1. Enhancing Organizational Capacity to Infuse Teaching and Learning with 21st Century Solutions
Change isn't about fighting the old it is about building the new.- Socrates

2. The International Education Company
Labtech is one of the leading and largest technical education manufacturers and designers based in Asia. Established in 1985, 28 years ago.
East and West: Originating from the USA, we combine the best of East and West with good design and lower costs to meet the needs of industrializing nations.
Strategic Location and Close by Support: Singapore, Indonesia, Malaysia and Jordan are Base countries.
Technical Education Equipment: Labtech Designs and produces training systems for Vocational Schools, Colleges, Polytechnics and Universities.
Int’l Markets: Supplying equipment to over 70 countries around the world.
Extensive technical product range: with over 900 training systems in six key technology areas.
SYSTEMS FOR KNOWLEDGE ENGINEERING

3. Purpose of Presentation
To provide a framework for implementing 21st Century Skill Programs in a technology enriched learning environment

4. The Workplace is Changing: 21st Century Skills
New technologies bring new methods of working
Workers are going to have to learn many new things as they come along
Life-long learning will not be only be a desired trait but an absolute necessity.
Communication, collaboration, leadership, innovation, creativity, cooperation and other soft skills become increasingly important.

5. Organizational Changes in the 21st Century
Organisms not Organizations
Everything is connected to everything else: Systems Thinking
Cooperation
Past success is a poor predictor of future performance in a changing world: Measure the right things!
The heart does what the heart does and the liver and kidneys do what they do. In this way of thinking of organizations it is up to the policy makers to allow stakeholders to do what they do naturally and best and to systematically design the organization to be sustainable and effective. Systems thinking ensures the right things are being measured. In education it is not test scores. This is the wrong thing and not correlated to anything on the previous slide, but it is easy and convenient.
Technology enhances these changes. Education is terribly slow at change. Most bureaucracies are. This is one of the points of friction between public and private sectors, but it needn’t be.

6. ICT Initiatives typically fall under one of two umbrellas:
Infrastructure
Hardware & Connectivity
Info-Structure
Courseware & Web-based
While these provide the backbone of initiatives, they are neither comprehensive nor systematic.

7. Infrastructure & Info-structure: The Challenges
1. Finding Funding 2. Maintenance 3. Inadequate Training 4. Integration into Curriculum 5. Access 6. Safety 7. Teacher attitudes 8. Stopping Here ?
These are the challenges to infrastructure as an element of ICT solutions. “Stopping here” refers to thinking you’ve met your ICT challenge simply by buying things. This is incorrect, but very common. All 3 solutions need to be in place. Inadequate training means teachers aren’t effectively taught to use the hardware to its maximum effect

8. Organizational Development & Capacity Building
Infrastructure
Info-Structure
Info-Culture
3i Framework
Facility Development
Systems Development
21st Century Standards
Benchmarking & Feedback Loops
Professional Development
Tech Integration in Curriculum Design
Change Management
Organizational Development & Capacity Building

9. Infrastructure
Info-Structure
Info-Culture
60% Investment
20% Investment
20% Investment
3i Framework: Each Area needs to be considered as part of the total investment in ICT

10. B.Y.O.D.: Bring Your Own Device
Server
Content & Opportunity
Learning Platform
Management Systems
Connection
Student’s own Device
Most Students
Students without own Device
This is an example program. Infr and info structures cost is place on the individual. This program manages both the first IsThis doesn’t work for everyone, but could be considered the price some parents pay for books, especially at university level. No doubt this program will increase efficiency…but it will just be doing the same thing in a new way. It certainly will not inherently teach students soft skills and history has shown that often these programs screw up because there’s no content or the teachers simply don’t know how to use them with existing curriculum. EVEN if you are doing the old things in a new way, you have to do change management to get the teachers to do the new process.
Device Provided by CSR or Partner or
Device Provided by School or MoE

11. Capacity Building in the 21st Century: ISTE NETS*S
Standards for developing Higher Order Thinking Skills (HOTS) through the infusion of technology in education
Measurement of ICT integration program effectiveness
International Benchmarking
Researched-based best practices for enhancing student engagement with material
Research-based best practices to develop life-long learning
This defines the soft skills so they are less abstract and therefore measurable.

