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Improving classroom teaching
Pedagogical issues
Teaching/learning strategies
Mobile learning
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Looi, C.-K., Sun, D., Seow, P., & Chia, G. (2014). Enacting a technology-based science curriculum across a grade level: The journey of teachers’ appropriation. Computers and Education, 71, 222-236.
Studying teacher enactment of an innovation helps us understand the process of effective spread of a
curricular innovation to teachers who have differing levels of content readiness, pedagogical orientations,
teaching competency, different student profiles, and professional development experiences. Towards this,
we explore how different teachers in the same grade level appropriated a common science curriculum
enabled by mobile technologies in their classrooms. The innovative science curriculum: Mobilized 5E
(Engage-Explore-Explain-Elaborate-Evaluate) Science Curriculum was developed through an iterative
cycle of design-based research. As curriculum designs were not self-sufficient by themselves, the
enactments of the teachers differed in how they leveraged on students’ artifacts, how they integrated the
technology into the class, the ways in which they interacted with the students, and how they scaffolded
students’ activities in a mobile learning setting. In this study, the teachers’ enactments of mobilized 5E
lessons were observed, analyzed and compared, with the aim of exploring the differences of lesson
enactment amongst them. The results showed that teachers’ different pedagogical orientations affected
their instructions, especially their ways of technology integration in the class, and their patterns of
interactions with the students. Based on the exploration of the teacher enactment of the mobilized 5E
curriculum, implications are drawn concerning the implementation of innovative curricula
implementation and the supports for teacher professional development of such innovation with the
ultimate purpose of sustaining and scaling.
This is the final draft, after peer-review, of a manuscript published in Computers and Education. The published version is available online at
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