Meet the Practitioners

One of the new highlights in iCTLT2016 is the Meet-the-Practitioners Session. This sessions allow delegates to engage in conversations with practitioners from at least 2 schools who have designed and enacted lessons with impactful use of ICT. Participants will gain a deeper understanding of the practices, thoughts and learning behind the designs and innovations through sharing by practitioners and a hands-on experience.

The practitioners will share their experiences and learning points from the perspectives as a designer for learning and reflective practitioner viz:

  • the considerations of designing effective learning experiences integrated with ICT that bring about the expected student learning outcomes; and
  • the thoughts and learning of a practitioner in the design, enactment and evaluation of ICT integrated learning experiences.

Learning through Games to develop student’s 21s century competencies in Primary CCE & Social Studies

DATE: 30 March 2016
TIME: 11.30am - 12.30am
VENUE: MR332 

 

North Spring Primary School and Radin Mas Primary School have designed and implemented ICT-enriched game-based learning experiences to develop students’ 21st century competencies.

Interact with the practitioners and participate in a hands-on experience to gain insights on how the practitioners

  • Design the learning experiences guided by Kolb’s Experiential Learning Model.
  • Enact ICT-enriched lessons to guide students to collaboratively synthesize their learning.
  • Evaluate students’ learning through on-going feedback and outcomes in the games.

Learning Chemistry through Games

DATE: 30 March 2016
TIME: 3.30pm - 4.30pm
VENUE: MR332 

 

The wRiteFormula project team adapted the discovery-learning approach (Wirtz, Kaufmann, & Hawley, 2006) to incorporate the use of a specially designed wRiteFormula game to engage and motivate students to learn ionic compound nomenclature.

Join a discussion with the practitioners to gain insights on how, in their unique school contexts, they:

  • Designed the learning experience with the help of lesson design principles organised into the activities, participation structure and social surround layers (Kapur & Bielaczyc, 2012);
  • Enacted and reflected on this wRiteFormula-supported discovery-learning approach lesson.

Participants are advised to download the wRiteFormula game into their personal android or iOS device prior to attending the session.

Developing Critical Viewing in Secondary English Language through Multi-modal literacy

DATE: 30 March 2016
TIME: 4.30pm - 5.30pm
VENUE: MR332 

 

In today’s digital landscape, students are recipients of an extraordinary amount of multimodal information. To help them develop critical viewing competencies, the Educational Technology Division worked with practitioners to design the systemic approach to the viewing of visual and film texts. The theoretically-grounded approach provides students with the meta-language, and helps them to: (1) develop awareness of the genre (features and functions); and (2) acquire a sensitivity to the common multimodal strategies used for engagement.

Through interacting with the practitioners, you will glean insights into how the practitioners

  • Enact the lessons supported by the use of collaborative annotation platforms
  • Evaluate student learning with pre-post tests, artefacts, students’ feedback and teachers’ reflections

Science Inquiry Through Visualisation and Modelling

DATE: 31 March 2016
TIME: 10.30am - 11.30am
VENUE: MR332

 

The use of visualisation and modelling is a key to bridge concrete and abstract science concepts in science inquiry.

Interact with practitioners, from an eduLab project and Learning Community, and participate in a hands-on experience to gain insights on how the practitioners

  • Design the learning experiences by considering three layers of design principles: Activity, Participation Structure and Social Surround.
  • Enact ICT-enriched lessons using a guided-inquiry and progressive modelling approach supported by the use of simulations, videos and collaborative platforms.
  • Evaluate students’ learning by means of ICT tools for formative assessment.

Exploring ICT in Problem Based Learning for Chinese Language

DATE: 31 March 2016
TIME: 11.30am - 12.30pm
VENUE: MR332 

 

The Secondary Chinese Language Community of Practice (CoP) comprising 7 schools designed and implemented ICT-enriched problem-based learning experiences to develop students’ argumentation competencies.

Interact with the practitioners and participate in a hands-on experience to gain insights on how, as a CoP, the practitioners

  • Design the learning experiences through crafting an ill-structured problem scenario using Hung’s (2009) “3C3R model” and integrated Web2.0 applications in the PBL process.
  • Enact  ICT-enriched lessons to guide students to identify issues through thinking scaffolds, work collectively to explore evidences and organise their ideas, and synthesize their learning.
  • Evaluate students’ learning through a set of rubrics developed by the CoP to assess students’ argumentative competencies

Exploring ICT in Learning from Assessment (AfL) in Primary Mathematics

DATE: 31 March 2016
TIME: 2.00pm - 3.00pm
VENUE: MR332 

 

The AfL - Primary Math Community of Practice (CoP) comprising 3 schools incorporated inductive thinking into the design and implementation of ICT-enriched learning experiences to develop students’ mathematical reasoning and communication skills. Based on the students’ artefacts, real-time feedback from teachers and peers are facilitated to move learning forward.

Interact with the practitioners and participate in a hands-on experience to gain insights on how, as a CoP, the practitioners

  • Design the learning experiences to create opportunities for inductive thinking with the necessary cognitive scaffolds in an ICT-enriched learning environment.
  • Enact ICT-enriched lessons to guide students in acquiring mathematical conceptual understanding through the inductive thinking approach and in reasoning and communicating mathematical ideas with the different scaffolds to deepen their understanding.
  • Evaluate students’ learning based on the thinking made visible by providing real-time feedback to move the learning forward (AfL in practice)