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How do we design technology-enhanced activities that encourage students to reflect on their learning strategies and outcomes?

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How do we ensure that the technological tools we use empower students to take ownership of and persist in their learning?

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How do we encourage students to externalise their thought processes and make their understanding visible using digital tools?

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How do we use digital tools to facilitate collaboration among students in group settings?

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How do we use digital tools to adapt content to meet the varying readiness levels, interests, and learning profiles of our students?

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How do digital tools support us in facilitating student-driven decision-making in their learning processes?

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What digital tools have you used to scaffold learning, and how have they impacted students' understanding and engagement?

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Key Applications of Technology are design guidelines on how learning processes are enhanced with the affordances of technology.

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5_2024 Key Application of Technology (2 Aug 2024)_Page_01

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Replacement: Moving existing teaching methods to a digital format, with no functional changes to the task and students' learning.

Amplification: Improving/refining existing teaching methods through the use of technology, with some enhancements to the task and students' learning.

Transformation: Teaching and learning in ways that would not be possible without technology, with key changes to the task and students' learning.

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How do we leverage digital tools to provide students with immediate and actionable feedback based on their performance?

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2024 Key Application of Technology (2 Aug 2024)

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1. How has technology value added to the learning process based on KAT and RAT?

2. How can we tap on RAT to enhance KAT?

3. Suggestions for enhancement using other possible KATs and RAT levels.

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Replacement - Use of Padlet to brainstorm/generate ideas ideas for writing topic "An Exciting Experience - A Race"

Replacement - SLS: Posting writing on Discussion Board. To extend this further, engage students to express their views and provide feedback for their friends' work rather than at Closure which is Teacher directed.

This can be moved to Amplification - teacher review students' writings and pair them up based on their similarities in order to enhance their writing.

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Metacognition can be used as part of tuning-in activity to activate schema. Using Discussion Board on SLS, we can see at one glance where the students are at - Replacement.

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Using SLS as a tool for tuning-in increases the level of motivation for students as they may be more keen to get started on the lesson. It is also a hands-on way to tap into their prior knowledge in a fun way.

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Replacement - The use of different AI prompts cater to the different readiness level groupings. Therefore, the content generated by SchoolAI suits the readiness levels of the students.

Amplification - Students are assigned the learning task that are based on their readiness level. They can then select sensory words and phrases in their paragraphs.

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P6 EL

Writing tasks differentiated according to students readiness levels.

RAT - Replacement

How to move it to Amplification & Transformation

-use of pre-reqs to group students according to readiness levels (instead of manual grouping by teachers)

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The SLS lesson was differentiated according to students' readiness. There is flexibility in assigning the differentiated work based on the students' readiness for the task on hand. AMPLIFICATION: Task can be placed on discussion board for peers to benefit from each other's work. HR students can also provide feedback on their peers' work.

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Replacement - use of students' writing in SLS for feedback, monitoring of students' confidence level in lesson through exit ticket.

Amplification - to consider engaging students to look at their peers' feedback on their writing, and then to enhance their writing again in SLS.

Transformation - in the upcoming lessons, to consider crafting prompts for AI to give feedback on their writing with assessment criteria, and then students can use the feedback generated to enhance their writing further.

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P6 Writing

Peer feedback on writing

students to give feedback on more than one peer (if time allows) if the 3 strategies are being used in the writing. This will allow Amplification (RATS)