Challenges in implementing new initiative in education

As a stakeholder, I am writing this post in response to the recent education work plan seminar which is an annual event that updates on developments and reveal new initiatives in the education landscape in Singapore.


The Ministry aims to make topics in the classroom more relevant by introducing the new initiative :  applied learning programme in all schools by 2017. 

Having served in the ministry for more than a decade, I have never doubted the intentions of any initiatives and applauded the ministry for all efforts in enhancing the quality of experience for our students in schools.  However, there are always concerns with the fidelity of implementation and that actions do not complement intentions.

In response to the new initiative on applied learning programme in all schools by 2017, I see the value of the programme in bring real-life application to what students learn in the various subjects in schools. The onus is now on all teachers to ensure that they relate what they teach to the real world. With the emphasis of equal importance on theory and practice, it will set teachers to think on how they can make the theoretical practical, and make for much more engaging sessions in the classroom. Its a good initiative.

Still, two questions arise as to how this initiative can be accomplished:

• Firstly, Are teachers currently equipped with the skills for such applied learning to take off?

It was interesting that in the recent ethical and pedagogy class where we discussed about the pedagogy of the oppressed. The oppressed, having internalized the image of the oppressor and adopted his guidelines, are fearful of freedom. (Freire, 1993) . So to add to the implementation challenge would be teachers’ comfort level and resistance for change. It isn’t going to be an easy task because majority of the teachers have never experience this way of teaching and for the lack of images and experience of their own on how this will look like, it posed as a challenge on how they can envision their future classroom in response to the new initiative. Are we demanding too much from the teachers? How much time should be given and what kind of support should be rendered to ease the change?

• Second, every new initiative in the past was always deem or perceive as additional work. Would teachers, and even school leaders question the need to devote extra time to a curriculum to implement the new initiative?

It is not just about tweaking lessons to make it work. In my opinion, this necessitate reviewing, rethinking about what we do in class and revamping the way teachers plan and conduct lessons. It calls for teachers to internalise theory and practice  in order for a seamless delivery of lessons. And to think about the timeline, between now to 2017, concerted and parallel efforts must be invested in pre and inservice teacher training to ensure all teachers are adequately equipped to execute this new initiative in their classrooms.

In the current system where grades and exam still matter, it would be natural for any teacher to want to focus more on preparing their charges to score on theoretical knowledge. In addition to the already hectic workload of teachers i.e. marking, co-curricular activities, projects etc, it is then unsure if this new initiative can be bought in so easily. Is it a matter of time that mindset can be changed, for the sake of the students or it being just another one of those short-lived, superficial initiative that do not sustain long enough for students to benefit optimally?

The Social Media Generation

Check out this comic:

http://comicsthatsaysomething.quora.com/The-Social-Media-generation-Zen-Pencils

I find it so real in reflecting today's society. People heavily into social media who use it on their mobiles are often obsessed and never seem to be ‘present’.  I’ve witnessed myself the likes of Twitter, Facebook, invading into the precious moments I have with my love ones. 

Social media has both positive and negative impact on society. Parents and educators need to be wary of the unseen impact of social technology on the younger generation. For one, would language be affected as we get more and more used to text speak? Can meaningful social bonds and relationships be formed due to abbreviated nature of status updates or through social networks? I wonder....

Taking Ctrl...

This caught my eyes this morning....
a literal visual representation of 'taking control away'.

Source: A different type of Art

The Happy Show!

Last Saturday, I chanced upon an exhibition at the Chicago Cultural Center.

"I am usually rather bored with definitions. Happiness, however, is just such a big subject that it might be worth a try to pin it down." 

Stefan Sagmeister

yes, it is THE HAPPY SHOW! While the artist was quick in making a disclaimer that the exhibition will not make you happier or guarantee happiness, it was inspiring and sure did make my day! :)


Here are 5 reasons  ....

1

Universal topic accessible to viewers of all age.

2

Insightful .......but not without a twist!

3

Interactive!

4

Witty and Fun

5

  

Technologies are used in its simplest, most purposeful and engaging way!

Are Technology used for technology sake or to make a difference in learning?

Many years ago, as a trainee teacher, I recalled one of my lecturers showed me an interesting pop up picture book and asked me if the effect could be achieved with a digital book. Obviously, the answer was no because a digital book would not provide me with the sensory engagement that the hardcopy book could do. 

This has influenced and led in the development of my personal guiding principle as a teacher in the use of technology in my classroom: Technology should be used as a way to make an impact in education and provide my charges with opportunities that were previously unattainable without modern technology.

When I started teaching, I often reflect upon the technology I used in my art classes …if it is used to make a difference to my students, or just because it makes it all look prettier and engages them, in the same way that fun gadgets like Gameboy would, or am I just trying to be accountable to the KPIs that the ministry has established for the use of ICT in schools.

(Just to give you some context, in Singapore, we have master plans for ICT in education that aims to enrich and transform the learning environment of our students and equip them with critical competencies and dispositions to succeed in a knowledge economy.)

For more info, visit the website at http://ictconnection.moe.edu.sg/our-ict-masterplan-journey 

This generation of students is born into a digital world and technology is part of their lives. Therefore, teachers need to ensure that the technology that is used enhances their learning instead of just coinciding with it.

In my last posting as a curriculum planner , I had the opportunities to visit many schools but it saddens me that while ICT infrastructures are in place, the pedagogy behind the technology and the vision and understanding is not. Not sure if this is a pervasive issues in schools around the world but how then do we enable teachers to thrive in the technological world and harness technology effectively in education?