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(T)
Harnessing ICT to support the
mixed-mode delivery framework
(I)
O uso das TIC no apoio de um modelo
pedagógico multiestratégico
(A)
Koh Noi Keng
Ph.D, professora do National Institute of Education e da Nanyang Technological University -
Cingapura, e-mail: noikeng@live.com.sg
(R)
Abstract
To teach the net generation in today’s classrooms, it calls for innovative
teaching and learning strategies that are engaging so as to sustain learners’
interest in learning. This paper describes how Singapore has successfully
launched ICT initiatives in schools and expounds the use of the Mixed
Mode Delivery (MMD) pedagogical model in ICT-Rich classrooms
in Singapore educational context. This paper discusses how ICT is
harnessed so as to support the MMD model where student teachers
are empowered with a wide repertoire of strategies and tools to create
a more positive learning environment. The paper concluded with the
remark on the importance of the MMD as a viable pedagogical model
for sustaining interest of learners in a high-tech world.
Palavras-chave: ICT. Learning environment. Learners’ perceptions and
attitudes. Mixed-mode delivery.
ISSN 1518-3483
Licenciado sob uma Licença Creative Commons
Rev. Diálogo Educ., Curitiba, v. 10, n. 31, p. 615-629, set./dez. 2010
616 KENG, K. N.
Rev. Diálogo Educ., Curitiba, v. 10, n. 31, p. 615-629, set./dez. 2010
Resumo
Atualmente, para ensinar em sala de aula a geração que tem sido denominada
de net, exige-se um ensino inovador e estratégias de aprendizagem engajadas
de forma a sustentar o interesse dos alunos na aprendizagem. Este artigo
descreve como Cingapura lançou, com sucesso, iniciativas para o uso das
Tecnologias da Informação e Comunicação (TIC) em suas escolas e ainda
apresenta o uso de um modelo pedagógico multiestratégico (Mixed Mode
Delivery – MMD) em salas de aula, amplamente providas de ferramentas
advindas das TIC. O estudo discute como as TIC são utilizadas para dar
suporte ao modelo multiestratégico, no qual professores/estudantes dispõem
de um vasto repertório de estratégias e ferramentas para criar um ambiente
de aprendizagem mais positivo. O artigo conclui assinalando a importância
do MMD como um modelo pedagógico viável para manter o interesse dos
alunos no mundo da alta tecnologia.
(K)
Palavras-chave: TIC. Ambientes de aprendizagem. Percepções e atitudes do
aprendiz. Modelo pedagógico multiestratégico.
Introduction
Information Communications Technology (ICT) has been
leveraged upon to transform our learning environment in Singapore
schools for more than 10 years now. Unlike previous approaches to
using ICT which placed a high degree of structure or control on the
learner, the new technology-rich classrooms provide an environment
permitting more learner choices. Learners can explore and be responsi-
ble for their learning. The learning environment is essentially unlimited
exploration and learning is more exciting. The learners become more
engaged with the material; develop problem solving skills and critical
thinking skills rather than just a passive receiver of content. The learning
features available with the new technology tools make it possible to do
more for the effective harnessing of ICT in teaching and learning in
the classroom and beyond.
This paper provides a background of how Singapore launched
ICT in schools and describes a pedagogical framework which is ICT-rich
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called the “Mixed-Mode Delivery” (MMD) model, provides teachers with
more room to innovate in teaching and learning, and to move beyond
the boundaries of the physical classroom. It subscribes the constructivist
approach to learning, and is therefore based on the idea that the learner
constructs his or her own knowledge through negotiation of meaning
(HAND; TREAGUST; VANCE, 1997). According to Tobin and Tippins
(1993), constructivism has been used as a referent for building a classroom
that maximizes student learning. In such a classroom, the teacher takes
account of what students know, maximizes social interactions between
learners so that they can negotiate meaning, and provides a variety of
sensory experiences from which learning is built.
Background on Singapore education initiatives
This section highlights current initiatives undertaken by Ministry
of Education (MOE) Singapore and traces the development of the three
ICT Masterplans: Masterplan 1, 2 and 3. Masterplan 3 aims to improve
service delivery and competitive advantage through using ICT. Singapo-
re invests substantially in ICT networks. By 2012, the Next Generation
National Broadband Network under the iN2015 Masterplan will be ready
to support ultra-high speed connectivity, creating new opportunities for
our economy, government and society. Schools, in particular, will be able
to tap on the increased bandwidth to enhance teaching and learning in
our schools. The rst Masterplan to achieve this was started more than
a decade ago.
