

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With 1:1 PDLP, we can easily access resources from internet especially sports or fitness videos to enhance our teachings.

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Use of math applets, grahmatica, desmo for tnl

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Allows students to access resources online immediately.

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1:1 PLD can be used in CCE Perspective taking for students to see if their perspectives resonates with others or see other perspectives. This helps students to question the basis of their perspective,  judgement and actions.

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Practices
- use of games based learning via decktoys, kahoot,quizzes- as afl
- use of padlet, Google slide for collaborative learning
- use of mentimer for checking of understanding

Strengths
- innovative : tap on the affordances of technology to enhance t&l — e.g checking of understanding
- student engagement : tap on technology to motivate and engage students

How can 1:1 enhance teaching and learning
- free up classroom time to deepen learning / correct misconception
- allow students to be more self directed
- allow more students voice to be heard

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Currently, for CCE lessons,  we use tools such as padlet to allow students to share their reflections with their peers in classroom. Technology is also used to bring real-world examples into the classroom through the use of videos. With 1:1 PLD, instruction could be differentiated - e.g., different groups of students viewing different videos and sharing their thoughts with their classmates - allows multiple perspectives to be explored

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- Use of applets for simulation and visualization
- Use to collate and consolidate resources for students' access eg Google Drive, Google Sites

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Using padlet for class  discussion n grouping of responses in fn lessons
Using sketchup pro for dt coursework sketching
Use of videos
Use of google drive
Use of 1-1 pld-
Shouldbe Easier for students to manage their  learning..

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CPA- Item analysis for feedback
ICT- Data Analysis

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-Teachers are generally receptive to the use of ICT for collaborative purposes and co-construction of knowledge.
- Need to refine ideas how to get students to the level of creating purposeful work on a digital platform to support applied learning.

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- Showing simulations and applets to make thinking visible and abstract ideas concrete - when 1:1 PLD materializes, this can be more student-directed with greater student ownership of learning and more opportunities for exploration
- Use of SLS and Google Classroom for AfL - allowed efficient and effective assessment-and-feedback cycle
- Use of OneNote for live lessons and annotation on notes to inculcate good learning habits
- Use of DeckToys for gamification

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- Using padlet for art portfolios and galleries (students and teachers can critique and provide feedback for each other)
- Using DAWs (GarageBand, BandLab) to create music compositions
-  Using digital art tools to create artworks (e.g. Inkscape, adobe sketch, photoshop, wacom)
- students to submit work or self-recorded performances via Google Drive, Google Forms and Flipgrid
- use of SLS for content-based lessons