Design considerations for technology-mediated learning
Learning in this age and time is a complex process. It is dependent on a multitude of factors such as the learning milieu, learner profile and most importantly, the lesson design. Learning in the digital age has become even more complicated with the introduction of technology tools. This chapter discusses how the entire dynamic activity within the classroom, which leads to the enhanced learning experience, is, in fact, a work of art by the teacher. Depending on the design of the learning experience as deemed fit by the teacher, the learners could be learning passively, or they could be actively involved in the learning process. Learners could be learning within the physical classroom through technology mediation or outside the classroom or learning from home through e-learning or learning independently accessing online resources.
The teachers are critical players in planning and designing, thereby orchestrating the learners’ entire learning experience. This chapter presents th key elements and process involved in the design of technology-mediated lessons. It will cover critical concepts from Technology, Pedagogy, and Content Knowledge (TPACK) and the influence of learner profile and learning milieu on lesson design. Besides, it will discuss key evaluation ideas for teachers to determine the nature of their lesson.
A collective case study of IT integration in Singapore secondary schools
The focus of this qualitative research is to study how Information Technology (IT) is used by teachers to support students learning effectively in Singapore secondary schools. The study would focus on the manipulation of IT as a tool, which encourages effective learning to take place with the presence of any of the core thinking skills as presented in Dimensions of Thinking framework proposed by Marzano, et.al. among Singapore secondary school students. Activity Theory would be adopted as the theoretical framework for this study. Activity theory is a philosophical framework that provides the structure to study various human interaction and practices within the context of development. By using activity theory as a framework, it is hoped that the study would be able to observe, analyse and report on the interaction between the various factors, which influence the use of IT to support students learning. It is hoped that once completed, the study would provide insight to educators and researchers on how IT can be successfully used to scaffold students’ cognition to optimise their capacity and potential to think and become life long learners. At this stage, however, the report would focus on the methodology of the study.
Learning new technology tools in pre-service teacher education: A model for instructional approach
The purpose of this qualitative study is to propose a model of instructional approach for pre-service teacher education in the area of learning a new technology tool. Through the instructional approach, it is hoped that pre-service teachers will become confident in integrating the technology tool which they have learnt, to enhance teaching and learning in the classroom. The study involved 30 Post-Graduate Diploma in Education (Physical Education) pre-service teachers and 59 Post-Graduate Diploma in Education (Secondary) pre-service teachers who were attending a core Information and Communication Technology (ICT) course in the year 2010. An instructional approach was designed for the implementation of video sports games for the 30 Physical Education (PE) pre-service teachers and for the implementation of Interactive White Board (IWB) for the 59 Post-Graduate Diploma in Education (Secondary) (PGDE Sec) pre-service teachers. During the course, the pre-service teachers were introduced to Video Sports Games and Interactive White Boards through an instructional approach that comprised of self-paced team exploration of the tools, peer sharing and critique, team exploration of various lesson plans culminating in lesson ideas/plans designed as a team. Based on data collected through observations, reflections and artifacts submitted by the teams, this study proposes a refined instructional approach to be adopted at the pre-service teacher education level for effective learning of the technology tool. The findings revealed that immersion time with the tool, team learning, peer sharing and critique were significant components which enhanced the pre-service teachers’ learning experience. The study explores the significant role of the tutor and pre-service teachers and proposes an enhancement of the current instructional approach.
Cyber wellness: What, why and how?
The current generation of learners has been called the ‘digital natives’ who live with digital devices and constantly connect through the devices. While harnessing the affordances of technology for teaching and learning has many advantages, as educators, we need to be mindful of the pitfalls, such as cyberbullying and cybersecurity issues. In this chapter, we will first position cyber wellness as part of media literacy and digital literacy. We will look into the skills and knowledge we want our learners to develop in an environment where the boundary is blurring between cyberspace and the physical world. We will also provide suggestions to promote cyber wellness in the classrooms and discuss pertinent issues such as cyberbullying, digital addiction, social media threats (see Chapter 15), and the concept of digital footprints
Influence of peer assessment on the quality of cooperative learning: A pilot study
Pre-service teachers to ‘Walk the Talk’: An experiential learning model for values education
Computer mediated communication as a collaborative tool for facilitating student-centered learning in project- based classrooms
Computer mediated communication (CMC) tools have marched into schools to provide borderless teaching and learning to complement existing face-to-face interactions. This article describes how teachers have used CMC to facilitate asynchronous online communication among students' collaborative project groups in project-based classrooms. Secondary school teachers used the CMC tool to facilitate and manage students' learning in terms of brainstorming and challenging student ideas, building resources, and working collaboratively to complete group projects.
Net generation student teachers’ perceptions of a CSCL-inspired curriculum
In this paper, we report the perceptions of a CSCL-inspired curriculum implemented with a cohort of net generation student teachers. The motivation behind this study is to examine the influence of CSCL pedagogy on net generation student’s learning. Using convenience sampling, a total of 1081 student teachers participated in the survey consisting of factors on course content, delivery, learning environment and general experience. The findings revealed that the course in terms of all four factors has been very positively received. The CSCL-inspired instructional approach is found to have benefited net generation student teachers’ learning.
Technology for meaningful learning
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.MicroLESSONS TM: Tool to encourage student-centred learning
Information and Communication Technology (ICT), if integrated and applied in the right manner can encourage student-centred learning in the classrooms of today. However, in order to conduct a successful student-centred learning environment and to engage students in learning, teachers will have to plan and integrate ICT effectively. The reality of the situation in schools is that, due to time constraint and the lack of resources that are customised to students' needs, teachers often resort to traditional ICT teaching methods. This article attempts to present a solution to overcome the constraints faced by the teachers. It is hoped that with the training provided to the trainee teachers in the National Institute of Education (NIE Singapore), these trainees will be equipped to plan and design microLESSONS TM. These student-oriented ICT based lessons will enable them to customise content according to students' learning potentials. microLESSONS TM are small multimedia learner-centred instructional packages presented to the students. The structure is usually in the form of an ill-defined problem, a case study, a scenario, or a situation. The students are then required to use the scaffolds provided to explore possible solutions to the problem presented.