By Lee Yong TAY, Cher Ping LIM
The worldwide point of financial, ecological, social, political and cultural integration throughout country states and the quick development of expertise have led to alterations which are a part of globalisation. Our scholars are anticipated to be brokers of switch instead of passive observers of global occasions; and even as, to reside jointly in an more and more diversified and complicated society and to mirror on and interpret quickly altering info. In the sort of new international order, the holistic improvement of our scholars, particularly within the cognitive, aesthetics, actual, social and ethical, management and worldwide domain names, is pivotal. This edited publication offers descriptive and interpretive money owed of the way an basic tuition within the FutureSchools@Singapore programme creates holistic technology-enhanced studying reviews for its scholars on the school room and college degrees. by way of documenting those money owed and linking them to pupil studying results, the college will prepared the ground in delivering attainable versions for the seamless and pervasive integration of data and verbal exchange applied sciences (ICT) into the curriculum for the holistic improvement of our scholars.
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Extra info for Creating Holistic Technology-Enhanced Learning Experiences: Tales from a Future School in Singapore
In addition, the school also encouraged the teachers to be practitioner-researchers by looking deeper into and evaluating their own practices. Teachers would share their projects and research studies during their in-house research seminar and also at local and international conferences. A few of the teachers were also actively publishing their research articles in international refereed journals and books. The main contradiction in the professional development activity system came more from the need to follow the training guidelines as set by the ministry and the school, as shown in Figure 6 with the lightning-shaped arrows.
Handsfield, L. , Dean, T. , & Cielocha, C. M. (2009). 0. The Reading Teacher, 63(1), 40-50. Hartley, J. (2007). Teaching, learning and new technology: A review for teachers. British Journal of Educational Technology, 38(1), 42-62. Huffaker, D. (2005). The educated blogger: Using weblogs to promote literacy in the classroom. AACE Journal, 13(2), 91-98. Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241-267. Jones, R. M. (2003). Local and national ICT policies.
After ensuring sufficient ICT infrastructure for both teachers and students, schools need to employ technical assistants for maintenance work and to ensure that the infrastructure adheres to the software as well as the implementation procedures (Divaharan & Lim, 2010). ICT coordinators are needed to keep schools up-to-date with new developments of ICT, decide the direction of ICT use, and organize training for teachers. Through planning, allocating resources and budget, and giving technical and curriculum support, such coordinators guide communities of teachers in the implementation of ICT-based teaching and learning (Lai & Pratt, 2004).