Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24696
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dc.contributor.authorTay, Hui Yong-
dc.date.accessioned2022-11-24T03:14:20Z-
dc.date.available2022-11-24T03:14:20Z-
dc.date.issued2022-
dc.identifier.citationTay, H. Y. (2022). Reframing technology for assessment and learning as a form of signature pedagogy. OER Knowledge Bites, 17, 23-24.-
dc.identifier.urihttp://hdl.handle.net/10497/24696-
dc.description.abstractFor two centuries, our classrooms have looked largely the same, with students seated behind neat rows of desks listening to the teacher expounding in the front. The exception was during the school lock-downs because of the COVID-19 pandemic when our pedagogy seemed to change with students sitting in front of an electronic device. But now that the schools have reopened, we seem to have gone back again to the days of B.C (Before COVID-19).-
dc.language.isoen-
dc.publisherNational Institute of Education (Singapore)-
dc.relation.ispartofOER Knowledge Bites-
dc.rightsCopyright National Institute of Education (Singapore)-
dc.titleReframing technology for assessment and learning as a form of signature pedagogy-
dc.typeArticle-
local.message.claim2022-11-29T09:44:37.800+0800|||rp00171|||submit_approve|||dc_contributor_author|||None*
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextWith file-
item.languageiso639-1en-
item.openairetypeArticle-
item.grantfulltextOpen-
item.cerifentitytypePublications-
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