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Pre-service teachers' ICT experiences and competencies: New generation of teachers in digital age

2010-11, Chen, Wenli, Lim, Carolyn, Tan, Ashley

This study is to gather baseline data on the technology experiences and competencies of the new generation of pre-service teachers who were born after 1980. This paper presents findings from a survey study conducted in 2009 with 1554 young pre-service teachers in Singapore. The results show that ICT permeates all aspects of the new generation of pre-service teachers' lives. It is found that they own the mainstream ICT devices (such as desktop and laptop computers) and they are comfortable with a core set of ICT applications but have less access to emerging devices (such as smartphone, PMP) and are less comfortable with specialised technologies. Student use of ICT and competency with emerging technologies is far from universal. Only a minority of the students are engaged in content creation activities using multimedia tools. There is a gap between their everyday ICT skills and the skills of ICT for teaching and learning. The findings are discussed in light of Prensky's notions of the 'Digital Natives'. The implications for using technology to support teaching and learning in teacher education are discussed.

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Enhancing students' computational estimation ability in GS-based computer-supported collaborative learning environment

2009-11, Lin, Chiu Pin, Chen, Wenli, Tung, Ting Hao

This research is informed by the theory of CSCL as a foundation of the mathematics design for the mathematical operations estimate ability and strategies. This study is implemented in a computer-supported collaboration to promote the sixth grade elementary students. The results demonstrated that this study can effectively promote the mathematics estimate examination of students. This also enhances the students' interest in mathematics and enhances group collaboration, discussion and the interaction amongst their classmates.

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A collaborative professional development model for rapid collaborative knowledge improvement in Singapore schools

2012, Song, Yanjie, Chen, Wenli, Looi, Chee-Kit

Rapid Collaborative Knowledge Improvement (RCKI) is a pedagogical approach for designing computer-supported collaborative learning (CSCL) activities in the classroom. We have conducted design-based research on RCKI using the software called GroupScribbles (GS) in a few Singapore schools for over four years. For professional development of the teachers, a collaborative-apprenticeship learning (CAL) model is adopted in which researchers and teachers collaborate via reciprocal interactions on joint activities towards mutual understanding on innovative practices premised on RCKI principles. The findings show that the CAL model helps teachers develop RCKI principled-based understanding and improve the enactment of the innovations in their classrooms.

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Connecting learning spaces using mobile technology

2010, Chen, Wenli, Seow, Peter Sen Kee, So, Hyo-Jeong, Toh, Yancy, Looi, Chee-Kit

The use of mobile technology can help extend children's learning spaces and enrich the learning experiences in their everyday lives where they move from one context to another, switching locations, social groups, technologies, and topics. When students have ubiquitous access to mobile devices with full connectivity, the in-situ use of the mobile devices in different contexts may allow students to make connections to what they learn in the classroom with their daily life experiences outside the classroom. This article proposes mobile technology supported seamless learning to illustrate how learning occurs seamlessly across time and places mediated by mobile devices. The authors' approaches to nurturing a seamless learning environment are also discussed.

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Peer assessment for knowledge improvement: Do the type and the affective nature matter?

2022, Tan, Jesmine Sio Hwee, Chen, Wenli

Peer assessment is an important component in collaborative learning. Its effects have been substantially evidenced to vary with the types of feedback. This mixed-method study was conducted in a pre-service teachers’ TEL design learning context. It aimed to examine the different types of feedback and their affective nature on knowledge improvement. Specifically, the types of peer comments and their affective nature on pre-service teachers’ TPACK knowledge improvement were examined. The results showed that feedback that raised questions and concerns about the work and suggestive feedback gained the highest response rate leading to further improvement. Both positive and negative comments had the same impact on supporting the improvement of their work. The emoticon at the technology platform did not influence the participants with the affective state of the peer comments. The implications of future peer assessment implementations and the design of technology platforms to promote effective peer feedback are discussed.

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AppleTree: An assessment-oriented framework for collaboration and argumentation

2013, Chen, Wenli, Looi, Chee-Kit, Wen, Yun, Xie, Wenting

In this paper, we articulate a framework (called AppleTree) for assessing collaborative argumentation with the purpose of evaluating and empowering the development of argumentation skills, collaboration skills and content knowledge in school learning. The framework is motivated by the need to achieve “learning to argue” and “arguing to learn” and the necessity to embed on-going and automated formative assessments for collaborative learning as reflected in existing literature. It builds on existing systems for collaborative argumentation and automated assessment of collaborative learning to achieve assessment for learning and to realize it in authentic classroom environments. We illustrate the framework by instantiating it in the conceptual design of one such system for use in schools.

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Pre-service teachers in a ubiquitous computing environment: One-to-one technology enhanced learning (TEL)

2020, Chen, Wenli

This research project is to examine the implementation and outcome of one-to-one laptop initiative of National Institute of Education (NIE) to better understand the possibilities and challenges of the ubiquitous computing environment aimed at achieving multiple dimensional learning goals of pre-service teachers.

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Restricted

Evaluation of implementation of the 3rd Masterplan for ICT in Education (MP3) and its impact on Singapore schools: Instrumentation and phase 1 study

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.

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Extending students’ learning spaces: Technology-supported seamless learning

2010-06, Chen, Wenli, Seow, Peter Sen Kee, So, Hyo-Jeong, Toh, Yancy, Looi, Chee-Kit

Learning is interweaved into and across students’ everyday life activities. Technology that is used to support learning should be integrated with everyday life in the same way that learning occurs in everyday life: seamlessly. Mobile technologies, with their reduced size and ease of use, provide the potential to extend students’ learning spaces and enrich the learning experiences in their daily lives where they move between locations, switch from one topic or context to another, and interact with different social groups. This paper proposes mobile technology-supported seamless learning and presents learning scenarios from our research to illustrate how learning occurs seamlessly across time and places mediated by mobile devices.

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Collaboration script appropriation in a science class

2019, Zhang, Si, Chen, Wenli, Wen, Yun, Looi, Chee-Kit, Chai, Aileen Siew Cheng, Ang, Joo Liak

This paper presents how a collaboration script informed by the Funnel Model was appropriated by a class of students in a secondary science class lesson. Based on the script, a class of 33 tenth grade students enacted four stages of a technology-supported collaborative learning activity: individual construction, intra-group construction, inter-group rating, and intra-group refining. Quantitative and qualitative analyses of students' behaviors and perceptions were conducted to identify and explain how students appropriated the collaboration script.