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Can explore the possibility of conducting a SPD session using e-pedagogy. Teachers become the "students' of the lesson and experience 1:1 PLD

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- increased technology proficiency
- more creative and collaborative lesson planning
- able to meet curriculum goals more effectively
- able to plan more student centred lessons

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Respective dept to adopt prescribed apps/ platforms which will best cater to the needs of the teachers and students.
Level coordinators to lead the level teachers to determine the ICT strategies to be adopted after gaining some insights from the school ICT mentors and MOE sharings.

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Competent in microsoft office such as word, ppt etc.
Competent in using keyboarding for inputting of MTL characters.
Comfortable in surfing the internet using MTL and also being able to sieve out relevant info.
Able to exhibit good cyber wellness etiquette and awareness.
Able to build on one another's knowledge in formulating own opinion or idea.

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Competent in using varied ICT tools which encourage Afl, SDL and collaborative learning.
Increased awareness and competence in designing T&L activities through ICT that encourage students to interact with the various parties to enrich their learning.
Competent in infusing ICT into SOW that supports the T&L.

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Students will show an increased interest in learning MTL via ICT means.
They will display independence in working on their tasks online, with assistance just a click away.

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Teachers to learn more from one another within and beyond the school to have a fuller understanding and gather ideas on how to implement in respective dept.
Level coordinators will lead level teachers to examine the SOW so as to infuse relevant ICT learning activities.

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One way is to provide time for teachers to work together in teams to craft a lesson package that infuse technology in assessment, curriculum and pedagogy.  Could be a common PLT project for all departments. This would allow them to have hands-on experience and also learn from each other, leveraging on each other's strengths.  They should also try the lesson package they have created in their respective class and observe each other.  This would allow them to resolve some of the gaps/challenges they might face in carrying out such lessons collectively and improve on it.  This would give them the confidence and the start-up for them to actually continue doing it independently from then on.

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Students would be more driven to take responsibility for their own learning, be more motivated to work on narrowing their gaps and improving their competency and deepen their understanding and proficiency in the respective subject areas. Students would extend their learning beyond their textbooks as they would be able to explore and investigate further on areas that interest them.

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Students to be competent and responsible in the use of ICT tools to help them achieve their learning goals.
Teachers to be comfortable, competent and knowledgeable on how they can effectively use technology to enhance engagement and facilitate independent learning.

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To leverage on the PT platform for more professional discussion of integration of technology in the curriculum. Teachers can share their plans and implementations during these sessions and get input from their fellow teachers.

More open classroom and peer observations of lessons that integrate e-pedagogy practices. Teachers can also share their ICT- infused lessons during department meetings.

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Students take responsibility for their learning outcomes and teachers are the guides and facilitators. There are more collaborative learning experiences in the classroom that support problem solving and flexible thinking. Teachers harness the e-pedagogy and 1-1 PLD to help students understand better how math concepts they are learning can be applied to everyday life.

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Learning will become more interactive and engaging. Students engage on more explorative activities to deepen their understanding of the math concepts and connect the subject to real world application.

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Teachers are more comfortable and competent in using the ICT tools in lesson design and planning. Teachers design lessons or tasks to facilitate independent learning by the students via ICT tools; to allow students to collaborate and work together.

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Lesson design with technology to allow more collaboration among the students. Students can work on tasks that facilitate collaborative document editing or provide feedback to their peers' work. Immediate feedback can also be provided between S-T.

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Teachers will need to have clear understanding of the key aspects of E-Pedagogy and Blended Learning and how the PLP can be used meaningfully within the context of their subject area. PT can be used - together with PLC to focus on professional conversations regarding E-Pedagogy. Together teachers can identify the S-S, S-content, S-Tr, S-comm interactions that could take place within their respective units. Then choose a Blended Learning Model that best suit the dept/class (Whole group/Station/Individual:playlist/flipped). Plan for these lessons in SOW

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Teachers need training to level up their competency in e-pedagogy, assessment so that they can develop their confidence when conducting these. Department can select platforms that are relevant for their subjects and it can be a department approach to equip teachers with at least one core strategy.

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Greater student engagement in class; teachers moving towards facilitating and students the active participants. Students to take charge of their learning.

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Prior to the implementation of strategies, clarity of what it entails needs to be attained. Teachers need to have a clear understand the key principles of e-padagogy and the concept of blended learning (off-screen and on-screen learning). This could be done in a common platform or the committee could provide bite-size guide to support teachers. Dept to leverage on PT to further reinforce and curate suitable units in SOW where the e-pedagogy & blended learning be incorporated. Good to select one with common themes or cyberwellness strand across levels.

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more open classroom and sharing of good lesson practices by teachers

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With clarity on the implementation from the teachers' end, greater engagement could be seen in class. Students will be able to be self-directed, responsible users of ICT tools, possess sustained interest in learning.

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Students - competent in application of ICT skills, active learners (on-screen & off-screen), responsible users of their PLD.

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Teachers - competent in their e-PCK, constantly collaborating to deepen their practice, competent in creating off-screen & on-screen lessons.

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possible t&l guide on on-screen and off-screen learning a.k.a blended learning

lesson examplars

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Student agency with choice
and voice
• Create small learning communities within a larger class, prioritize
student collaboration (eg: Station Rotation Model)
• Activate students as learning resources for one another.
Maximise the educational affordances of technology so to provide more autonomy to learners (pace, path, place, time)
• Support authentic learning experiences
• Facilitate synchronous and asynchronous learning
• Expand the learning space beyond the classroom – not confined to
physical space.

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It has the potential to increase student participation and
engagement with deliberate and intentional lesson design
• Teachers may find more time to work directly with students as they
build up their skills and knowledge.
• Shift the focus to students – become owners of their own learning.

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Students should be able to use the tools to do their presentation and share their ideas with the class and with the teacher e.g. HBL. Students and teachers adopt a common language to communicate online lessons and assignments.

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Teachers are competent in using the online tools to teach and to monitor students' work . Teachers are able to deign and craft customised lesson packages for their subject with the learner in mind.

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Teachers acquire a few core tools for the subject which are relevant and to develop competency in using them especially those basic ones that is critical to design a lesson .

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To share good lesson packages that integrate E-Pedagogy and assessment created by teachers and MOE. To create a culture of learning and sharing with others.

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Students needs to be responsible to bring their learning devices. With stable network and 100% devices ownership, teachers will be able to conduct more self-directed and collaborative lessons. Flipped classroom could also be adapted to make the lesson more student-centered.

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Students will take ownership of their learning as they can now learn anytime and anywhere. They will be learning to use various ICT tools that will help them in their work in future.

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Teachers are able to produce engaging lesson that promote self-directed or collaborative learning.

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To use SLS framework to guide teachers in the lesson design and lesson delivery.