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ICT Literacy

Introduction

In a borderless world, Information and Communication Technology (ICT) has become
a powerful tool to increase productivity, efficiency and disseminate the latest
 information. Realizing the importance of ICT in education, the Ministry of Education
(MOE) has  taken a significant step to widen the usage of ICT among pupils by
providing schools  with ICT infrastructure. This is to bridge the gap between those
who have access to facilities and those who have not.

The Computer in Education (CIE) programme was launched and piloted in 60
secondary schools in 1992 for all form one and form two pupils. Each computer
 lab in these schools was equipped with 20 desktop computers and a server.
A guideline for teachers was also prepared to help teachers implement this
programme through the circular KP (PPK) 8601/01/0400/Jld II (91) dated
 17 February 1992 (Appendix A).

This programme was well received and found to be beneficial to pupils in
enhancing learning in the area of ICT. Consequently, the programme was
extended to 90 more schools in 1996, and 110 other schools were given the
same opportunity in 1999 through a letter, KP(PPK) 8601/01/0400/Jld. XII (91)
dated 11 February 2000 (Appendix B). In 2002, the service circular
KP(BS-PP)8786/004/35 (8) dated 20 March 2002 (Appendix C) stated
that all schools equipped with computer labs implement Computer Literacy
 Programme in form 1 and 2.

Due to the rapid development of ICT, the need eventually arose for a review of
 the Computer Literacy Programme. In 2005, through a need analysis carried out
 under the Partners In Learning (PIL)Programme, the contents of the Computer
 Literacy Programme for secondary schools were reviewed.
It was found that there was a need to cater for various levels of capability in ICT
skills among pupils.This necessarily demands formulation of a programme that
introduces pupils to various entry points of ICT knowledge. It was also discovered
that there was a need to expose pupils to other domains of ICT such as Programming,
 Networks and the Internet.

As a result of the need analysis conducted, Information and Communication
Technology Literacy (ICTL) for Secondary School Programme is introduced
and will be implemented in year 2007 to form 1and form 2 pupils in all secondary
schools equipped with computer labs.

The ICTL for Secondary Schools Programme takes up from this foundational
grounding and seeks to provide pupils with greater access to information, to expand
their knowledge and skills; and also to enable them to fully utilise technology in various
fields. At the same time, moral values are emphasized in the implementation of this
 programme.


AIM

The aim of the ICTL for Secondary School Programme is to produce computer literate
pupils. This is in line with the aspiration of the Education Ministry to produce a holistic
 individual as espoused in the National Philosophy of Education.

OBJECTIVES

At the end of this programme, pupils should be able to:
• acquire and apply ICT knowledge and skills creatively to assist them in their daily life;
• share ideas and information among themselves, within and beyond the school
environment; and
• demonstrate responsibility and accountability towards ICT infrastructure and its used.

ICTL FOR SECONDARY SCHOOL PROGRAMME CONTENT

The programme emphasizes the integration of knowledge, skills and values.


KNOWLEDGE

The knowledge to be acquired in the ICTL for Secondary School
Programme consists of concepts and facts about ICT, including ICT terminology.
It includes procedures in managing computer laboratory, computer hardware, computer
 software, network and the Internet.

SKILLS
The skills involved are communication skills, information skills, managing computer
 system and problem-solving skills.

VALUES

The values inculcated by the ICTL for Secondary School Programme are
 responsibility, accountability, respect, cooperation, virtue and abide by ICT
code of ethics.

TEACHING AND LEARNING APPROACH

Appropriate teaching and learning approaches are essential to meet the learning
objectives set out in the content specifications. The teacher acts as an instructor or a
 facilitator depending on the types of activities and the learning outcomes.

In imparting the ICT skills, pupils will produce products based on the learning
outcomes. Pupils are able to start at any level according to their competency and
 progress.Information and Communication Technology Literacy (ICTL) lessons should
be conducted using the teaching and learning approaches stated below:

Knowledge-Based Approach

The knowledge-based approach in this Programme requires the teacher to act as instructor.
The teacher is required to:

• Introduce the field of study in terms of concept, definition and terminology.
• Show and demonstrate the procedures for managing computer laboratory, computer
hardware, computer software, network and the Internet.
• Provide instructional guidance which will form the fundamental basis for pupils to
grasp the content of the programme.
• Encourage pupils to seek other sources of information and references to complete
their projects when necessary

Skill-Based Approach

The skill-based approach emphasizes student-centred activities with the teacher playing the
dual role of instructor and facilitator. The teacher should:
• Provide hands-on guidance to pupils to help them acquire relevant skills in each
learning area
• Encourage pupils to develop their skills independently and systematically


Project-based Learning Approach

Project-based learning approach is student-centred. It focuses on individual or group
activities that go on over a period, resulting in a final product, presentation or performance.
For example, E-scrap books, multimedia presentations and simple applications. The
product is focused on the learning areas and is integrated across the curriculum over
subjects such as the English language, the Sciences and Environmental studies. In
facilitating project-based activities, the teacher should;
• provide advice on project management procedures and task organisation
• monitor the progress of student projects
• give advice, tips and recommendations whenever needed
• assess the outcome of pupils’ work

Self-paced Learning Approach

The self-paced learning approach has been designed to encourage pupils to take
responsibility for their own learning and to develop self-reliance and self-confidence within
the parameters of the projects given. This strategy encourages the development of
independent learners, facilitates the forging of productive work relationships among group
members and also serves to foster discipline among pupils.

Self-Directed Learning Approach

In self-directed learning, pupils determine the topics they want to learn within a particular
content area at their own pace. They also search for and locate information on specific
learning areas from a variety of sources such as resource centres, libraries, reference
books, magazines, CD-ROMs and the Internet. Pupils are also encouraged to evaluate
their own progress within a particular learning area.

ASSESSMENT

Assessment acts as a yardstick in evaluating pupils’ achievement of acquiring ICTL
knowledge and skills. Assessment must be done continuously to monitor pupils’
progress in terms of knowledge, skills and values. Pupils can be evaluated by using
either formative or summative assessments or both.

Content knowledge can be evaluated using written test, while skills acquired can be
gauged according to pupils’ portfolios, which comprise worksheets, projects as well
as multimedia presentations.




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