In line with the national infocomm Masterplan for Singapore
Intelligent Nation 2015, MOE recently rolled out the Masterplan 3 (MP3)
which aims to equip students with skills in a knowledge-based economy.
Attached is an overview of the development of the MOE ICT master
plans for Singapore:
a) rst Masterplan for ICT in Education (1997-2002) - provision of
basic ICT infrastructure in schools and in equipping teachers with
a basic level of ICT integration competency;
b) second Masterplan for ICT in Education (2003-2008) - strengthening
the integration of ICT into the curriculum, establishing baseline
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ICT standards for students, and seeding innovative use of ICT
among schools;
c) third Masterplan for ICT in Education (2009-2014) - enriching
and transforming the learning environments of our students and
equip them with the critical competencies and dispositions to
succeed in a knowledge economy.
Resources have been scaled up to implement ICT development
projects as well as replacement of ICT equipment and network in schools.
Currently ve schools have been selected to pioneer the new Future
Schools program to promote widespread use of ICT in innovative teaching
approaches. All ve schools have begun pilot implementation and are expected
to reach full-school implementation by 2011. Initial learning points from
Phase 1 schools will be used in selecting schools for subsequent phases.
MOE targets to support up to 15 Future Schools by 2015. These Future
Schools will in turn support Singapore’s drive to become a global Interactive
and Digital Media (IDM) capital and push the frontiers of teaching and
learning on a school-wide level (MOE, 2008).
The broad strategies of the MP3 for ICT in Education are (i) to
strengthen integration of ICT into curriculum, pedagogy and assessment
to enhance learning and develop competencies for the 21st century; (ii)
to provide differentiated professional development incorporating ICT
models to help students learn better; (iii) to improve the sharing of best
practices and successful innovations; and (iv) to enhance ICT provisions
in schools to support the implementation of MP3. See Figure 1 for more
details on the MP3.
Teachers in Singapore are now expert enough to produce their own
digital content and expand the resource base for others to share. However,
a gap continues to exist between familiarity with ICT and translating this
into effective teaching. Over 30% of our teaching force is below the age
of 30, and ICT-savvy. They own mobile phones and laptops, chat regularly
on MSN Messenger and interact with friends on social networking sites
such as Facebook. Some even have second and more lives on Second Life.
However, it should not be assumed that they are more effective as teachers
just because they are familiar with modern technology (NG, 2008).
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Integration of ICT into Curriculum, Assessment & Pedagogy
ICT will be more extensively integrated into the planning, design and
implementation stages of the curriculum, assessment and pedagogy. There
will be greater alignment of students’ learning outcomes in the syllabi, national
examinations, and classroom experience to 21st century skills such as IT skills,
and the ability to communicate persuasively and collaborate effectively. Students
will be required to use ICT to look for information, synthesise reports, give
feedback on each others’ work and collaborate with peers within and outside
school.
Differentiated Professional Development
School leaders can create the environment for teachers to reect and review
effective teaching practices incorporating ICT use in the classrooms which
yielded desired learning outcomes for their students.
MOE will train a pool of “ICT specialist teachers” with strong pedagogical
groundings to model and lead professional development efforts within and
across schools. A learning roadmap will also be developed to help teachers in the
effective use of ICT in their classes.
Sharing of best practices and successful innovations
To improve the sharing of best practices, MOE will support the establishment
of a network of educational labs where innovations can be prototyped and
tested. These labs will provide the latest technologies to promote exploration
of learning possibilities. They can also serve as training ground for pre- and in-
service teachers.
MOE will continue to support innovations in the use of ICT and facilitate
sharing of good practices among schools through programmes like the
FutureSchools@Singapore and LEAD ICT@Schools.
Enhanced ICT Provisions
Accessibility of ICT to students will be increased through more exible and mobile
infrastructure provisions such as wireless internet access, piloting 1-notebook-to-1-
pupil ratio in more schools, and higher data bandwidth.
