ADSS EdTech PS Discussion by ETD LPET

Discussion Questions

lpet_etd02 — 2023-10-16 07:44:51 UTC

In your post, do include your name in the title.

Designing for Active Learning with Technology

lpet_etd02 — 2023-10-16 07:46:49 UTC

Individually, reflect and share:
You may have designed for active learning with technology, whether within your PLT groups or individually.

Share a few instances in which you have done so.

Key points in the EdTech PS

lpet_etd02 — 2023-10-16 08:12:20 UTC

In your groups, discuss the following:

Why is it important to view the key actions as an iterative process?
How will you adjust the learning pace and/or learning content in your lesson?
How will you provide targeted and/or timely feedback in your lesson?

Guiding Teachers in Designing for Active Learning with Technology

lpet_etd02 — 2023-10-16 08:43:13 UTC

In your groups, discuss and share your experience on the following:

What are some of the challenge(s) you faced in guiding teachers to design lessons for active learning with technology?

How did you overcome this challenge?

Science KPs

2023-11-08 06:20:10 UTC

Too many iterations in SLS that are helpful, but difficult to introduce all these new features to the teachers.

Identify intent and need, then introduce the appropriate ones to the teachers in phases. Get teachers to explore 1 or 2 functions in their PLTs.

MT

2023-11-08 06:22:05 UTC

use of SLS
infusing other collaborative tools
embed pictures
use student sample response to share teachers feedback through google apps
post reading articles on SLS and to produce comic strip

D&T/CPA

2023-11-08 06:24:21 UTC

dissemination of info
minimal use of assessment
limitation of SLS pertaining to subject specific software requirement
students are still using conventional approach to draw and sketch

Math and Computing

diyana_jumahat — 2023-11-08 06:24:22 UTC

We used the control activity to control the pace of the lesson and grant access during lesson. But students are faster would have to wait for teacher to release. One suggestion would be to include extra lessons to occupy them using the accordion function.

NFS

2023-11-08 06:25:17 UTC

more usage of google classroom/google suite for coursework and reports
Easier for teachers to give feedback for coursework
Alternative Assessment - was done on SLS
Showing of videos do not necessarily translate to learning

EL/Hums

2023-11-08 06:26:26 UTC

Flipped Classroom
Online Polls and Quizzes
Collaborative Document Creation
Podcasts and/or webinars

PE

2023-11-08 06:27:32 UTC

still at info dissemination and knowledgement acquiring
used as a portal to upload videos and resources
can still explore more on assessment tools

Math and Computing

diyana_jumahat — 2023-11-08 06:31:58 UTC

When we plan a lesson, it's not always a linear process. When they are already curated resources, we can just review and improve it. Our needs changes (e.g if the need is to give feedback, then can
Other than using activity access and releasing it during lesson, we also tried using subgroup but that would require advanced preparation

PEA

2023-11-08 06:32:11 UTC

To provide an authentic experience to simulate what it would feel like to live in Singapore during the invasion of the Japanese (e.g. the bunker experience - with CD shelter in darkness and sounds of bombings).

To do a reflection on how they felt (putting themselves in the shoes of the people in the past) and why they felt that way in the SLS.

EL/Hums

2023-11-08 06:37:38 UTC

Continuous Feedback and Adaptation: Technology allows for immediate feedback on assignments, assessments, and exercises. Learners can use this feedback to make adjustments and improvements in their understanding or performance.
Revisiting and Reviewing Content: Digital resources and online platforms enable learners to revisit and review material as many times as needed. This iterative review helps reinforce concepts and deepen understanding.