NIE Digital Repository :: Browsing by Author "Chai, Ching Sing"

Browsing by Author "Chai, Ching Sing"

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Open Access
The analysis of small group knowledge building effort among teachers using an interaction analysis model
(2008-10)
Tan, Jeanne
;
Chai, Ching Sing
;
Hong, Huang-Yao
In this paper, we investigate teachers’ interaction in Knowledge Forum using the interaction analysis model [12]. The teachers were given two tasks that were designed to engage them in building knowledge in the belief mode and the design mode [1]. The patterns of online interactions generated by these two tasks were compared. The results indicate that there is no discernable difference. It also indicates that the teachers’ interaction lack depth and they are oriented towards task completion. Implications of the results towards teacher development are discussed.
343 227
Open Access
Analyzing students’ after-school artifact creation processes in a mobile-assisted language learning environment
(2011-11)
Wong, Lung Hsiang
;
Song, Yanjie
;
Chai, Ching Sing
;
Zhan, Ying
This paper presents “Move, Idioms!”, a Mobile-Assisted Language Learning design that emphasizes learners‟ habit of mind and skills in making meaning with their daily encounters, and associating those with the knowledge learned at the formal classes. The students used smartphones on a 1:1, 24x7 basis to take photos in real-life contexts related to Chinese idioms, made sentences with the idioms, and posted them onto a wiki space for peer reviews. In this paper, we focus on investigating students‟ cognitive processes and patterns in artifact creation. Through two case studies, we gained better understanding of how (1) physical settings in the informal contexts, (2) parental support, and (3) technology facilitated students‟ meaning making in their daily life. We hope to contribute to the literature of mobile learning by exploring virtually limitless learning opportunities that informal contexts and parental involvement may offer to learners.
470 333
Open Access
Asian personal epistemologies and beyond: Overview and some reflections
(De La Salle University Manila, 2010)
Wong, Benjamin
;
Chai, Ching Sing
131 630
Open Access
A blended collaborative writing approach for Chinese L2 primary school students
(Australasian Society for Computers in Learning in Tertiary Education, 2011)
Wong, Lung Hsiang
;
Chen, Wenli
;
Chai, Ching Sing
;
Chin, Chee Kuen
;
Gao, Ping
This paper outlines an adaptable collaborative writing approach employing a wiki to address the typical weaknesses of young Singaporean Chinese students learning Chinese as second language (L2) in Chinese writing. These students’ problems in writing include limited and incorrect use of vocabulary, English-style grammar, badly structured passages, and so on. The collaborative writing approach, V.S.P.O.W., can be characterised as a recursive, bottom-up writing process that requires the students to collaboratively carry out wiki-based “word/phrase pooling” (V), “sentence making” (S), “paragraph writing” (P), and “outlining” (O); and eventually individual essay writing (W). We analysed the potential learning effects of the writing process among Primary 4 (10-year-old) students - especially in addressing and leveraging students' individual differences. Through teacher and student-initiated customisation of the original V.S.P.O.W. process, we hope to improve the students' micro-skills for writing. The results of the pilot study show that the target students' micro-skills for writing were significantly improved, which could be attributed to emerging peer coaching practices among them.
Scopus© Citations 29 524 936
Open Access
Changing teachers’ TPACK and design beliefs through the Scaffolded TPACK Lesson Design Model (STLDM)
(Taylor & Francis, 2017)
Chai, Ching Sing
;
Koh, Joyce Hwee Ling
This study investigates the change in teachers’ design beliefs and their development of technological pedagogical content knowledge (TPACK) through a courses designed with the scaffolded TPACK lesson design model. To achieve these aims, an adapted scale for teachers’ design beliefs and TPACK is created and validated. The study reveals significant changes in the teachers’ TPACK with large effect size and changes in teachers’ design beliefs with medium or small effect size. Further investigation also reveals that the teachers’ design beliefs that is constituted by the factors of Beliefs about New Culture of Learning (BNCL), Teachers as Designer (TAD) and their Design Dispositions (DD) predict their TPACK both in first and second order structural equation models. The findings may suggest that it is advisable to develop teachers’ design beliefs as teacher educators attempt to develop preservice teachers’ TPACK.
