(521)LEVELLING UP TEACHERS' ICT COMPETENCIES: A DEPARTMENT'S APPROACH TO ICT INTEGRATION

摘要

As Singapore moves towards achieving a sustainable 21st-century economy that is technology-driven,it becomes increasingly crucial and urgent that schools prepare students to be a future-readyworkforce for this economy. Also, given that students today are digital natives, a whole new approachto teaching and learning is required;;one that harnesses Information and Communications Technology(ICT), both inside and beyond the classroom. With the inception of the ICT Masterplans, the Ministryof Education (MOE)has embarked on preparing teachers for this enhanced role. In today'seducational landscape, the use of ICT in the classroom for teaching and learning is often welcomed bystudents. However, convincing teachers of the need and value to do so can be difficult. Those averseto ICT tend to believe that its use does not translate into results, nor is it any more effective than thetraditional chalk-and-talk method. Some teachers may also find it technologically challenging toacquire ICT skills and apply them. Given such challenges, what does a department in a school do topromote the integration of ICT in the curriculum and pedagogy? This study outlines the framework ofan ICT training programme that is aligned to the goals and strategies of MOE's ICT Masterplans, andthat succeeded in overcoming the hurdles stated. Drawing on motivational theories in adult learningand professional development, the ICT programme not only empowers and sustains teachers' interestbut also changes their attitude towards ICT. The programme also draws on theories of media selectionto build an appropriate digital toolkit of Web 2.0 tools for teachers to adopt so that they find meaningand value in using ICT. In addition, by employing elements of gamification that undergird the trainingframework, learning becomes fun and less intimidating;;hence, reducing resistance and increasingbuy-in and motivation. Above all, what must be recognised right from the start, is the importance ofdistributed leadership in kick-starting and sustaining a viable ICT training programme as part ofteachers' professional development, and transforming the school culture. The success of theprogramme, as supported by evidence, both qualitative and quantitative, shows that the principles andprocesses employed, work. The online surveys used to assess effectiveness have revealed anincreased openness, interest and confidence level from the teachers in the use of ICT in theclassroom. Feedback from teachers has also provided the direction on how to go forward in levellingteachers' ICT competencies. In designing this ICT training programme, much thought has gone intoensuring that the aspired level of competency is differentiated, relevant, meaningful and achievable. Inmeeting MOE's ICT Masterplan strategy to bring ICT into the core of the education process, it isimperative for teachers' professional development to be extended to ICT training as the use of ICTrequires both technological and pedagogical skills. The right approach not only instils a sense ofachievement and empowers teacher-learners but also reduces the resistance inherent in change;;thereby shifting teachers' attitude to one that is more open and receptive to ICT-infused lessons.Ultimately, this facilitates ICT integration.