ICT Training 3 – BY(i)TES Domain 3

Cheong Tuck Wai

HOD ICT

BY(i)TES – 3 Domains

Teacher Use School ICT Leadership

Teacher

Use

PupilInvolvement

BY(i)TES

BY(i)TES: 3 – TEACHER USE

Indicator No.

Description of indicators

3.1 Teachers demonstrate integration of ICT into the curriculum, instruction and assessment

3.1.1ICT integration into curriculum,

instruction and assessment

3.1.2 Teachers’ use of ICT tools

3.1 Teachers demonstrate integration of ICT into the curriculum, instruction and assessment

Indicator 1 2 3 4

3.1.1

ICT integration

into curriculum,

instruction and

assessment

Teachers

integrate ICT

into lessons

on an ad hoc

basis.

Teachers

integrate ICT into

schemes of work

and carry them

out.

Teachers

integrate ICT into

schemes of work

and carry them

out.

Teachers use

products of

pupils’ learning to

review and

improve on the

schemes of work

and practices.

Teachers

integrate ICT into

schemes of work

and carry them

out.

Teachers use ICT

to diagnose the

pupils’ learning

processes and

evaluate products

of pupils’ learning

to review and

improve on the

schemes of work

and practices.

CPA unit uses the students ICT

assignments in Semester 1 to review

and improve for implementation for

Semester 2

3.1 Teachers demonstrate integration of ICT into the curriculum, instruction and assessment

Indicator 1 2 3 4

3.1.2

Teachers’

use of ICT tools

Teachers use

ICT tools for

presentation

and mastery

learning only.

Teachers use ICT

tools for

visualisation,

modelling,

manipulatives,

game activities,

and customised

instruction

(e.g. self-paced

mastery learning,

with immediate

feedback

provided)

Teachers use ICT

tools to support

authentic learning

tasks, to facilitate

problem solving /

decision-making /

investigation and

independent

learning.

Teachers use ICT

tools to create

holistic, interactive

learning

environments.

EL Dept uses audio books, videos, movies and songs to allows pupils to explore, discuss and interact with real-world problems, contexts or situations that are relevant to them

GLOSSARY OF TERMS

TERM DESCRIPTION

Mastery Learning

An instructional strategy that enables pupils to advance to a subsequent

learning objective only after they have demonstrated proficiency in the

current one, usually done through drill and practice.

Authentic Learning

A pedagogical approach that allows pupils to explore, discuss and interact

with real-world problems, contexts or situations that are relevant to them.

Independent Learning

An instructional approach which allows pupils to meet their personal learning

needs by selecting their own learning objectives, learning resources and

mode(s) of learning.

VisualizationUsing images, diagrams or animations to communicate abstract or complex

ideas.

ModellingUsing digital 3-D representations to show the structure or workings of an

object, system or concept.

Construction of

Knowledge

Involves conducting meaningful inquiry, research, sharing, discussion of

results and engaging in reflection in order to produce knowledge in

meaningful ways.

GLOSSARY OF TERMS

TERM DESCRIPTION

Holistic,

interactive

learning

environments

In holistic, interactive learning environments, the

following elements are present:learning tasks requiring learners to solve/investigate authentic problems both independently and collaboratively,learning products requiring the creation of new products/ knowledge to demonstrate learning through the articulation of ideas, assumptions and thoughts,learning activities promoting connectivity with the communitylearning methods enabling continual reflection, assessment and revision of own learning.

BY(i)TES: 3 – TEACHER USE

Indicator No. Description of indicators

3.2 Teachers work collaboratively with one another on ICT activities

3.2.1 Nature of collaborative activities

3.2.2 Scope of teacher collaboration

3.2.3 Extent of teachers involved in collaborative activities

3.3 Teachers educate pupils on the ethical and safe use of ICT

3.3.1 Teachers educate pupils on the ethical and safe use of ICT

3.2 Teachers work collaboratively with one another on ICT activities

Indicator 1 2 3 4

3.2.1Nature of

collaborative activities

Collaboration

on ICT

activities

Involves

mainly the

exchange of

information.

Collaboration on

ICT activities

involves the

exchange and

analysis of

information.

Collaboration on

ICT activities

Involves

problem

solving/decision

Making/

investigation

or the design

and production

of new

resources.

Collaboration on

ICT activities

Involves

research in the

use of ICT in

education and

the development

of best practices.

D&T teachers collaborated by collating and organizing of online pictures, mindmaps, sketches drawn from tablet PC and websites to trigger students awareness of design opportunities

3.2 Teachers work collaboratively with one another on ICT activities

Indicator 1 2 3 4

3.2.2

Scope of teacher

collaboration

Teachers

collaborate on

ICT activities

with teachers

in their

departments.

Teachers

collaborate on

ICT activities

with teachers

across

departments.

Teachers

collaborate on

ICT activities

with teachers

from other

schools in

Singapore.

Teachers

collaborate on ICT

activities with

teachers from

schools outside

Singapore or

with organisations

such as Institutes

of Higher Learning.

RS

Dept need to identify collaboration with other depts and even to cluster schools

3.2 Teachers work collaboratively with one another on ICT activities

Indicator 1 2 3 43.2.3

Extent of teachers

involved in collaborative activities

Few school’s

teachers

collaborate on

ICT activities.

Some of the

school’s

teachers

collaborate on

ICT activities.

Many of the

school’s

teachers

collaborate on

ICT activities.

Most of the

school’s teachers

collaborate on ICT

activities.

RS

•Within our dept can we form small teams to collaborate on ICT?•Can we divide the teams to take turns to collaborate termly by rotation?•Maybe 3 Maths trs in term 1 another 3 in term 2? Last 3 in term 3?•Term 2 Trs collaborate with Trs in other dept and term 1 trs collaborate •with cluster school trs?

3.3 Teachers educate pupils on the ethical and safe use of ICT

Indicator 1 2 3 43.3.1

Teachers educate

pupils on the

ethical and safe

use of ICT

Lessons

on the

ethical

and safe

use of ICT

are

conducted

as and

when the

opportunit-

ies arise in

the

curriculum.

Lessons on

the ethical and

safe use of ICT

are conducted

based on a set

of guidelines

developed by

the school.

Teachers

model the

ethical and

safe use of ICT.

Lessons on the

ethical and safe

use of ICT are

conducted

through a formal

school-based

curriculum.

Teachers model

the ethical and

safe use of ICT.

The implementation

of the programme is

tracked and the

curriculum is

reviewed at least

annually.

Lessons on the ethical

and safe use of ICT are

Conducted through a

formal school-based

curriculum which is

integrated with other

subjects taught in the

school.

Teachers model the

ethical and safe use of

ICT.

The implementation of

the programme is tracked

and the curriculum is

reviewed at least

annually.

GLOSSARY OF TERMS

TERM DESCRIPTION

Safe use of ICT

Ensuring security when engaged in ICT environment.

This may be achieved by installing firewall and updating

anti-virus software.

It also includes applying internet skills when engaged in

online social networking such as chats, forums and

blogs. It involves developing and empowering teachers

and pupils to take responsibility for their own wellbeing

in cyberspace.