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Whole-school, dept sharing

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Through PLC, departmental sharing and training by ICT mentors. IP heads can take the lead and provide space for teachers to ideate and try the lessons and . Sharing will done during PLD day.  

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Through PLC, departmental sharing and training by ICT mentors. IP heads can take the lead and provide space for teachers to ideate and try the lessons and . Sharing will done during PLD day.  

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Teachers need to be able to represent their design such that others are able to make sense of it. This will enable continuity and lead to on-going improvements of the lesson

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Open classroom whereby teachers who are interested in designing a specific kind of lessons have examples of lessons to look at

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To conduct sharings where the teachers, who are the drivers, can share the affordances of the ICT tools to be used in lessons to bring about effective learning and the teachers can learn. To collaborate in ICT projects, PLC

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To conduct sharings where the teachers, who are the drivers, can share the affordances of the ICT tools to be used in lessons to bring about effective learning and the teachers can learn. To collaborate in ICT projects, PLC

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To imporve the teachers' practice - We have PLC to look at IP related areas: eg. pedagogy, materials to suit differentiated learners

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To test improvements in practice, teachers need to identify the indicators from which they will assess their design, e.g.: student engagement, level of class participation, test scores, etc. They also should have a user-friendly platform or channel of collaboration so that they can build on one another's work.

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In most cases, I suspect the barriers are not completely removed, and they create the weakest links between teaching and learning. Even if the barriers have been removed, ICT integration does not necessarily bring about the desired outcomes if they do not lend themselves naturally to the subject matter. Trying to force feed Microsoft Excel into a lesson on writing English summary can be counter-productive, for example.

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In most cases, I suspect the barriers are not completely removed, and they create the weakest links between teaching and learning. Even if the barriers have been removed, ICT integration does not necessarily bring about the desired outcomes if they do not lend themselves naturally to the subject matter. Trying to force feed Microsoft Excel into a lesson on writing English summary can be counter-productive, for example.

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teachers do not have time to think and plan for an effective lesson with ICT

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teachers do not have time to think and plan for an effective lesson with ICT

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Usually in every dept there is only a few IT-savvy and willing to try different pedagogy. There is not enuff critical mass in every dept to make it impactful and these teachers may get overwhelm to become the 'IT expert' or digital material creator for the dept

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Teachers are not competent in marrying TK and PCK to bring about meaningful learning and there hasn't been extensive research showing that use of ICT can boost learning and improve results to create buy-in.

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Teachers may find it time and energy -consuming to re-design the usual lesson plan

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Why do you think ICT integration is still unsuccessful even
when intrinsic and extrinsic barriers are removed?

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Why do you think ICT integration is still unsuccessful even
when intrinsic and extrinsic barriers are removed?

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https://pollev.com/kaishing695

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Poll Everywhere - Audience Participation Site

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This is the place to be if you're trying to participate in a live poll.

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What can we do to support the development of teachers into Design Scientists?

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http://tinyurl.com/w1ict4nov-001