1. Introduction - Sharing on their Beliefs on Technology and learning
1.1. Gratitude and trust - Tech there for us to create more speace - Sam
1.2. Opens up possibilities - Clara
1.3. create new experiences and possibiities - Lay Hong
1.4. Being Digital - Earnler
1.5. education must breed technology - Adrian
1.6. Immense possibilities Surmountable/insurmountable challenges - Mr Sin
1.7. Tech as a way of life - Chor Huat
1.8. ICT keeps students engage in learning - Jenny
1.9. Need to understand tech before we can use it meaningfully - Chun Ming
1.10. Empowering Community and transform learning - Nancy
1.11. Learning Actively - Sharon
1.12. Empower fundamental social and economic changes - Robert Kozma
2. Challenges related to beliefs and assumptions
2.1. Swiss Cottage
2.1.1. Own Dilemma
2.1.1.1. Find the right balance
2.1.1.1.1. Intrusive
2.1.1.1.2. Directive
2.1.2. Give students a voice
2.1.2.1. To deliver the type of education that they need
2.1.2.1.1. Use Tech to empower the students
2.1.3. Put structure in place for every dept
2.1.3.1. Learning champions for PD
2.1.3.2. ICT Mentors
2.1.3.3. Strong emphasis on PD of teachers
2.1.3.3.1. Trs take ownership of their own PD
2.1.3.3.2. Wiling to try out new things
2.1.4. Cloud sourcing
2.1.4.1. Use Tech for learning
2.2. Ngee An Sec
2.2.1. Use ICT to bring out students' voices
2.2.1.1. the Flipped Classroom
2.2.1.1.1. Target of Difficulty
2.2.1.2. amplifying students' voices
3. Sharing on how ICT transformed learning
3.1. CHIJ Kellock (Mdm Clara Lim Tan)
3.1.1. Impact of ICT on Assessment
3.1.1.1. Possibilities @Play
3.1.1.1.1. Pilot school for Holistics Assessment
3.1.1.1.2. Impact on Students' learning
3.2. Canberra Pri Sch (Mr Sam Wong)
3.2.1. Hiving
3.2.1.1. Using ICT to extend the learning
3.2.1.2. Using ICT to deepen learning
3.2.1.3. Creating community of communities
3.2.1.3.1. Multiple teams and Multiple tiers
3.2.2. Edge Effect
3.2.2.1. Edge Technology
3.2.3. Widening Effect
3.2.4. Providing Support Structures
3.2.4.1. Teachers
3.2.4.1.1. PD of Teachers
3.2.4.2. Students
3.2.4.2.1. To guide their learning
3.2.4.2.2. To encourage collaboration among students
3.2.5. P's role
3.2.5.1. Put teachers and students in the situation with all constraints and resources
3.3. Cedar Girls Sec (Mrs Ou Yang Geok Cheng)
3.3.1. Quiet students come alive when teachers use technology
3.3.1.1. Make thinking visible
3.4. Cedar Pri Sch (Mrs Sharon Siew)
3.4.1. learning actively
3.4.2. Challenge
3.4.2.1. Change teachers' perception that ICT is ICT dept's job
3.4.2.1.1. Redesign structure
3.4.2.1.2. Tech Planning process
3.4.2.1.3. Ownership of teachers in the use of ICT
3.4.2.1.4. Target setting
3.5. Sembawang Sec Sch (Mrs Tan Lay Hong)
3.5.1. Benefits to Students
3.5.1.1. Students take control of their learning - Self-Directed
3.5.1.1.1. Surface misconceptions
3.5.1.1.2. Extending their learning
3.5.1.1.3. Draw greater attention and engagement
3.5.1.1.4. Greater interest
3.5.1.1.5. Set learning goals
3.5.1.1.6. Students ask questions
3.5.2. Strategy to harness ICT
3.5.2.1. Socratic Method
3.5.2.1.1. Bottom up approach
3.5.2.1.2. Socratic.com
3.5.2.1.3. Students take on different roles - collaborative learning
3.5.2.1.4. creating support for teachers
4. Examples of "aha" moments
4.1. SST
4.1.1. High stake exams
4.1.2. Understanding the learners
4.1.2.1. To add value
4.1.2.2. To engage students
4.1.3. Expectation of Teachers
4.1.4. Address and change the belief systems of teachers and Students
4.1.4.1. Tech must be a way of life
4.1.4.1.1. How to harness tech to bridge the gap
4.1.4.1.2. Good infrastructure
4.1.4.1.3. Every students have access to ICT learning devices
4.1.4.1.4. Pedagogical consideration in using technology
4.1.4.2. Support structures
4.1.4.2.1. Group roles to guide students' learning
4.1.5. Community building
4.1.5.1. Empower Community
4.1.5.1.1. Creating new language
4.2. South View
4.2.1. Deal with teachers' fear in using IT in teaching and learning
