Positioning technology within 21st century
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This document discusses approaches to teacher education for the 21st century. It emphasizes developing skills like digital literacy, collaboration, creativity and global awareness in addition to strong content knowledge. Teacher training programs in Singapore are highlighted as examples, with a focus on practical experience, innovative pedagogies, mastery of core subjects, and developing skills and values like empathy, cultural competence and lifelong learning. The document advocates for educating teachers who can facilitate learning rather than just transmit information, and who are leaders shaping education and characters.
Positioning technology within 21st century
- 1. Prepared by: Asst. Prof Rhoda Myra Garces-Bacsal, PhD
- 4. Increasingly globalized economy requires a very different educational approach Moving beyond 20th century skills Effect: overemphasis on the use of technology
- 7. Video 1
- 8. What knowledge is of most worth? How do we take advantage of technology so we are not being controlled by our own designs? How do we move from traditional classroom to a virtual learning space?
- 9. How could technologies be applied effectively in their teaching? Preservice teachers must see technology in their teacher education programs Tech- nology as inter- woven in learning and activities Modeled by their professors and peers in classrooms 2.2 Million Available Apps as of March 2017
- 12. Source: Kereluik, Nishra, Fahnoe, & Terry (2013)
- 13. Source: Kereluik, Nishra, Fahnoe, & Terry (2013)
- 14. Providing a 21st Century Learning Experience PROGRAMME FOCUS Singapore: INNOVATIVE PEDAGOGIES
- 17. TEACHING SCHOLARS PROGRAMME National Institute of Education aims to develop future teacher leaders with broad perspective of education and who are well-grounded in content and pedagogy. The Straits Times | Aug 2014
- 18. Ability to effectively evaluate, navigate and construct information using digital technologies Able to seek out, organize, and process information from a variety of media Responsible use of technology and media
- 19. Harness the enabling power of technology NIE Well Said App on iTunes to improve pronunciation on the go! NIE mGEO App on iTunes to allow the students to share their findings online with others NIE mVideo App allows students to access interactive video content. (Flipped Learning) PROGRAMME FOCUS SINGAPORE: DIGITAL LITERACY
- 20. PROGRAMME FOCUS SINGAPORE: Curation of E-Tools at NIE
- 21. Synthesis of informa- tion from across domains Meaning construc- tion: making sense of various domains and their connec- tions Trans- discip- linary creativity Ability to filter and make sense of vast amounts of data
- 22. ● Multidisciplinary focus ● Strong content and pedagogical mastery ● Strong theory-practice nexus ● Deep understanding of learners ● Inquiry and research skills PROGRAMME FOCUS SINGAPORE: RIGOROUS PROGRAMME
- 23. Practicum – The Spine of the Programme Practicum, or field experience, is linked to student teachers’ courses and is critical to their growth and development as teachers. It is a period of time during initial teacher education that student teachers are attached to schools, in order to experience what it means to teach. PROGRAMME FOCUS SINGAPORE: GROWTH IN PROFESSIONAL PRACTICE
- 25. Able to reason effectively and use systems thinking Using knowledge to solve problems through breaking problem into smaller parts Able to determine risks associated with concrete situations Able to identify gaps in knowledge and ask critical questions
- 26. Good articulation skills using oral, written and nonverbal means Able to work effectively and respectfully with diverse teams
- 27. Able to turn ideas into action through risk- taking, effective planning, and project management Adopting alternative identities for the purpose of discovery and improvi- sation Ability to meaning- fully sample and remix media content
- 28. E- Problem Based LearningUse of videos, WiKi and other scaffolding toolsto facilitate PBL online. Video Games Leveraging on video games for the discovery of self-directed and collaborative learning principles in ICT (Oct 2010). Photocredit: CarolynLim P h o to c r e d it: C a r o ly n L im Mobile learning scavenger hunt Student teachers video-recording their peers at play for evidence of self-directed and collaborative learning (Oct 2010). P h o to c r e d it: P S A G PROGRAMME FOCUS SINGAPORE: CREATIVITY AND INNOVATION
- 29. CREATORS OF KNOWLEDGE NOT MERELY CONSUMERS FACILITATORS OF LEARNING NOT MERELY TRANSMITTERS ARCHITECTS OF LEARNING ENVIRONMENTS NOT MERELY IMPLEMENTERS SHAPERS OF CHARACTERS NOT MERELY PARTICIPANTS LEADERS OF EDUCATIONAL CHANGE NOT MERELY FOLLOWERS PROGRAMME FOCUS SINGAPORE: SOCIAL AND EMOTIONAL LEARNINGPROGRAMME FOCUS SINGAPORE: CREATIVITY AND INNOVATION
- 31. Mastery of nonroutine skills Mastery of flexibility, initiative, self- direction, productivity and responsibility Able to scan one’s environment and shift focus as needed Ability to manage one’s self and organize a diverse group of people to achieve a common goal
- 32. Global awareness Communication in foreign language Mastery of personal and interpersonal competencies Ability to travel across diverse commu-nities
- 33. “One of the first tasks of 21st century culturally proficient global teachers and other educators is to reflect on their own position, and of course, that of their institution regarding peace and character education.”