Scopus© Citations 44 150 142
Open Access
Changing the reading attitude of young children through Facebook
(2010-11)
Ng, Siam Hong
;
Chai, Ching Sing
;
Yee, Siong Yew
It is widely recognized that positive reading attitude affects reading performances [1]. As such, the aim of this study is to examine the effect of a reading program that leverage on social networking tool Facebook on reading attitude. Reading attitude is affected by personal beliefs, social beliefs and reading experiences [2]. In this study, pupils in the treatment group were required to post book reports onto Facebook which provided them with peers support and social purpose for reading and sharing their reading experiences with peers. Pre- and post- test were administered using Elementary Reading Attitudes Survey (ERAS) before and after the implementation of Facebook reading program. The result of the study shows that the treatment group developed a more positive attitude towards reading of Chinese story books than control group.
403 234
Open Access
Closing the gap: Pre-service teachers' perceptions of an ICT based, student centred learning curriculum
(2007-12)
Lee, Chwee Beng
;
Teo, Timothy
;
Chai, Ching Sing
;
Choy, Doris
;
Tan, Ashley
;
Seah, Jimmy Han Meng
As technology continues to influence many aspects of our social and work lives, it is important that school experiences equip students the skills and knowledge that will enable them to develop into effective independent, creative, and lifelong learners to cope with the influx of changes. Given that teachers play a key role in the effective use of technology in education, there is a need to ensure that teacher education programs prepare teachers for the effective integration of ICT in the classrooms. We believe that there is a need to adopt a student-centered learning framework to design our ICT based Student-Centred Learning (SCL) curriculum for all pre-service teachers. In this paper, we presents parts of the findings from a curriculum review which evaluated 483 pre-service teachers’ overall satisfaction level towards an ICT based SCL course. We also provide some recommendations to the ICT curriculum based on the results found.
613 466
Open Access
Collaborative inquiry in co-constructing ICT-mediated curricula for Chinese literacy in Singapore context
(2008-06)
Wong, Lung Hsiang
;
Gao, Ping
;
Chai, Ching Sing
;
Chin, Chee Kuen
;
Chung, Tze Min
This collaborative inquiry project brings together Chinese Language teachers, curriculum specialists and researchers to co-construct Information and Communications Tools (ICT) mediated Chinese curriculum for primary school students in Singapore. The findings indicate that as the teachers were not used to voicing their concerns in free-flowing meetings, they experienced tension. However, all the participants agreed that collaborative inquiry is effective for teachers’ professional development. There were also positive changes of teachers' views about the incorporation of ICT in Chinese learning.
135 175
Open Access
Conceptualising a framework for engaged learning in the context of IT masterplan II in Singapore
(2004)
Teo, Yiong Hwee
;
Chai, Ching Sing
;
Hung, David
;
Quek, Choon Lang
Recent literature has emphasised active and learner-centred learning as opposed to passive and didactic methods of learning. The term "engaged learning" is often used synonymously with active learning, self-directed learning, collaborative learning and other similar canstructivist pedagogics. In this paper, we will track how Singapore's education system has advancedfrorn certain key initiatives in recent years to the next lap of embracing the engaged learning paradigm. We propose a definition and some indicators of engaged learning that are relevant to the Singapore context and advance a framework for bringing about engaged learning. In particular, the Instructional Science Academic Group of the National Institute of Education (NIE) will be developing a programme based on this framework of engaged learning for preservice and in-service teacher education and professional development. While this framework is conceptualised for teacher education and professional development, its components provide the basis for classroom teachers and administrators to design and implement effective instructional programmes that promote engaged learning in Singapore schools.
160 437
Open Access
Confirmatory factor analysis of the Conception for Teaching and Learning Questionnaire (CTLQ)
(De La Salle University Manila, 2008)
Teo, Timothy
;
Chai, Ching Sing
The two-factor (traditional conception, constructivist conception) of the Conception about Teaching and Learning Questionnaire (CTLQ) was examined through confirmatory factor analysis with a sample of 877 pre- service teachers from the National Institute of Education in Singapore. Analysis of the results indicated that the two-factor structure of the CTLQ was not supported. A principal axis factor analysis revealed a five-factor solution. By testing two alternative (4-factor and 5-factor) models for model fitness, the 5-factor was found to have the best fit. This study concludes with suggestions for further study with more diverse samples and cultures.