4.2.1.1. Use analogy to encourage teachers to try out new ways to harness ICT in lessons
4.2.1.1.1. Teachers understand that they can progress at their own pace
4.2.1.2. Training to address their learning needs
4.2.2. Special Project
4.2.2.1. Build a shangrila for senior citizens
4.2.2.1.1. Use 3D software to build
4.2.2.1.2. Conduct research
4.2.2.1.3. Collaborated in this project
4.2.2.1.4. Students' feedback
4.2.2.1.5. Present best group to MP
4.2.3. Results of students improved with increased use of ICT
4.2.3.1. Students are engaged
4.2.3.2. Wants to come to school to learn
4.3. Nancy Law
4.3.1. Students doing a project on limestone caves
4.3.1.1. Theme
4.3.1.1.1. sustainability
4.3.1.2. Engaging Experts
4.3.1.2.1. Geologist
4.3.1.3. Students were motivated and engaged
4.3.1.3.1. Did research before meeting the expert to ask him questions to deepen their understanding and clarify doubts
4.3.2. Changing mindset on learning, not technology
4.3.2.1. Getting pp to realise the possibilities
5. Knowledge Creation
5.1. Create a knowledge driven economy and society
5.1.1. Grads are creative, innovative and life-long learners
6. Knowledge Acquisition
6.1. Create a highly knowledgeable citizenry that adds values to society
7. Robert Kozma on Knowledge Ladder
7.1. ftp://download.intel.com/education/EvidenceOfImpact/Kozma_ICT_Framework.pdf
7.2. As conceptual framework for policy planning (connected to economic and social development)
7.2.1. Holistics
7.2.1.1. all components
7.2.1.2. aligned changes
7.2.2. Developmental and progressive
7.2.2.1. Address range of current conditions
7.2.2.2. Build on current resources
7.2.3. Connected to economic and social development
7.2.4. Each model has different implications for
7.2.4.1. Policy goals
7.2.4.2. New node
7.2.5. Four progressions
7.2.5.1. Knowledge Deepening
7.2.5.1.1. Knowledgable citizenship that adds value to society
7.2.5.2. Basic education
7.2.5.3. Knowledge acquisition
7.2.5.3.1. New node
7.3. Knowledge Creation in schools
7.3.1. Knowledge Ladder
7.3.1.1. KD
7.3.1.1.1. Content and pedagogical expertise
7.3.1.1.2. Collavorative teaching and learning
7.3.1.2. KC
7.3.1.2.1. Focus on innovativeness and KC produects
7.3.1.2.2. Anytime, Anywhere and life long learning
7.3.1.2.3. Social environment, wikis, knowledge building tools
7.3.2. Knowledge deepening
7.3.2.1. Components
7.3.2.2. Implications
7.3.2.3. SDL and CoL
7.3.3. Knowledge Creation
7.3.3.1. Component
7.3.3.2. Implications
7.3.3.3. SDL and CoL
7.3.4. mp3 introduced new languages
7.3.4.1. change is effected talking about it
7.3.4.1.1. what he heard in S'pore school visits were pedagogy, cultural changes
8. Insights from Outer Circle
8.1. Teachers are the key
8.1.1. Role Model
8.1.2. Capacity building
8.1.2.1. Sustainable PD
8.1.3. Digital divide among the teachers
8.1.3.1. recognise the profile of teachers
8.2. Empowering students in using ICT
8.2.1. Offer real time and instant feedback
8.2.2. Impact on assessment
9. New insights and Discovery
9.1. Chun Ming
9.1.1. Structures in place
9.1.2. Difficulties faced
9.1.3. How ICT makes a difference to assessment and students' learning outcomes
9.1.4. PD of students
9.1.5. Find the right combination of factors
9.1.6. evolving process to meet changing needs of students
9.1.7. Holy Grail
9.2. Geok Cheng
9.2.1. Accessibility to computing devices
9.2.1.1. Every child has a laptop
9.2.1.1.1. Structures drive behaviour
9.2.2. Readiness of teachers
9.2.2.1. Teachers have the skills to use technology
10. DET
10.1. Pedagogy drives the use of ICT
10.1.1. Bring about meaningful use of ICT
10.2. Building community
10.2.1. Encourage collaboration
10.2.1.1. Among teachers
10.2.1.2. With MOE
10.3. Infrastructural support
10.3.1. To support the use of ICT in learning
10.3.1.1. E.g. ITB looking into supporting BYOD in schools
10.4. Taking into consideration all factors
10.4.1. Stone soup analogy
10.4.2. Holy Grail