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.

1. Course schedule DED 137

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!

11. Course assessment

12. Activity 3 (15 min) Watch the MOE video entitled “Gearing up for the Future” Summarisethe main goals of ICT Masterplans1 and 2

14. Generate innovative processes in education

15. Enhance creative thinking, lifelong learning and social responsibility

16. Promote administrative and management excellence in the education system

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