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Enhancing Organizational Capacity to Infuse Teaching and Learning with 21st Century Solutions. Change isn't about fighting the old it is about building the new.- Socrates. The International Education Company. - PowerPoint PPT Presentation
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Enhancing Organizational Capacity to Infuse Teaching and Learning with
21st Century Solutions
Change isn't about fighting the old it is about building the new.- Socrates
Labtech is one of the leading and largest technical education manufacturers and designers based in Asia. Established in 1985, 28 years ago.East and West: Originating from the USA, we combine the best of East and West with good design and lower costs to meet the needs of industrializing nations. Strategic Location and Close by Support: Singapore, Indonesia, Malaysia and Jordan are Base countries.Technical Education Equipment: Labtech Designs and produces training systems for Vocational Schools, Colleges, Polytechnics and Universities.Int’l Markets: Supplying equipment to over 70 countries around the world. Extensive technical product range: with over 900 training systems in six key technology areas.
SYSTEMS FOR KNOWLEDGE ENGINEERING
The International Education Company
Purpose of Presentation To provide a framework for implementing 21st
Century Skill Programs in a technology enriched learning environment
The Workplace is Changing: 21st Century Skills
New technologies bring new methods of working
Workers are going to have to learn many new things as they come along
Life-long learning will not be only be a desired trait but an absolute necessity.
Communication, collaboration, leadership, innovation, creativity, cooperation and other soft skills become increasingly important.
Organizational Changes in the 21st Century
• Organisms not Organizations Everything is connected to everything else: Systems ThinkingCooperation Past success is a poor predictor of future performance in a changing world:
Measure the right things!
ICT Initiatives typically fall under one of two umbrellas:
Infrastructure • Hardware & Connectivity
Info-Structure • Courseware & Web-based
While these provide the backbone of initiatives,
they are neither comprehensive nor
systematic.
1. Finding Funding2. Maintenance
3. Inadequate Training4. Integration into
Curriculum5. Access6. Safety
7. Teacher attitudes8. Stopping Here ?
Infrastructure & Info-structure: The Challenges
3i Framework Infrastructure
Info-Structure
Info-Culture
• 21st Century Standards
• Benchmarking & Feedback Loops
• Professional Development
• Tech Integration in Curriculum Design
• Change Management
Facility Development
Systems Development
Organizational Development &
Capacity Building
3i Framework: Each
Area needs to
be considered as part
of the total
investment in ICT
InfrastructureInfo-Structure
Info-Culture
60% Investment
20% Investment
20% Investment
Server
Content & Opportunity
Learning Platform
Management Systems
Connection
B.Y.O.D.: Bring Your Own Device
Device Provided by CSR or Partner
Device Provided by School or MoE
or
Student’s own Device
Most Students
Students without own Device
• Standards for developing Higher Order Thinking Skills (HOTS) through the infusion of technology in education• Measurement of ICT integration program
effectiveness• International Benchmarking• Researched-based best practices for
enhancing student engagement with material• Research-based best practices to develop
life-long learning
Capacity Building in the 21st Century: ISTE NETS*S
Capacity Building in the 21st Century: ISTE NETS*T
• Demonstrates capacity to create technology-rich learning environments• Demonstrates ability to infuse technology
throughout curriculum• Requires modeling best practices for students• Not focused on technology operations. It is
about getting the student to use technology for learning (not necessarily the teacher)• Measurable only by student output. • It is about doing something together with the
students not to the students.• Out of the five domains, four are student
oriented and only for the teacher (PG)
Capacity Building in the 21st Century: ISTE NETS*A
• Demonstrates capacity to create technology-rich schools• Sets expectations on ICT usage• Creates and monitors feedback loops on
program effectiveness• Leads stakeholders at developing
localized ICT solutions• Facilitates professional development
opportunities
Comprehensive Capacity Building for Technology Integration
National Education Technology PolicyNETS*A
NETS*T
NETS*S
The success of each layer is
dependent on the success of those below it.
The capacity of our students demonstrates
the effectiveness of education. The NETS*S
is the ultimate objective for all technology policy.
Next: •Our Goal: Reduced cost of ICT + develop 21st Century Skills• Decided on the program to achieve our goal: BYOD•We have our benchmarks to measure our goal: (ISTE)
BUT• How do we know if the teachers are ready? Do they have
the capacity to implement the program and make it successful? Will lack of knowledge and poor attitude derail my project?
Technology Adoption Curve
Proof of Concept Mass AdoptionInitial
Adoption
The Technology “Chasm”
The Purpose of Good Assessment:A good assessment program, when set into an overall development framework, will provide an ongoing tool to evaluate teacher capability and will be the foundation for developing future PD which will take teachers to the next step.
It can profile teachers and yields information according to the Technology Adoption Curve. This enables more precise targeting on future initiatives and programs.
Assessment isn’t just about where you are but it includes a pathway to where you should be.
Characteristics of the
Assessment
Content Knowledge
Pedagogical Knowledge
and Practice
Attitudes and
Willingness
Technology Skills and
Knowledge
Content Knowledge is Important to Successful ICT Integration but is presumed to be addressed by
current PD and standards in place by the MOE.
Levels of Tech Integration into the Curriculum
Entry Adoption Adaption Infusion TransformationTeacher uses technology to
deliver content
Teacher allows students to use technology with
direction
Teacher as facilitator and students begin to independently
use technology tools
Teacher provides the learning context and students choose
tools to achieve learning outcome
Teacher encourages innovative use of
technology. Technology tools are
used to facilitate HOTS and learning
happens that would be impossible
without technology.
All teachers have different levels of capacity for using technology in the classroom. Capacity exists on a spectrum,
can be benchmarked, and can be improved.
Characteristics of Technological Learning Environment
Teachers can use a variety of approaches to create technology enriched learning environments for their students. Learning environments are characterized as:• Technology infused pedagogies• Multipurpose• Applies to all subject areas
Active Students use technology as a tool in routine classroom activities
Collaborative Learning environment utilizes technology to collaborate in and outside the classroom.
Constructive Students use technology to connect new information to prior knowledge
Authentic Students use technology to gather real-world data.
Goal Directed Students use technology to set their own goals and plan activities.
Teachers must be aware of their learning environments and learn how
to construct new ones through professional development
interventions.
Technology Integration MatrixEntry Adoption Adaption Infusion Transformation
Active
Collaborative
Constructive
Authentic
Goal Directed
Teachers must be profiled on a matrix of their ability as well as the context in which they are working.
Administration: B.Y.O.D.
Teachers
Assessment and Profiling Leads to
the proper selection of
teachers for this program: TIMs
Assessment for 21st Century Skills: ISTE NETS*S
Student Technology Leaders Program
Administrative Level
Implementation Level
Customized Professional
Development Modules
Examples of Additional Programs: • A VLE/LMS• Communities of Practice• Sustained Professional
Development• Peer Mentoring• Personal Learning
Networks
StudentsIST
E NET
S*T
ISTE NETS*A
Feedback
PBL Assessment to NETS*S