Vision and Goals
The advent of technology has brought about a major shift to the educational landscape in schools. We are no exception. In an increasingly unpredictable world, Bartley Secondary School sees an essential need to innovate in her practices to impact students’ learning for thriving in the 21st century. In doing so, the ICT Department rides on the school’s vision and mission in envisioning the process of “Learning to Innovate; Innovating to Learn” as a guide to all ICT practices in the school. The ICT vision is underpinned by three long term goals of the school, namely engaged staff, passionate learner and responsible and resilient leader. Key ICT programmes are put in place for both teachers and staff to address each aspect.
• Teachers play an important role in designing the curriculum where it is examined regularly for suitable integration of technology in learning while carefully considering meaningful interactions of technological, pedagogical and content knowledge using the TPACK model.
• Teachers go through professional development where formal dialogues, trainings and lesson observations take place as a result of seeing the need to tap on one another’s strengths to develop a robust curriculum for our learners.
21st Century Competencies (21CC)
• In working towards developing Bartleyans into 21st century learners, the use of technology will extend and magnify the possibilities of higher order thinking, self-directedness and collaboration amongst our learners. These skill-based processes are essential in meeting the desired outcomes of education for our passionate learners.
• Learners will go through training on the use of Web 2.0 tools that are mainly of collaborative nature. These include the use of Google apps, social media, forum, blog, mind mapping, ideation and polling tools. The familiar use of these tools will help learners focus better on acquiring content knowledge through a social constructivist approach where peer-to-peer interactions will be beneficial to learning.
• Dangers are lurking in the cyber space. The increased usage of technology would mean the need to educate our learners to be more responsible and discerning users. Differentiated programmes of intervention nature are done across respective levels for our learners to progress through aspects in video gaming, social media, cyber bullying and media literacy. Parenting talks related to these topics are also carried out as part of the school’s efforts in forging strong partnerships with our stakeholders.
Technology leaders are identified in every class. These student leaders will go through differentiated training at every level to meet the outcomes of awareness of cyber wellness issues, application through presentations to the school population, adoption of a student mentor-mentee process and advocacy for building on good cyber wellness practices