Collaborative inquiry in co-constructing ICT-mediated curricula for Chinese literacy in Singapore context

Abstract

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.