Making Connections between your ESE and the Masterplans for ICT in Education

In spite of Stamford Primary School's fervent efforts to move towards ICT learning and teaching, the extent of ICT implementation within the confines of the classroom is far and few. Granted, for the subject English, teachers are encouraged to flash powerpoint slides at the start of lessons as well as encourage the use of ICT in learning centres. Mathematics teachers are also encouraged to come up with creative methods in line with ICT teaching to deliver any lesson. Teachers are also required to submit ideas on ICT teaching and learning during time-tabled time. These are little steps taken in Stamford to ensure that ICT is perpetuated. However, due to the student demographic, progression towards achieving the aims of the third Masterplan is at a standstill unless resources are provided to ensure that students have access to ICT tools.

Judging for the Masterplans, it is evident that ICT learning and teaching is a two-way street. As much as teachers are expected to impart ICT skills to the students, students are also expected to practise such skills within the confines of their own time. Hence, if students do not even have computers of their own to practise on, how are they going to hone their skills? Therefore, it is imperative to provide the resources so as students can increase their exposure to ICT.  

From primary one to primary two, students are taught touch-typing, an integral aspect when it comes to ICT learning. This is taught by the English subject teacher, and is conducted once a week for two 30-minute periods. In my view, the paltry time assigned for ICT self-learning limits the students' exposure to ICT tools. On top of that, students with access to computers at home are encouraged to complete assignments through an online portal, LEAD.com. However, due to the student demographic, most students do not have access to computers at home. Thus, they will have to squeeze in time during touch-typing to complete the aforementioned assignments. The school tries to combat this downside by allowing students to use the computer lab facilities after school hours in assigned time brackets. 

I feel that in order for Stamford to be in line with the aims of the Masterplans, sufficient resources have to be provided to ensure that maximum exposure is provided for every student. This will then allow for similar progression when it comes to ICT learning. At the same time, teachers can conduct ICT independent learning efficiently and effectively without the need to revisit the framework or basics each time. Stamford has already fulfilled the aims of the first ICT plans by introducing ICT tools such as computers in each classroom, making sure that teachers are equipped with basic skills i.e. use of email, powerpoint, word and excel and ensuring that students are equipped with typing skills. However, it is apparent that the basic skills are not upgraded as the students proceeded up the level. This can be seen by the trouble they faced when it comes to basic internet searches.

In retrospect, Stamford does take necessary steps in order to equip the teachers with the necessary skills and information for ICT learning and teaching to be conducted. Exposing teachers to sharing platforms such as ANIMATE widens our creativity when it comes to implementing ICT in our teaching. Teachers are also encouraged to donate ideas to MOE ideas bank, where ideas can come in form of ICT learning and teaching. In addition, sharing of ICT resources through the sharing folders enables easy accessibility. 

While Stamford has met the aims of the first and second Masterplans, it has yet to come close when it comes to implementing the third Masterplan. As previously attested, it all boils down to availability of resources. I believe much can be resolved if more resources is provided to encourage independent ICT learning among students.

Masterplans for ICT in Education

In the advent of ever-changing technology, it is important for educators to keep up as well as educate their charges in order to maintain their lead in the competitive society. Hence, the development of the Masterplans is essential. The three Masterplans have a few aspects in common: they encourage both teachers and students alike to be equipped with vital skills in order to maximise the use of ICT for learning and teaching. These skills need to be honed as students reach various stages of their education endeavours. Hence, it will prove useful if ICT learning and teaching is targeted and implemented at the ground level. Therefore, MOE's aim of ensuring that ICT learning is evident in every school is valid. ICT learning encourages self-directed learning, which can be inculcated if proper resources are allocated to ensure that each schools or students have access to ICT tools. Self-directed learning will allow students to reach beyond their current capabilities and increase their repertoire of content, making them relevant in today's information hub. In addition, ICT learning and teaching breed creativity among both students and teachers alike. This creativity is integral in guaranteeing that interest in learning is piqued and constantly preserved. Hence, through developing ICT as elaborated in the Masterplans, students and teachers will have access to these creative avenues and further enhance their creative store when it comes to teaching and learning.

