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Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study
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Tay, L. Y., Lim, S. K., Lim, C. P., & Koh, J. H. L. (2012). Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study. Australasian Journal of Educational Technology, 28(4), 740-754.
This case study research attempts to examine the pedagogical approaches for the
teaching of English and mathematics with information communication technology
(ICT) in a primary school in Singapore. The study uses the learning with and learning
from ICT framework in reporting and analysing how ICT has been used in the teaching
of English and mathematics. This framework also looks into the level of production
(i.e., students’ creation of digital work) and collaboration when learning with and/or
from ICT. From the review of documents and lesson plans; interviews with teachers;
group interviews with students; and questionnaire survey of the students on their
frequency of ICT use, the findings seem to suggest a difference in the pedagogical
approach adopted by English and mathematics teachers. The frequency of ICT use was
also reported to be significantly higher in English lessons compared with mathematics
lessons. Mathematics teachers primarily adopted the learning from ICT pedagogy with
occasional learning with ICT approach. However, English teachers facilitated the
students to learn from and also with technology, with production and also with
elements of collaboration. This case study illuminates the usefulness of the learning
with and from ICT as a conceptual framework in guiding both researchers and teachers
to be more aware of the pedagogical implications when ICT is added in the teaching
and learning process. This case study also once again suggests the pivotal role of the teacher
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