- 34. V1 – Learner- Centered Values • Em pathy • Belief that all children can learn • Com m itm ent to nurturing the potential in each child • Valuing of diversity V2 – Teacher Identity • Aim s for high standards • Enquiring nature • Quest for learning • Strive to im prove • Passion • Adaptive & resilient • Ethical • Professionalism V3 – Service to the Profession and Community • Collaborative learning and practice • Building apprenticeship and m entorship • Social responsibility & engagem ent • Stewardship SKILLS • Reflective skills & thinking dispositions • Pedagogical skills • People m anagem ent skills • Self-m anagem ent skills • Adm inistrative & m anagem ent skills • Com m unication skills • Facilitative skills • Technological skills • Innovation & entrepreneurship skills • Social & em otional intelligence KNOWLEDGE • Self • Pupil • Com m unity • Subject content • Pedagogy • Educational foundation & policies • Curriculum • M ulticultural literacy • Global awareness • Environm ental awareness Attributes of the 21st Century Teaching Professional KNOWLEDGE V3SK Framework – a compass for 21st century TE PROGRAMME FOCUS SINGAPORE: TEACHER IDENTITY AND VALUES
- 35. Student Exchange International Conferences Overseas Youth Expedition Project PROGRAMME FOCUS SINGAPORE: GLOBAL PERSPECTIVE
- 36. “...pick up other best practices from around the world” -Dr Jessie Png Sub Dean of Diploma Programme and School Partnerships
- 37. PROGRAMME FOCUS GLOBAL PERSPECTIVE OVERSEAS YOUTH EXPEDITION PROJECT “build a stronger sense of identity, be aware of ethical, social and environmental issues the world faces today, and feel empowered to be a voice in their own community”
- 39. PROGRAMME FOCUS SINGAPORE: SOCIAL AND EMOTIONAL LEARNING STRAITS TIMES 11 Sept 2017 Using multicultural picturebooks for social and emotional learning
- 40. Jella Lepman started the international children’s literature movement – endorsed the use of children’s literature to create intercultural understanding. She solicited children’s books from all over the world for this purpose. Books “would build bridges of understanding between the children who read them.” (Tom linson, in Stan & USBBY, 2002, p. 9 as cited by Buck, et al, 2011, p. 50)
- 42. Seven top Characteristics of Success at Google (2018) being a good coach communicating and listening well possessing insights into others (including others different values and points of view) having empathy toward and being supportive of one’s colleagues being a good critical thinker and problem solver being able to make connections across complex ideas
- 46. Emerging Picture of Schooling in the future with Empathy at forefront (Markham, 2016) Empathy underlies collaboration. Empathy is healthy. Empathy promotes whole-child learning. Empathy opens us up. Empathy powers up inquiry and project- based learning. Empathy triggers creativity. Empathy unites.
- 49. Mastery of core content Knowing when and why to use technology as one investigate s and critique one’s own knowledge . Increased global interactions require teachers to foster cultural competence, emotional awareness, leadership skills
- 51. Universal elements in teaching: 1. A teacher 2. A student 3. A Lesson
- 53. Video 2
- 55. References • Deng, Z. & Gopinathan, S. (2016). PISA and high-performing education systems: explaining Singapore’s education success. Comparative Education, 52(4), 449-472. DOI:10.1080/03050068.2016.1219535 • Garito, M. A. (2008). Universities in dialogue in a world without distance. In I. Guske & B. C. Swaffields’ (Eds). Education landscapes in the 21st century: cross-cultural challenges and multi-disciplinary perspectives (pp. 340-353). Newcastle, UK: Cambridge Scholars Publishing. • Kereluik, K., Mishra, P., Fahnoe, C., Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127-140. • Quezada, R. & DeRoche, E. (2008). Teacher education: preparing 21st century culturally proficient global teachers for their roles as peace and character educators. In I. Guske & B. C. Swaffields’ (Eds). Education landscapes in the 21st century: cross-cultural challenges and multi- disciplinary perspectives (pp. 385-406). Newcastle, UK: Cambridge Scholars Publishing. • Rajasingham, L. (2009). Breaking boundaries: quality e-learning for the global knowledge society. I-Jet 4 (1), pp. 58-65. • Silverstein, L. (2008) The internet & the innernet: a philosophy of education in the age of technology. In I. Guske & B. C. Swaffields’ (Eds). Education landscapes in the 21st century: cross-cultural challenges and multi-disciplinary perspectives (pp. 284-287). Newcastle, UK: Cambridge Scholars Publishing • Swaffield, B. (2008). The seven laws of teaching: new methods from an old paradigm. In I. Guske & B. C. Swaffields’ (Eds). Education landscapes in the 21st century: cross-cultural challenges and multi- disciplinary perspectives (pp. 288-299). Newcastle, UK: Cambridge Scholars Publishing • Swan, K., Lin, L. & van’t Hooft, M. (2008) Teaching with digital technology. In. C. A. Lassonde, R. J. Michael, J. R-Wilson’s Current Issues in Teacher Education: History, Perspectives and Implications (pp. 171-188). Springfield, Illinois USA: Charles C Thomas Publisher, Ltd. For questions, please email nie.mgbacsal@gmail.com