Abstract:

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-ready workforce for this economy. Also, given that students today are digital natives, a whole new approach to 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 Ministry of Education (MOE) has embarked on preparing teachers for this enhanced role. In today’s educational landscape, the use of ICT in the classroom for teaching and learning is often welcomed by students. However, convincing teachers of the need and value to do so can be difficult. Those averse to ICT tend to believe that its use does not translate into results, nor is it any more effective than the traditional chalk-and-talk method. Some teachers may also find it technologically challenging to acquire ICT skills and apply them. Given such challenges, what does a department in a school do to promote the integration of ICT in the curriculum and pedagogy? This study outlines the framework of an ICT training programme that is aligned to the goals and strategies of MOE’s ICT Masterplans, and that succeeded in overcoming the hurdles stated. Drawing on motivational theories in adult learning and professional development, the ICT programme not only empowers and sustains teachers’ interest but also changes their attitude towards ICT. The programme also draws on theories of media selection to build an appropriate digital toolkit of Web 2.0 tools for teachers to adopt so that they find meaning and value in using ICT. In addition, by employing elements of gamification that undergird the training framework, learning becomes fun and less intimidating; hence, reducing resistance and increasing buy-in and motivation. Above all, what must be recognised right from the start, is the importance of distributed leadership in kick-starting and sustaining a viable ICT training programme as part of teachers’ professional development, and transforming the school culture. The success of the programme, as supported by evidence, both qualitative and quantitative, shows that the principles and processes employed, work. The online surveys used to assess effectiveness have revealed an increased openness, interest and confidence level from the teachers in the use of ICT in the classroom. Feedback from teachers has also provided the direction on how to go forward in levelling teachers’ ICT competencies. In designing this ICT training programme, much thought has gone into ensuring that the aspired level of competency is differentiated, relevant, meaningful and achievable. In meeting MOE’s ICT Masterplan strategy to bring ICT into the core of the education process, it is imperative for teachers’ professional development to be extended to ICT training as the use of ICT requires both technological and pedagogical skills. The right approach not only instils a sense of achievement 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.

Keywords:

ICT, Professional Development, Gamification, Web 2.0, ICT Reform, Teacher ICT Training, Teacher Education, Future-Ready, ICT Integration, ICT Competencies