[BLOG 3] Which achievements of the MPS are evident?

I feel that Ai Tong Primary is well advanced in ICT resources and infrastructures. For teaching purposes, there are 4 computer centres available in the school; a computer (with internet access & speakers), visualizer, projector, telephone, microphone speakers in every classroom; certain classrooms (especially for lower primary) fitted with the Promethean (interactive) whiteboards for lively classroom lessons; strong and reasonably broad bandwidth WIFI access within school compound; an online McOnline.com account for every student for E-learning, homework, projects, etc.; special apparatus for science experiments.

For administrative purposes, weekly announcements/information/administrative matters are delivered through NewsFlash (E-newsletter) via emails; special programmes, CCAs, remediation lesson information are uploaded onto the Ai Tong parent’s portal to update them; school SMS system to inform/remind parents and/or teachers about school matters; usage of Google docs among teachers to facilitate sharing/consolidating of ideas, meeting minutes, etc.. Not to forget, the many other systems initiated by MOE that are already in place (eg.: email, P2MS, TRAISI, etc.)

In that sense, the goals of MP1 have been achieved here at Ai Tong. Teachers here are well equipped with the necessary ICT resources to enhance creative thinking and generate innovative processes in their teaching. Administrative and management matters are also managed with efficiency through the aid of ICT infrastructures in place. Not only so, teachers are also aware of the positive aspects of using ICT in their classroom deliveries. The willingness to explore and make use of informative and interactive websites such as Wikipedia, YouTube, channelnewsasia.com, etc. helps them enhance the learning experience of their classes. Online homework, projects and discussions are also done to evoke self directed learning and collaborative learning among students, also to help academically weaker ones catch up at their comfortable pace. In other words, ICT is being used as a tool here to customise education to meet the needs and abilities of pupils as much as possible, which is concurrent to the vision of MP2.

Also, frequent workshops (both internal and those conducted by vendors) are arranged to teach and update teachers of certain useful softwares, websites and equipment. ICT competency levels of teachers are constantly upgraded by means of such workshops, external courses and mutual sharing and teaching. Many teachers are very willing to learn and upgrade themselves, in a bid to enhance and value-add their teaching capabilities. Though the usage of ICT in lessons require much effort and planning, many are willing to go the extra mile to do so.

[BLOG 2] Opinions on MOE Masterplans for ICT in Education

Technological advancement over the 20^th and 21^st century have brought-about wireless global interconnectivity, a great deal of real time information sharing and most certainly, altering lifestyles and creating new cultures and habits. With the upcoming (and continuous improving) of the Googles, the YouTubes and Wikipedias, knowledge can be acquired over the Internet with the click of the mouse. With popular social utility online tools such as Facebook, Tweeter and MSN messenger, barriers between one another have been broken down and we now have the ability to alway ‘keep-in-touch’, or even resolve an issue with a touch on our iPhones and Blackberries.

More so in Singapore: our handphone usage (1436 subscription per 1000 population, 2010. See: http://www.singstat.gov.sg/stats/keyind.html) and Internet usage (74% of population households, 2005. See: http://www.singstat.gov.sg/pubn/papers/people/ssnmar06-pg17-19.pdf) are among the uppermost crust globally. It is not difficult to see our children playing with computer tablets on the public transports, or hear them talk about the latest MMORPG or Facebook games during their recess times. We now live in a face paced society that demands resourceful and efficient workers and leaders, and more often than not, we have turned to technology to help us improve our productivity, value-add our products & services and enhance our very livelihood.

In all, Information-Communication Technology (ICT) is already interwoven with our daily lives, and more so for the future generations! It is wise for us teachers, educators, parents, the education system as a whole, to realize the potential of using ICT as a tool in the development and nurturing of our children’s learning. The 3 Masterplans (MP) implemented by MOE aims to engage our pupils’ through innovative and experiential ICT resources and teaching, ultimately training and equipping them with the necessary skills for life long learning. I feel that it is important that for us to continue to work on and follow through the MP as whiteboard teaching and endless worksheets can no longer work be a one size fit all teaching method. Pupils of any given class have got different learning abilities and difficulties, and ICT provides teachers an avenue to help enhance the abilities of fast learners, and at the same time improve the capabilities of slower ones.

Also, with all the advantages that the Internet offers, it has its fair share of poisons. It offers instantaneous access to online gambling, pornography, radical religious and philosophical teachings, graphic images of violence, articles or comics littered with expletives and many others. The problem of cyber bullying is also prominent with the uprising of the many social media tools available. These are areas that we do not wish our children to venture into, and we need to guide them and equip them with the correct knowledge of the know-hows and what-to, and what-not-to-dos. It is important that the MP acknowledges this and places an emphasis on cyber wellness to safeguard our future generations against such vices.

