ICT Vision
ICT will be used
effectively to enhance teaching and learning in all areas of the curriculum, to
support collaborative and co-operative learning, to develop higher order
thinking skills, to assess learning and to help all students realise their
educational and social potential.
Each
subject area will use specific skills for ICT integration into the curriculum.
How will the ICT vision be realized?
In order
for the ICT vision to be realized, it is important that it fits seamlessly into the existing curricula, involving all
teachers and students and present enough opportunities for practice.
— Natural
Fit: Ensure that there is a natural fit
of ICTs into existing curricula in the school and plan for its use.
— Pacing
student involvement: The school should plan to implement the baseline ICT
Standards to all the students in school concurrently or start with some groups
of students first before extending to the rest of the school.
— Opportunities
for Practice: The school should look into integration of the baseline ICT
Standards into both formal and informal school programmes. Integration will
take place in various subjects, project-based work and community involvement
programmes to increase the frequency students have to practise the skills.
— Readiness
of Teachers and Students: Integration of the baseline ICT Skills can be
achieved through the use of different types of ICT tools. My school can start with tools that teachers
and students are more comfortable with first before moving on to other less
familiar tools
Learning Areas
Mathematics
ICTs will
permeate every facet of the Mathematics curriculum. Teachers should select or create
mathematical tasks that take advantage of what ICT can do efficiently such as graphing, producing dynamic images,
computing and providing access to data. Useful tools include graphic
calculators, interactive whiteboards and other audiovisual aids, together with
a range of software packages. The internet and the world wide web can also be
used to design effective learning tasks, such as simulating problem-solving
situations that are difficult to create without technology .
Science
To provide a useful
set of ICTs and other tech tools for Science Teachers to utilise in their
classrooms.
• ICT
widens the range of material that can be used in teaching and learning to
include text, still and moving images and sound, and increases the variety of
ways that the material can be used for whole class and individual learning.
• The
multi-media resources available enable visualisation and manipulation of
complex models, three dimensional images and movement to enhance understanding
of scientific ideas
• Use
of the World Wide Web to source information from the following sources:
v Wikis
v ICT
Tutorial networks
v Science
e-journals and bulletins
v Science
educational blogs
• Smart
Boards
• Virtual
Fieldtrips
English
Purposeful and appropriate application of ICT in English can provide
students with opportunities to use their ICT capability to assist and progress
their learning in English
• Use
of the World Wide Web to build language skills.
Ø www.mapskip.com for the students to find a location on the
map, write about it and upload pictures and voice recordings.
Ø www.mind42.com This mind mapping allows students to create a cluster diagram for writing ideas
as well as provides a visual avenue for demonstrating the functions of parts of
speech.
Ø www.pbwiki.com This provides an avenue for students to work
collaboratively on any wiki assignment.
Movies, pictures and documents can be uploaded.
Home Economics
• Theory will be supplemented with practice and ‘how
to’ videos on YouTube and other teaching sites.
• Research
will be done using the World Wide Web by teachers and students.
• Students
will be given tasks that require the use of ICTs, for example, create videos on
how to complete practical tasks.
• Students
will use ICTs to make presentations
• Lessons
will be planned and taught incorporating the use of ICTs.
Comparison of Traditional
Teaching with ICT Integrated Teaching
|
Traditional Teaching
|
ICT Integrated Teaching
|
|
•
Use of chalk and talk
•
Research involved encyclopedias and other texts in the library.
•
Interaction, if any, was mainly between the teacher and the students.
•
Learning takes place in the classroom with specific time frames (rigid
time frames).
•
Students can only access work at school.
|
•
Use of interactive white board
•
Develop or conduct research in order to
increase their horizons.
•
Increasing levels of interaction between
student and teacher learning (enhance interactivity).
•
Allows the interaction of learning from
anywhere and at any time (time and place flexibility).
•
Flexible in terms of time, where students can
learn according to the time owned
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