221 1114
Open Access
Constructing knowledge building communities in classrooms
(2003)
Chai, Ching Sing
;
Tan, Seng Chee
170 323
Open Access
Creating and learning through design: teacher professional development for 21st century learning
(2015-12)
Koh, Joyce Hwee Ling
;
Chai, Ching Sing
;
Lim, Wei Ying
Twenty-first century learning is encapsulated in educational experiences that engage students to develop socio-cultural, cognitive, metacognitive, productivity, and technological competencies for the 21st century workplace. While the fostering of 21st century skills is fast becoming an educational imperative, empirical studies have found it to be absent in teachers’ pedagogical practices. The learning models to support the integration of 21st century skills have yet to be pervasive in classroom teaching and learning practices. Coupled with the unique contexts of schools, classrooms and students, teachers face a significant design task when it comes to the creation of pedagogical practices to foster 21st century skills. Teacher professional development therefore needs to equip teachers with the necessary skills to design their pedagogical repertoire for engendering 21st century skills in students.
This study first describes the theoretical conception of a professional development framework that is designed to support the creation and learning of new professional practices. Drawing upon the conceptions of design thinking described by researchers such as Donald Schön and Nigel Cross, this process emphasizes opportunities for teacher engagement of reflection-in-action through continual opportunities for the iterative framing, developing, and reflection of design ideas. The process also exemplifies how target scaffolds, social scaffolds, and process scaffolds can be used to support this process.
The study then describes how this process was implemented with three teams of ten teachers at a Singapore primary school throughout a school year. Using a multiple case study approach, the pedagogical changes implemented by each team was analyzed according to the themes underlying 21st century skills and described. The professional knowledge generated by teachers as well as their perceptions of the usefulness of the professional development process were also examined from the teachers’ reflections. Through these analyses, the study will surface the considerations for implementing design-driven teacher professional development. It will also discuss the implications for work-based professional development programmes that foster the innovation of professional practices.
565 616
Open Access
Cultivating knowledge creation capacity for social studies among primary school students: A case narrative
(2012)
Chai, Ching Sing
;
Hoe, Kah Eng
;
Tsai, Pei Shan
;
Koh, Joyce Hwee Ling
In this paper, we report our subjective experiences in designing and implementing the knowledge building community among primary three students in one of the future school in Singapore. The knowledge building community is reportedly one of the most researched pedagogical models that aims to foster knowledge creation among students. While its pedagogical goals are laudable, its actual implementation is very challenging especially in the Asian school context. This study draws upon the personal experiences of the authors to explicate the challenges one may face in implementing this computer supported collaborative learning models and suggests several possible solutions for the identified contextual challenges.
163 247
Restricted
Developing teachers’ technological pedagogical content knowledge for 21st century learning (TPACK-21CL) through design thinking
(Office of Education Research, National Institute of Education, Singapore, 2020)
Koh, Joyce Hwee Ling
;
Chai, Ching Sing
;
Lim, Rebekah Wei Ying
Teachers need to design ICT-integrated learning experiences that help students to acquire 21st century competencies such as problem-solving, collaboration, and knowledge construction. Yet, empirical studies show that teachers continue to use ICT to support information transmission. These findings suggest that teachers lack technological pedagogical content knowledge for 21st century learning (TPACK-21CL). This is a kind of professional know-how for creating ICT-integrate learning experiencs that support 21st century learning. Teachers’ development of TPACK-21CL is inextricably linked to their competencies for design because TPACK is a kind of knowledge that emerges as teachers engage in ICT lesson design. Yet, the current TPACK framework has often been criticized for its limitation as an ICT lesson design framework.
341 58
Open Access
Effects of knowledge building on elementary students’ views of collaboration
(2010-11)
Hong, Huang-Yao
;
Wang, Po-Hsien
;
Hong, Ming
;
Chai, Ching Sing
This study investigates the impacts of knowledge building on students’ views on collaboration. Participants were 53 fifth graders. Data mainly came from students’ online activities and pre-post interview with regard to students’ view on collaboration. Findings indicate that engaging students in knowledge building helped broaden students’ view of collaboration, enabling them to see collaboration not just from a task-driven, group-based perspective, but also from a more idea-centered perspective.
264 128
Open Access
Effects of knowledge-building on teacher-education students’ epistemological belief change
(2009-11)
Hong, Huang-Yao
;
Chai, Ching Sing
;
Lin, Shu-Ping
Previous research indicates that epistemological beliefs are in relation to learning in various ways and have implications for teaching. This study further investigates whether it is possible to change teacher-education students’ epistemological beliefs by engaging them in a constructivist way of collaborative knowledge building and learning in an online environment called Knowledge Forum. Findings indicate that Knowledge Forum as a knowledge-building environment is helpful in (1) engaging students in their online knowledge work; (2) making them more collaborative and reflective in the community; and (3) transforming their epistemological and pedagogical beliefs to become more constructivist-oriented.