It is evident that the features of the three Masterplans have permeated into my learning during my various years as a student. Delving back to when Project Work as an A level subject was first introduced, it encouraged self-directed learning through the use of ICT in various modes. The fact that a portfolio on a particular subject had to be formed within a group forced us to adopt the ICT skills as mentioned in the three Masterplans. It was an eye-opening experience as well as a prelude to many other ICT learning instances. Fast-forwarding to my years in university, an example of ICT learning came in the form of cloud computing. Cloud computing proved to be a useful companion amidst the hectic timetable of a university student. It also allows learning regardless of location as encouraged in the Masterplans. Prevalent in universities is also the use of web-cast as a learning platform. During weeks where we had e-learning, web-cast lectures was a linchpin in ensuring that all students had access to the learning from where ever they are. In addition, web-cast allows constant revision at one's fingertips. This further encourages the incessant notion of self-directed learning.

The current Masterplan heavily encourages self-directed learning. Hence, it is important that teachers, especially beginning teachers, are able to incorporate self-directed learning into available ICT tools. Thus, beginning teachers will need to encourage students to develop necessary skills required. However, depending on which school one may be assigned to, the extent of inculcating such skills may be affected. Based on my ESE experience at Stamford Primary School, it was evident that at least 50 percent of the student population may not have access to computers at home. At the same time, the time allocated in school for ICT learning for each student was limited, hence it may be difficult to impart the necessary skills as aforementioned. Hence, as mentioned in the Masterplan 3, it is imperative that MOE ensures that each student is equipped with a form of ICT platform, be it a laptop or netbook. This will allow continual assurance that each student can perpetuate and improve their ICT capabilities.

In addition, from my ESE experience, it is evident that every school will move at different speeds when it comes to ICT learning and teaching. This is because each school differs in student demographics and profiles. Hence, without proper resources provided by MOE, students who are residing at the bottom end of the demographic spectrum will lose out. The disparity between both ends of the spectrum will burgeon. Therefore, it is imperative that MOE bridge this gap in order to provide equal opportunities for all when it comes to ICT learning. Otherwise, beginning teachers assigned to the bottom tier of the spectrum may experience troubles when it comes to using ICT in the classroom, i.e. having to teach from scratch each time. More time can be directed towards honing the ICT learning instead. With sufficient resources provided, effective and efficient ICT learning and teaching can be perpetuated.

My Enhanced School Experience (ESE)

Enhanced School Experience:

Preparatory Task for ICT for Meaningful Learning

Enhanced School Experience: Classroom Observations of ICT Use

(I)                Specific Observation

School Name: Stamford Primary School

Class: 2/6

Profile of the class:  The class has a healthy number of mixed-ability students. Majority of the students lie in the high and middle abilities range, with exception of three students who are in the LSP programme.

Subject: English Language (MLEA 1)

What ICT tools were used in the lesson? Computer i.e. Powerpoint Slides and Windows Media Player. Overhead projector.

Describe how ICT is used for teaching and learning in the lesson. ICT is employed on an everyday basis during an English lesson. For this particular lesson, prior to reading the current big book, students’ interests were rallied by playing a related song. The song enabled students to recall the topic of the big book. In addition, playing the song piqued their interests  and captured their attention. Whilst the song was being played in the background, powerpoint slides, with song lyrics and engaging pictures, were flashed to encourage pupils to sing along and, at the same time, learn and recall new words. Hence, the song acted as a mnemonic, especially for low ability students. Another aspect of ICT used during the same lesson was the employment of a video prior to class and group writing. The video viewing provided the students with a visual representation of what they would be writing later in the lesson. Showing the video was integral in providing students with a wider content repertoire hence expanding their creativity.

(II)             General Observation:

How do teachers in the school feel about the use of ICT for teaching and learning? (For this question, you may want to speak to the HOD/ICT and other teachers you know in this school)

In this day and age, students are more receptive to the use of computers during lessons. By using computers to deliver a lesson, teachers are able to create real-life examples which students can relate to. In addition, ICT also provides a platform of learning using a variety of media such as videos, flash games and even cloud computing, where students can work on the same document concurrently. ICT also helps in delivering pedagogy methods such as providing learning centres for pair work, i.e. think-pair-share. Now with the massive use of electronics such as Ipads and tablets in classrooms, teachers need not create ICT materials from scratch. There are a huge collection of ICT tools that can be easily accessed online by students and teachers alike. Hence, this makes it easier for ICT to be integrated in classrooms.