iCTLT 2016

A recent report released by OECD on 15 September, 2015 highlighted that students from countries that performed well in PISA actually had gone through a lower rate of ICT use compared to students from countries who had experienced a higher rate of ICT use.

So, is it true that computers are irrelevant to students’ performance?  Are the efforts and investments of Singapore’s ICT MasterPlans 1 to 3 ineffectual? Based on the report, it suggested that while technology can amplify great teaching, great technology cannot replace poor teaching. Hence, teachers' competency matters.

Methodist Girls’ School (MGS) shares the same belief that only good teachers can enable students to perform well and technology multiplies that effect.  In a recent experience in their 1:1 Computing, MGS was mindful not to make technology the main focus in its planning and implementation.  MGS felt that it was more important to address issues on how technology is used by teachers and how teachers are developed.  Hence, most of its efforts were concentrated on teacher training and culture building.

In this paper, MGS hopes to share a case study of its recent experience in promoting the use of technology and the professional development of its teachers and staff.  The introduction of some key initiatives such as 1:1 Computing programme and the positioning of professional Learning Communities (PLC) enhanced the staff culture and advanced the use of ICT to enable effective teaching, more engaged learning and raising overall productivity.  Learning and interactions are now richer on the staff to staff level and also that of teacher to student.  Feedback from students and teachers are very positive.

In this sharing, MGS will highlight how TPACK and SAMR models have guided the school’s approach in driving professional development.  The school will also share how the UNESCO ICT Competency Framework for Teachers helped frame the teachers’ competency continuum.