Figure 1 - Masterplan 3
Source: MOE website.
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At the National Institute of Education (NIE) Singapore, we
transform pedagogy through the use of ICT in the schools. There are six
key research initiatives in ICT (LOOI; HUNG; BOPRY; KOH, 2004):
a) epistemologies of teachers toward the use of ICT;
b) student meaning-making with ICT;
c) teachers’ design of learning activities with ICT;
d) design of learning Technologies;
e) scalability and sustainability;
f) school practices and policies.
The latest research that is currently happening, involves a survey of
students’ attitudes and perceptions towards the use of business simulation
computer games in teaching and learning for a business subject that is taught
to students in secondary schools. This study will provide a snapshot of the
current state of ICT in schools, and our informant design game development
process with teachers will inform us about the challenges faced towards a
better appropriation of ICT in schools. The informant game design process
will also involve students as contributors of inputs for game design and to
test the game pilot modules. The game authoring tool we develop will be
used in a classroom project-based learning approach to create a constructivist
learning environment enabled by ICT. This game authoring tool also enables
scalability and sustainability of the project as teachers and students will be
able to continue the development of new game modules to be used in their
own classrooms, and to be shared with other schools.
Devising purposeful activities
ICT savviness is useful but it is only a tool. The ICT-rich lessons
and activities used in teaching and learning to achieve effective outcomes
must be based on sound pedagogical principles. It is futile to have an exciting
computer game that does not bring out key learning points. There are a lot
of ICT tools out there, but we the educators must question whether they
are used appropriately. Optimal use of ICT will ensure that curriculum time
will not be wasted and students are focused on task. A simple worksheet
assignment that students can read and do, can continue to be done using
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pen and paper. Similarly, surng on the Internet to search for information
must either be guided with the URL links before allowing them to go and
do their own search outside class. What is important is the use of the new
knowledge gleaned from the internet so that the students are able to have
a rigorous discussion on the issues and use of knowledge meaningfully.
This use of ICT neither transforms nor enhances the learning experience
unless the value from this activity is a result of learning how to organize,
synthesize and internalize the new information and skills.
In short, the use of ICT tools must be purposeful and must
support teaching and learning and not merely be preoccupied with technical
tasks of searching for information using the Internet and presenting
using powerpoint. As an illustration, using WebQuest (DODGE, 2002),
my pre-service teachers are assigned tasks, and in these well constructed
tasks, they leverage on technological tools like discussion forums and wikis
to create and write case studies after watching a videoclip and gathering
data from other sources. In doing so, their classmates could critique
them and they in turn, could rene their work after having considered
all the different perspectives put forth. This is what we mean when we
say harnessing ICT for effective teaching and learning in a Mixed-Mode
Delivery (MMD) framework.
There are indications that the traditional models of learning,
traditional denitions of technology effectiveness, and traditional models
of cost effectiveness of technology do not prepare the next generation for
the future workplace. Educators are seeking new ways of engaging learners
in meaningful learning and collaboration, involving challenging and real-life
tasks, and capitalizing on technology as a tool for learning and collaboration
(AKAR, 2003). Hence, it is imperative that a pedagogical framework to
empower change in current practices in schools is made available.
The mixed-mode delivery model
DePorter and Hernacki (2000, p. 4) “supported the view that
students taught in their preferred learning style have improved attitudes
towards learning, increased tolerance for different ways of learning, and
increased academic achievement”. The MMD framework advocates the
alternative teaching paradigm that utilizes and familiarizes pre-service
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teachers with IT, such as the use of the MMD being studied in this
thesis, is needed. It is recognized, however, that ICT is only a tool, albeit
a powerful one, for achieving a constructivist learning environment. It is
a means to an end, not an end in itself.
The MMD capitalizes on technology to achieve an optimal level of
delivery to engage learners in learning. While the deployment and diffusion
of e-learning in schools is becoming an almost irresistible force, careful
consideration must be given to all aspects of e-learning and online education
that might impact the quality, efciency, equity and educational choices
available to all learners. Therefore, teachers need to be prepared to give careful,
systematic consideration to details that will have a lasting impact on learners.
