Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/8160
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Issue Date: 
Jun-2009
Citation: 
Paper presented at the 3rd Redesigning Pedagogy International Conference, Singapore, 1 - 3 June 2009
Abstract: 
Effectively integrating and sustaining the use of technology in classroom practices is always a challenge. Our intervention project helps schools adopt a light-weight technology called GroupScribbles (GS) by collaborating with a primary school from 2007-2009 and scaling
up to two secondary schools in 2009. In these collaborations, we have worked with nine
teachers, three heads of IT departments and three technical assistants in integrating GS technology lessons into the school curriculum. GS lessons have been implemented in Secondary School subjects i.e. Mathematics, Chinese, Higher Chinese, Physics and in Primary School subjects i.e. Science, Mathematics, Chinese and Higher Chinese. We will report the opportunities and challenges that we as researchers faced as we tried to implement technology in the classroom. Some of the wide-ranging challenges include technical problem, attitudes of teachers and school leaders, teachers’ pedagogy and students’ learning (TAPS). More importantly, we will give accounts of how researchers and schools have established mutually beneficial collaborative relationships during the various stages of the research encompassed within the School-based Research Framework (SRF). These stages include the introduction stage, setup stage, enculturation stage, lesson implementation and professional sharing stage and the eventual independence stage. For sustained innovation in schools, teachers and school leaders play a pivotal role.
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Appears in Collections:CRPP - Conference Papers

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