12. Capacity Building in the 21st Century: ISTE NETS*T
Demonstrates capacity to create technology-rich learning environments
Demonstrates ability to infuse technology throughout curriculum
Requires modeling best practices for students
Not focused on technology operations. It is about getting the student to use technology for learning (not necessarily the teacher)
Measurable only by student output.
It is about doing something together with the students not to the students.
Out of the five domains, four are student oriented and only for the teacher (PG)

13. Capacity Building in the 21st Century: ISTE NETS*A
Demonstrates capacity to create technology-rich schools
Sets expectations on ICT usage
Creates and monitors feedback loops on program effectiveness
Leads stakeholders at developing localized ICT solutions
Facilitates professional development opportunities

14. Comprehensive Capacity Building for Technology Integration
National Education Technology Policy
NETS*A
NETS*T
NETS*S
The success of each layer is dependent on the success of those below it.
Comprehensive Capacity Building for Technology Integration
The capacity of our students demonstrates the effectiveness of education. The NETS*S is the ultimate objective for all technology policy.

15. BUT Next: Our Goal: Reduced cost of ICT + develop 21st Century Skills
Decided on the program to achieve our goal: BYOD
We have our benchmarks to measure our goal: (ISTE)
BUT
How do we know if the teachers are ready? Do they have the capacity to implement the program and make it successful? Will lack of knowledge and poor attitude derail my project?

16. Technology Adoption Curve
The Technology “Chasm”
Proof of Concept
Initial Adoption
Mass Adoption

17. The Purpose of Good Assessment:
A good assessment program, when set into an overall development framework, will provide an ongoing tool to evaluate teacher capability and will be the foundation for developing future PD which will take teachers to the next step.
It can profile teachers and yields information according to the Technology Adoption Curve. This enables more precise targeting on future initiatives and programs.
Assessment isn’t just about where you are but it includes a pathway to where you should be.

18. Characteristics of the Assessment
Content Knowledge
Pedagogical Knowledge and Practice
Attitudes and Willingness
Technology Skills and Knowledge
Content Knowledge is Important to Successful ICT Integration but is presumed to be addressed by current PD and standards in place by the MOE.

19. Levels of Tech Integration into the Curriculum
Entry
Adoption
Adaption
Infusion
Transformation
Teacher uses technology to deliver content
Teacher allows students to use technology with direction
Teacher as facilitator and students begin to independently use technology tools
Teacher provides the learning context and students choose tools to achieve learning outcome
Teacher encourages innovative use of technology. Technology tools are used to facilitate HOTS and learning happens that would be impossible without technology.
All teachers have different levels of capacity for using technology in the classroom. Capacity exists on a spectrum, can be benchmarked, and can be improved.

20. Characteristics of Technological Learning Environment
Active
Students use technology as a tool in routine classroom activities
Collaborative
Learning environment utilizes technology to collaborate in and outside the classroom.
Constructive
Students use technology to connect new information to prior knowledge
Authentic
Students use technology to gather real-world data.
Goal Directed
Students use technology to set their own goals and plan activities.
Teachers can use a variety of approaches to create technology enriched learning environments for their students. Learning environments are characterized as:
Technology infused pedagogies
Multipurpose
Applies to all subject areas
Teachers must be aware of their learning environments and learn how to construct new ones through professional development interventions.

21. Technology Integration Matrix
Entry
Adoption
Adaption
Infusion
Transformation
Active
Collaborative
Constructive
Authentic
Goal Directed
Teachers must be profiled on a matrix of their ability as well as the context in which they are working.

26. PBL Assessment to NETS*S
ISTE NETS*A
Customized Professional Development Modules
Examples of Additional Programs:
A VLE/LMS
Communities of Practice
Sustained Professional Development
Peer Mentoring
Personal Learning Networks
Administration: B.Y.O.D.
Administrative Level
Assessment and Profiling Leads to the proper selection of teachers for this program: TIMs
Feedback
ISTE NETS*T
Teachers
Students
Student Technology Leaders Program
Assessment for 21st Century Skills: ISTE NETS*S
Implementation Level
PBL Assessment to NETS*S