Selection, Production and Utilization ofAppropriate Technology Tools for Instruction

Educational Technology 1 served:

• To orient the learner to the pervasiveness of educational technology

• To lend familiarization on how educational technology can be utilized as the media for the avenues teaching-learning process in the school

• To uplift the learner to human learning through the use of technology

• To impart skills in planning, designing, using and evaluating the technology-enriched teaching learning process

• To acquaint learners on basic aspects of community education, functions of the school media center

• To introduce the learner to what is recognized as the third revolution in education… the COMPUTER.

Information Communication Technology applications:

• Word Processing

• Spreadsheet

• PowerPoint Presentation

• Internet

• Operating System

Educational Technology 2 objectives:

• To provide education in the use of technology in instruction by providing knowledge and skills on technology integration-in-instruction to learners

• To impart learning experiences in instructional technology-supported instructional planning

• To acquaint students on Information Technology or IT-related learning theories with the computer as a tutor

• To learn to use and evaluate computer-based educational resources

• To engage learners on practical technology integration issues including managing IT classrooms, use of the Internet for learning, cooperative learning through the use of information technology

• To inculcate higher-level thinking and creativity among students while providing them knowledge of IT-related learning theories

Progressive countries in the Asia Pacific Region have formulated state policies and strategies to infuse technology in schools to provide confidence to educators that they are taking the right steps in adopting technology in education.

Five progressive states/city imposing ICT policies and strategies in schools, namely New Zealand, Australia, Malaysia, Singapore and Hong Kong.

Goal

Government with the education and technology sectors, community groups, and industry envisions to support to the development of the capability of schools to use information and communication technologies in teaching-and-learning and in administration.

Strategy

• Improving learning outcomes for students using ICT to support curriculum

• Using ICT to improve the efficiency and effectiveness of educational administration

• Developing partnerships with communities to enhance access to learning through ICT

Focus areas

• Infrastructure for increasing schools’ access to ICTs to enhance education

• Professional development so that school managers and teachers can increase their capacity to use ICT

Initiatives

• An on-line resource center with centrally managed website for the delivery of multi- media resources to schools

• A computer recycling scheme

• A planning and implementation guide for schools

• ICT professional development school/clusters

Planning, funding and implementation strategies:

• Fast local and wide area networks linking schools across the state and territory• Substantial number of computers in schools, ensuring adequate access• Continuing teacher training in the use of technology for instruction• Technical support to each school• Sufficient hardware and software• Digital library resources• Technology demonstrations as models for schools

Teaching-and-Learning includes:

• Classroom with multi-media, presentation facilities, e-mail and groupware for collaborative work• Library media center with database for multimedia courseware and network access to the internet

• Computer laboratory for teaching, readily accessible multimedia and audiovisual equipment

• Multimedia development center• Studio / theatre with control room• Teachers’ room with on-lie access to courseware catalogues and databases, information and resource management systems and professional networking tools, such as e-mail and groupware

• Server room• Administration offices capable of accessing the network

Curriculum and assessment

• A balance between acquisition of factual knowledge and mastery concepts and skills

• Students in more active and independent learning

• Assessment to measure abilities in applying information and communicating

Learning resources

• Development of a wide range of educational software for instruction

• Use relevant internet resources for teaching- and-learning

• Convenient and timely procurement of software materials

Teacher development

• Training on purposeful use of IT for teaching

• Equipping each trainee teacher with core skills in teaching with IT

• Tie-ups with institutions for higher learning and industry partners

Physical and technological infrastructure

• Pupil computer ratio 2:1

• Access to IT in all learning areas in the school

• School wide network and school linkages through wide area network (WAN), eventually connected to Singapore ONE

IT initiatives

• 40 computers for each primary schools and 82 computers for each secondary schools• About 85,000 IT training places for teachers at four levels• Technical support for all schools• Information Education Resource Center• IT coordinator for each of 250 schools• Computer rooms for the use of students after normal school hours

• An IT Pilot Scheme• Review of school curriculum to incorporate IT elements• Development of appropriate software in collaboration with government, the private sector, tertiary institutions and schools• Exploring feasibility of setting up an education- specific Intranet

External manifestations of technology integrationInto instruction:

• There’s a change in the way classes are traditionally conducted

• The quality of instruction is improve to higher level

• There is planning by the teacher on the process of determining how and when technology fits into the teaching-learning process

• The teacher sets instructional strategies to address specific instructional issues/problems

• The use of technology provides the opening of opportunities to respond to these issues/problems

• Technology occupies a position in the instructional process