The INTRODUCTION highlights...
The impact (disruption) of technology to everyday 'operations' and habits (e.g. the introduction of email and social networks)- Individual: Convenience and Closelessness
- Institution: Social development and Cultural understanding
- Hence, the need of changes to our 'standard mode of operation' to keep up with these changes
- There are also new 'definitions' (understanding)
- e.g. Subject "Computer Studies" become popular
- However, different people define it differently
- Is it a subject/discipline? or it's learning to use the tool as a productivity tool? or it is a tool that helps one to gain understanding of a subject and demonstrate their understanding (and creativity) through creation? [i.e. a learning tool]
Today's Learner
- They grow up in a technology-rich environment, hence their behaviour, attitude and expectations towards would differ from the generation in the past.
- Hence teachers should be sensitive to the needs of these learners and modify their delivery approach accordingly.
- Professional development of teachers, to level up their competency and readiness to bring about 'transformation' to their approach.
- ICT resources - to be mindful of the design of ICT resources. Some software are designed to 'promote' drill and practice, which is against the spirit of using technology to construct knowledge.
- Physical setup - classrooms following the 'old design' are no longer relevant and they do not support the desired changes that the teachers wanted to promote.
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Indeed, I was making comparison with what was done in Singapore (with what's described in the book, the Australian context).
Interestingly, the approach sounds familiar; and I could see some of the suggestions were unfolded in the past few years.
2. Linking back to the Singapore context
- The ICT Connection: http://ictconnection.edumall.sg/
- IT Masterplan Journey
- Masterplan 1; Masterplan 2
- Understanding Masterplan 3
- Goals and Vision
- For Students - Self-directed Learners & Collaborative Learners
4. SAMR, a model for 21st Century Learning (by Dr Ruben Puentedura, University of Maine) that looks at the type of technology used and its effect on student learning. It emphasizes the importance to move from the enhancement stage to transformation stage.
