Tan, Seng Chee

This article discusses the role of technologies that facilitate mobility in demand-driven learning situations. The focus is not on the technologies such as mobile devices per se, but to bring sense to the pedagogical dimensions of learning through such technologies. With all the hype on mobile technologies, there are few frameworks underpinning their educational applications. We propose a framework in which learning can be grounded on proximity of time, tasks, and usage (in terms of relevance); and proximity of peers, experts, appropriate materials, tools, and locality (in terms of access). This article is conceptual in nature and attempts to provide an educational rather than technical perspective on how mobile and wireless technologies can be adopted meaningfully for learning.

This study sets out to determine the effects of incorporating concept mapping in computer-assisted instruction. There were 37 boys and 54 girls from a Special Assistance Plan school who participated in this study. The students received computer-assisted instruction on the topic "organic chemistry" for about 7.5 hours. They were randomly assigned to three different groups. In the Partial Map group, the students were given partial concept maps in the program and they were assigned the task of constructing complete concept map after each topic. In the Complete Map group, the students were provided with complete concept maps and they performed note-taking activities during the lessons. In the Menu-selection group, the students used traditional menu-selection system and they performed note-taking activities. The following tests and instruments were then administered to the students: Chemistry Achievement Test, Attitudes towards Chemistry, Attitudes towards Computer-assisted Instruction and concept mapping exercise. It was found that students in the Partial Map group performed significantly better in the Chemistry Achievement Test than the other two groups of students. The significant difference existed in the performance in answering High Order questions but not the Low Order questions. There were no significant difference in attitudes towards chemistry or attitudes towards computer-assisted instruction among the three groups of students. Where concept mapping exercise is concerned, significant difference only existed between the Partial Map group and the Menu-selection group. Significant correlation between the concept mapping ability of students and their performance in the Chemistry Achievement Test existed only in the Partial Map group and the Complete Map group. From the results, it can be concluded that concept mapping activities could have a positive effect on the student's performance in achievement test but for a short treatment period, there seem to be no effect on student's attitudes towards the subject content and towards computer-assisted instruction. Besides, in the computer-assisted instruction program, students could have benefited more by constructing concept maps themselves after each lesson than by being given complete concept maps.

"This project is a case study of building communities of practice (CoPs) among Heads of Departments of Information Technology ((HOD(IT)s) in Singapore schools. As part of the second MasterPlan for Information Technologies in Schools initiated in 2002, there has been a stated goal to employ the CoP approach as a key strategic initiative to develop a more integrated "IT across the curriculum" approach in schools. As part of the same plan it was hoped that there would be a slowing changing pedagogical model that the learning environment might become more learner-centred through the effective integration of the technology. "-- [p. 1].

Using the Cultural-historical activity theory (CHAT) as a lens, this paper reports the contradictions that 18 teacher participants identified as they learned about knowledge building pedagogy in a course and reflected on the challenges that they might face in implementing the pedagogy. Among many challenges, two were highlighted in this paper to illustrate the within system and between systems contradictions. Deweyan’s transaction theory was used to suggest a possible way forward to overcoming these challenges.

E-learning platforms have been increasingly adopted by universities to extend and enhance learning. However, the literature review has shown that limited research has been conducted on the effects of electronic peer tutoring on student learning. Correspondingly, there is a lack of a suite of technological affordances to facilitate online peer tutoring sessions and appointments remotely. This paper describes the development of a novel smartphone app – Mobile Education Networked Tutoring On Request (MENTOR) – to facilitate face-to-face and remote peer tutoring. The MENTOR app aims to predict the tutoring needs of students using tutor-tutee matching, provides coordination of face-to-face tutoring sessions via the use of smartphones’ location data and online operation of remote tutoring sessions.

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.

This book is written keeping in mind prospective educators as well as practicing educators who are seeking a good understanding of how technology enables, mediates or enhances learning. This book provides insights into the global trends as well as Singapore’s journey in the use of technology for teaching and learning. Readers will benefit from the various aspects of using technology for teaching and learning, including the theoretical underpinning, design methods, planning, managing learners, and related issues and challenges. Key considerations for integrating various technological tools are also discussed at length in these chapters.

This is a go-to book for anyone who wants to understand how to enhance teaching and learning with technology.

Research has shown that peer tutoring at the university level could improve students’ performance and, enhance their motivation and learning, increase self-determination and learner autonomy, and reinforce conceptual knowledge by providing opportunities for reapplication of concepts. This paper describes the development of a mobile peer tutoring application – Mobile Education Networked Tutoring On Request (MENTOR). We start with a review of the literature to identify the relevant affordances that this mobile app should possess. In addition, questionnaires were administered with students studying in higher education to understand the needs of peer tutoring with tutors and tutees. The findings of the survey data showed that a majority of the students are receptive to peer tutoring and found it to be a user-friendly and intuitive method of mobile peer tutoring. One feature of MENTOR is the tutor-tutee matching – tutees are individually paired with tutors by using predictive modeling based on student data. Tutor-tutee matching can be efficiently accomplished via MENTOR mobile application by granting tutees the choice of tutors based on mutual tutor-tutee availabilities, students' background and tutor ratings. The other main features of the mobile peer tutoring application, such as online peer tutoring are presented in this study. The study contributes to the application of learning sciences and learning technologies to provide a holistic design for supporting student peer tutoring at the university level.

The purpose of this study is to investigate the development of student teachers' intentions and practices in integrating Information and Communication Technology (ICT) into teaching. Data was collected before and after the ICT course on their intentions to use ICT in future teaching, and after the two practicum school attachments to find out their practices in integrating ICT during their student teaching. The results showed that student teachers' intentions to integrate ICT were positive before and after the ICT course. There was a significant decrease in their practices to integrate ICT as an administrative tool and a student learning tool during the first practicum attachment. However, there were significant increases in their ICT practices during their second practicum attachment. The student teachers also reported positive overall attitude towards the use of ICT in teaching throughout their two-year teacher education programme.