ICT is harnessed to develop problem-solving skills and critical
thinking skills, rather than just for the presentation of content (KOH,
2004). This is consistent with the new paradigm, proposed by Barr and
Tagg (1995), advocating that we should move from a learning environment
that is teacher directed to one that provides for more learner options. The
goals that teachers have set might not be congruent with those generated
and dened by students. This vital difference between the demands of the
learning environment and students’ learning needs and perceptions of the
learning environment can result in incongruence. In a study by Ylanne and
Lonka (1999), it was found that students were confused about whether
their learning environment was optimal for their learning, although they
appeared to be quite sure of their purpose of studying. The problem
seemed to be that their views differed from that of their lecturers. Ylanne
and Lonka (1999) concluded in that study that a possible explanation is
that the traditional curriculum did not provide the best environment for
these students.
The MMD model embraces a wide variety of methodologies,
which include cooperative learning, case studies, eld trips, problem-based
learning and strategies that are ICT-based, like WebQuest, mind-tools,
e-learning, video vignettes, online games and internet-based discussion
forums. The class dynamics and the teaching and learning styles are different
from traditional teaching methods. Also, there must be authentic and
purposeful tasks to bridge the gap between education and the world of
work (RAINER; MATTHEWS, 2002). Andrews, Garrison and Magnusson
(1996, p. 87) found in their interviews probing teaching excellence at the
tertiary level that:
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the general concept [...] expressed was that excellent teachers
use self-reflection to develop a model (either formal or
informal) for teaching within a particular context; they then
attempt to `live the model’, and be authentic to and congruent
with their model.
These ideas are embedded in the MMD model
Besides face-to-face learning activities, e-learning is also one
of the useful modes of delivery in the MMD model. One premise
of e-learning in the MMD model is that web-based software enables
instructional designs, including online lectures, e-portals and networked
learning communities, to provide more usability, accessibility, convenience
and value to learners.
Most teachers have come to realize that, when used constructively
with students, technology is a ‘potent mixture’, as described by McKenzie
(2000). “Through this alchemy, we are witnessing professionals who use
technology in constructivist ways” (MCKENZIE, 2000, p. 4). Besides
capitalizing on articial intelligence, this researcher has also introduced the
idea of authorship community involving teachers uploading their resources
and students’ good work to an online resources portal. The idea of an
‘authorship society’ results in large amount of resources. This creates new
relationships between people and between members within our community,
as well as challenging our notions of creativity itself.
Whether the delivery systems use face-to-face instruction or highly
sophisticated online learning environments, it is how engaging the content
and activities are in providing the most effective learning environments for
students that ultimately matters. Because the exponential growth of ICT has
brought about the availability of e-learning as a powerful tool, educators
could harness it for teaching and learning. Unlike previous approaches to
using ICT, which placed a high degree of structure or control on the learner,
new technology-based instructional applications provide an environment
that permits more learner choices. Students can explore and be responsible
for their own learning.
The learning environment essentially allows almost unlimited
exploration, with learning from mistakes being accepted and even encouraged
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as learners take calculated risks. Learners proceed through a vast amount of
content in an often unstructured or even random manner. They also become
more engaged with the materials, thereby developing their problem solving
skills and critical thinking skills rather than just remaining as passive receivers
of content. This mode of enquiry can be achieved through problem-based
learning (PBL) or WebQuest.
WebQuests (DODGE, 2001) provide learning activities that involve
practice in using critical thinking skills and are usually scenario based. They
inject realism into a lesson and direct a more responsible use of the Internet.
This philosophy of learning mirrors the philosophy of the process curriculum
and the philosophy of authentic assessment. WebQuests provide structure
and guidance and make good use of computer access by recognising qualities
unique to the Internet, such as capturing dialogue through interactive forums
using Blackboard and multimedia with video-streaming.
Problem-based learning (PBL) provides a rich learning environment,
in which students identify what needs to be studied and learned from
examining the problems confronted (GIBBS, 1992). The problems are
used as a tool to achieve both the required knowledge base and the skills
to ‘solve’ those (BARROWS, 1986). The basis of PBL is that students
learn by doing. It is a student-centred system, whereby students, working
within small groups, generate the information necessary for responding to
or solving a real-life problem or task (BOUD; FELETTI, 1997). Barrows
(2000) advocates an education process that requires the learner to go
through the same activities during learning as those that are valued in the
real world. The objective of doing this is to expose the learner to real-life
problems both as a stimulus for learning and a focus for organizing what
has been learned for later recall and application to future work, bridging
the gap between theory and practice (TAN, 2004).