166 257
Open Access
Enhancing the creative climate of a college course through computer-supported collaborative knowledge building
(2010-08)
Hong, Huang-Yao
;
Chai, Ching Sing
;
Chang, Yu-Hui
This study explored effects of engaging students in a knowledge building environment assisted by Knowledge Forum (KF) on their collaborative learning processes and their perceived creative climate of that environment. Participants were 30 teacher-education students who took a university course in which knowledge building theory and KF technology was integrally employed to foster a knowledge building environment. The main data sources came from: (1) student online discourse recorded in a KF database; (2) a modified Creative Climate Questionnaire (CCQ), and (3) course evaluation administered at the end of the course. Findings indicate that students were highly interactive and collaborative in working with knowledge in KF. Further, the CCQ results indicate that the participants tended to perceive the climate of the knowledge building environment they were engaged as highly supportive for knowledge creation. Additional evidence based on course evaluation ratings also showed a significant preference for the present course operated under knowledge-building pedagogy over other courses offered in a more traditional way of instruction. Implications for designing effective knowledge building environments are discussed.
117 152
Restricted
Evaluation of implementation of IT masterplan 3 and its impact on Singapore schools - instrumentation and baseline study
(2010-01)
Tan, Seng Chee
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Chai, Ching Sing
;
Lee, Chwee Beng
;
Teo, Timothy
;
Chen, Wenli
;
Koh, Joyce Hwee Ling
;
Lee, Sai Choo
;
Foo, Hui Hui
"The main objectives are:1. Define the key constructs specified in the mp3 goals 2. Develop and validate survey instruments for longitudinal evaluation of mp3. 3. Develop and pilot test observation instruments and interview protocols for longitudinal evaluation of mp3. 4. Collect baseline data that serve (a) as evidence for MOE's decision making on implementation of mp3 and (b) as basis for assessing progress of mp3 in the subsequent phases of evaluation study." -- p. 8.
598 180
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Evaluation of implementation of the 3rd Masterplan for ICT in Education (MP3) and its impact on Singapore schools: Instrumentation and phase 1 study
(Office of Education Research, National Institute of Education, Singapore, 2024)
Tan, Seng Chee
;
Chai, Ching Sing
;
Lee, Chwee Beng
;
Teo, Timothy
;
Chen, Wenli
;
Koh, Joyce Hwee Ling
;
Lee, Sai Choo
;
Foo, Hui Hui
This is part of a longitudinal evaluation research that assesses the implementation of ICT Masterplan 3 (mp3) and its corresponding impact on over 360 Singapore schools. This report contains findings from Phase I study that focuses on the instrumentation process and analysis of baseline data. Working towards the vision "Harnessing ICT for Future Learning", the four mp3 goals are (1) Students possess competencies for self-directed and collaborative learning through the effective use of ICT as well as become discerning and responsible ICT users; and (2) Teachers have the capacity to plan and deliver ICT-enriched leaming experienoes for students to become self-directed and collaborative learners as well as nurture students to become disce rning and responsible ICT users; (3) School leaders provide the direction and create the conditions to harness ICT for teaching and learning; and (4) The ICT infrastructure that supports teaching and learning anywhere, anytime.
51 33
Open Access
Evaluation of implementation of the IT Masterplan 3 and its impact on Singapore schools: Instrumentation and baseline study
(2011)
Tan, Seng Chee
;
Chai, Ching Sing
;
Lee, Chwee Beng
;
Teo, Timothy
;
Chen, Wenli
;
Koh, Joyce Hwee Ling
;
Lee, Sai Choo
;
Cheah, Horn Mun
;
Foo, Hui Hui
This evaluation study aimed to assess the implementation of the Third Masterplan for Information and Communication Technologies in Education (mp3) and its impact on Singapore schools through a 5-year survey of more than 8,000 participants and case studies of 12 schools. This research brief focuses on findings from the 2009 baseline study. In general, Singapore students reported high competencies in basic ICT skills and perceived themselves to be frequently engaged in self-directed learning (SDL) and collaborative learning (CoL) using ICT. Their perception of SDL revolved around achieving better academic results, and they tended to adopt a divide-and-conquer strategy for CoL. The teachers also reported high competencies in basic ICT skills. They tended to associate SDL with independent learning using ICT-mediated resources while associating CoL with group work. Recommendations are made on ways to harness ICT to enhance the achievement of the mp3 goals.
627 378