As a primary school student, computers were a scarcity in my school and lessons were dominated by chalkboard and OHP deliveries. However, during my P5 and P6 years, the school underwent major renovations at the top level of the building to incorporate a computer lab. When it was eventually done, every pupil were so excited to go into the lab and use the computers. I remember attending a keyboard-typing class in the lab, where a typing software was used to teach us how to type quickly and accurately through simple instructions and typing games. It was my first time using a computer and that lesson really impressed upon me as I was able to challenge my friends to typing competitions and we had a ball of time. It was then that I learnt that I can just hold down on the ‘shift’ button to type a capital letter, instead of having to ‘caps lock’ every time. That was some 14-15 years back, but that particular lesson and the famed computer lab really helped open me to the world of keyboards, computers, Windows and Information Technology.

Now, as I train to be a primary school teacher, I feel that it’s important that I keep myself updated with the newest technological trends and teaching pedagogies. To know what are the hottest games/news/lingo/etc. available can also mean that I have another avenue to connect with my pupils and to have a better understanding of their inner world and challenges. To be trained and equipped with the latest technologies/pedagogies/resources available can also mean that I am able to deliver more interesting and meaningful lessons to my class in the classroom, and out of it.

[BLOG 1] ESE: Classroom Observations for ICT Use

Enhanced School Experience

As part of our student teacher training, NIE students taking the PGDE PRI or PGDE PRI (PE) course have to undergo the Enhanced School Experience (ESE) in their respective schools. During the ESE, we shadow experienced teachers, sit in their classes and observe how they carry out their lessons.

Teachers at Ai Tong Primary were really supportive in rendering their help, allowing myself and a few other student teachers to sit in their classes to observe how they use Information-Communication Technology (ICT) in their lessons to enhance pupil’s learning experience.

Class Primary 5H

Last week, I was in class Primary 5H for my classroom observation. Pupils here at Ai Tong are streamed according to their academic capabilities since primary 4. As such, P5H is notably weaker in their academic performance. Pupils of P5H have a below school average learning ability, and most of them struggle with subjects like Mathematics & Science. A handful of these pupils are relatively unmotivated as their foundations in these subjects are not strong. Extra efforts have to be put in by their teachers to spice up their lessons to better engage and teach these pupils. On a positive note, this is a very closely knitted class and they have a very healthy relationship with their teachers. Hence, most of the pupils are diligent in their homework, well behaved and attentive in class.

Classroom Observation: ICT usage

It was a double period, one-hour mathematics lesson. The teaching objectives of the lesson were as briefly follows:

• Pupils to understand the concept of volume
• Pupils are able to calculate the volume of cuboids and cubes using unit blocks
• Pupils are able to calculate volumes using the formula: Volume = Length X Breath X Height

To capture the attention and arouse the interest of the class, P5H’s mathematics teacher Mrs Wong started of the lesson by playing a video (Eureka Episode 25 – Volume & Density) from YouTube. The video quality was a bit grainy, and the narrator spoke with a tad of English accent. However, this ‘old’ and quirky sounding video was a hit among most of the students. It caught hold of their attention and the definition of volume was taught (Volume refers to the amount of space an object occupies). Important points and example shown during the video was emphasized again towards the end of the video.

With the class warmed up and ready for more, a Powerpoint presentation was used to introduce the importance of calculation of volumes. A simple example of how to calculate volumes of cubes and cuboids using unit blocks was shown using the Powerpoint slides. After which, example questions were shown on the slides and pupils were told to engage themselves in-group discussions and attempt the questions on the slides. After discussions, answers were flashed on the screen with a game-show effect and solutions were then explained.

Subsequently, the same teaching method was utilized to teach the calculation of volume using the volume = length X breath X height formulae. Examples of how determine the Length, Breath and Height of cubes and cuboids were shown, and examples of how to calculate the volume using the formulae were explained. Sample questions were then flashed onto the screen for pupils to solve and reinforce what they have learnt. Pupils engaged themselves in think-pair-share and tried to solve the questions together. Answers were revealed after their discussions to affirm what they learnt.

At this point of time, half an hour had already went by and as what Mrs Wong expected, pupils were starting to get distracted as their attention waned. A second video was now played to recapture their attention, and at the same time help internalize and memorize the volume formulae. The video, titled ‘Volume Song’ was also available from YouTube.com. The song had a catchy tune and its lyrics were the volume formulae.

Lastly, the visualizer was used to show the class some textbook example questions. Projections were projected on the whiteboard and pupils were invited to the board to solve the questions. Homework was also given to pupils in the form of online assignment through MConline.com. Pupils were to return home, login to their accounts and complete the questions online.

General Observation: How do teachers in the school feel about the use of ICT for teaching & learning

Most teachers welcome the use of ICT in their classes and lesson delivery. Majority does agree that ICT engages the students with learning and that it can generate interest in various subjects and topics. With the right tools/techniques used, ICT also helps with knowledge retention and application due to its interactive and engaging nature. However, teachers also acknowledge that they need more training on the use of new technology, software, etc. to better equip themselves and use ICT to its fullest potential. Also, more time is required of teachers to plan and integrate ICT in their classes, as compared to the traditional whiteboard teaching. As such, with increasing workloads for our teachers and when they are really squeezed for time, the use of ICT would at times take a back seat. Lastly, ICT is not an examinable subject per se; hence, pupils’ capabilities to use new technologies are not deemed as important as their conventional examination grades.