With the increased spread of the use of powerful new software,
and hence rapid access to human resources, materials and information,
learning opportunities have likewise expanded immensely. Students are
now able to acquire, synthesize and reconstruct information in a way
that was previously not possible. The more sophisticated technology
systems now allow increased teacher-student interaction, cooperative
learning and, most importantly, problem solving, inquiry and problem-
based learning.
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Students also take responsibility for their own learning process by
reecting on their experiences. The teacher helps to create situations in which
students feel safe when questioning and reecting on what they have learned,
either privately or in group discussions. The teacher should also create activities
that lead the student to reect on his or her prior knowledge and experiences.
Talking about what was learned and how it was learned are really important.
In fact, in reective practice, pre-service teachers reect not
only on their sources of knowledge, attitudes and beliefs, but also on the
effectiveness of their repertoire of strategies that underpin their instructional
practice. They can make use of a blog, which is an online diary, or engage
in an online chat or discussion forum with their classmates. The discussions
thus far can best be depicted by showing the MMD set in the context of
a larger environment as shown in Figure 2.
The Figure 2 shows the MMD set in the context of an
environment driven by the demands of the knowledge-based economy
and the changing prole of the net generation with different sets of
needs and expectations. With the advent of ICT, the need to equip
current generation of young people for the future workplace calls for
changes in the curriculum so as to be relevant. Hence, such curricular
reform in turn calls for a change in pedagogy and assessment in order
to achieve the desired learning outcomes.
The MMD is a multi-faceted model that incorporates strategies
that harness and integrate the ever-changing advances in ICT, not only
now, but also in the years to come. People change, institutions change
and ICT tools change. Saying that the world has seen exponential growth
in advances in ICT over the last few years is an understatement. Thus, it
is logically impossible to see the future even when studying the uses of
articial intelligences. For example, students are learning about future
technology in the context of a present-day institution where individuals
have been shaped by the era in which they live. Ironically, this is the
situation with which the researcher has to grapple with. Teachers have
to prepare their students for the future. They, therefore, have to be adept
in employing pedagogical practices that will meet the needs of the net
generation and prepare students for the future workplace. The MMD
framework is therefore not static but will grow and continue to progress
with new effective teaching and learning pedagogies.
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Figure 2 - The Outcomes of the Mixed-Mode Delivery (MMD) Model
By adopting a constructivist paradigm in the MMD framework,
the large-scale integration of different useful and productive pedagogical
approaches becomes possible. Such a paradigm also allows simulation and
online educational games as an extension of this pedagogy.
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With the expansion of learning opportunities, as well as the rapid
access to human resources, materials and information through powerful new
software, students are able to acquire, synthesize and reconstruct information.
Studies (COGNITION AND TECHNOLOGY GROUP AT VANDERBILT,
1993; JONASSEN, 1996) of impact of these more sophisticated technology
systems showed increased teacher-student interaction, cooperative learning
and, most importantly, problem solving, inquiry and problem-based learning.
The use of these new learning technologies in schools could demonstrate
a positive impact on higher-order thinking skills and cognitive abilities.
Appropriately deployed technologies can support exploration and help students
to obtain achievable goals, to form and to test hypotheses, and to discover
new knowledge. These constructivist applications of technologies support
developing higher-order thinking skills that can help students to strive and
succeed with real, open-ended questions, such as those that they will have to
face, address and deal with during their adult lives.
Conclusion
As schools have greater access to various forms of learning
technologies for teaching and learning, these technological advancements
afford numerous opportunities for nurturing students’ 21st century skills, in
particular, the collaborative learning and independent learning, exploitation
of these affordances hinges on teachers’ capacity to design learning tasks and
facilitate students’ learning experiences. It is therefore recommended that
teachers have to be better equipped with the pedagogical skills in deploying
these tools appropriately for effective collaborative and independent learning.
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Received: 04/20/2010
Recebido: 20/04/2010
Approved: 06/23/2010
Aprovado: 23/06/2010
