The document outlines the course schedule and policies for DED 137. It discusses absenteeism policies, assignment submission procedures, academic dishonesty policies, and expectations for student conduct. Course assessment will involve activities analyzing Ministry of Education videos on the goals of Singapore's ICT Masterplans 1, 2, and 3, which aimed to enhance education through technology by promoting active learning, connecting curriculum to assessment, helping teachers grow professionally, and establishing infrastructure for widespread ICT use in schools.
2. Administrative matters In case a lesson is conducted online due to H1N1 or any unforeseen circumstances, please remain contactable with your tutor means such as SMS, MSN or Skype. Check the class list, contact number, and most importantly, your email address in Blackboard; make sure that your particulars are updated. Know the consequences of absence, plagiarism & receiving warning letters. Know the expectations of this course.
3. Absenteeism policy (1) “...if a student is absent and has not called within two days to give the lecturer a valid reason for absence (i.e. either has been granted leave by NIE or is on medical leave), the lecturer should issue the letter of warning straightaway.... Copies of the letter have to be given to MOE, Assoc Dean or Sub-Dean of the Programme concerned, Head of the Academic Group to which the lecturer belongs to and the Foundation Programmes Office.”
4. Absenteeism policy (2) Student teachers (without medical certificates and other officially granted leave) who hand in assignments and/or projects after the deadline should submit their assignments and/or projects personally to the course coordinator. They should enclose a covering letter explaining why the assignments and/or projects are handed in late. The course coordinator, in consultation with the Head/AG, reserves the right to accept or reject the assignments and/or projects, and to specify the proportion of marks to be deducted as a penalty for the lateness.
5. Assignment submission (1) Assignments/projects, once submitted (whether before or by the deadline), cannot be re-submitted Submit assignments PERSONALLY
6. Assignment submission (2) All academic references should be based on the APA referencing style All written assignments submitted must come with an assignment declaration cover page See wiki for resources
7. Academic dishonesty (1) Academic dishonesty is the use of another person’s ideas or work, without acknowledgement Common forms include: Plagiarism Collusion Complicity
8. Academic dishonesty (2) Why is it a serious matter? If done deliberately, plagiarism and collusion involve dishonesty If done accidentally, they demonstrate an unacceptably low level of scholarship Either way, a student teacher must always ensure that such dishonesty will never be practised so as to set an example for the school students to follow
9. Plagiarism policy Less serious cases Less serious cases involve any use of words without due acknowledgement (whether deliberate or accidental), but which may constitute a very small portion of the assignment or project. The trainee teacher’s own individual effort is evident in the overall assignment submitted. More serious cases Cases may be judged serious where plagiarism is deemed deliberate, and which forms a significant portion of the student teacher’s assignment, or for any repeat offence.
10. Tutor’s expectations Punctuality: Be in class on time Preparedness: Participate in activities Silence all beeping devices during class hours Keep the ECLs clean; no eating and drinking in the ECLs Professionalism: All the above and more!
18. Masterplan3 (2009 – 2014) Students possess competencies for self-directed and collaborative learning through the effective use of ICT Teachers have the capacity to tailor and deliver ICT-enabled learning experiences for students to develop these competencies School leaders provide the direction and create the conditions to harness ICT for teaching and learning Infrastructure of ICT supports teaching and learning anywhere, anytime
Notas del editor
Key points:Top-Down Approach by MOE in 1997Infrastructure – Provision of school-wide networks, and computers for pupils and laptops for teachersTeacher Preparation – Basic Skills (Word, Excel, Powerpoint) and integrationSoftware: Acquired by MOE and sent to schoolsSupport: Engaged Industry to provide technical support Approach: One-size-fits-all
Based on ICT Connection website, the key ICT in Education priorities are: 1. Set baseline standards for pupils’ learning experiences, teachers’ ICT integration practices, IT HODs’ ICT planning practices, and for ICT infrastructure requirements and digital resources, to ensure that all schools achieve a baseline level of ICT use. 2. Fully support schools that are ready to achieve higher levels of ICT use in education by introducing more recognition schemes and conducting further research on developing and prototyping pedagogical models. 3. Develop schools' capacity within the framework of autonomy to take full ownership of their schools’ ICT implementation. 4. Strengthen the integration of ICT in the curriculum and assessment by focusing on areas of strategic importance and needs and developing partnership models to resource the schools. Additional points:MP II consolidated and built on the achievements of the first Masterplan, and Continued to provide the overall direction on how schools could harness the possibilities offered by IT for learning. 3. Approach – Mass customisation