Now showing 1 - 10 of 93
  • Publication
    Open Access
    A collaborative professional development model for rapid collaborative knowledge improvement in Singapore schools
    (2012)
    Song, Yanjie
    ;
    ;
    Looi, Chee-Kit
    Rapid Collaborative Knowledge Improvement (RCKI) is a pedagogical approach for designing computer-supported collaborative learning (CSCL) activities in the classroom. We have conducted design-based research on RCKI using the software called GroupScribbles (GS) in a few Singapore schools for over four years. For professional development of the teachers, a collaborative-apprenticeship learning (CAL) model is adopted in which researchers and teachers collaborate via reciprocal interactions on joint activities towards mutual understanding on innovative practices premised on RCKI principles. The findings show that the CAL model helps teachers develop RCKI principled-based understanding and improve the enactment of the innovations in their classrooms.
      450  303
  • Publication
    Open Access
    Empowering language learners: Harnessing computer-based writing for enhanced Chinese language proficiency
    (Asia-Pacific Society for Computers in Education, 2023) ; ; ; ;
    Sim, Seok Hwa
    Computer-based writing (CBW) has become integral in language education, enabling personalised learning and online collaboration. In Singapore, CBW is being introduced in Chinese Language (CL) classes, yet challenges persist, particularly for students using the phonetic-based pinyin input method. This study investigated the impact of partially replacing paper-and-pen-based writing (PPBW) with CBW in primary schools. Using mixed-effects modeling, we compared post-CBW and post-PPBW scores, considering CL achievement levels. Results indicated CBW's positive influence on writing quality regardless of prior competence. Furthermore, CBW significantly benefits low and medium-achieving students' performance. Typing speed and handwriting speed are influential for these students, while different writing strategies play distinct roles. Informed by the findings, we propose an online writing community platform, WeeWrite, incorporating generative AI to enhance CL CBW skills, offering personalised and collaborative learning experiences.
      13  10
  • Publication
    Open Access
    Extrinsic and intrinsic barriers in the use of ICT in teaching: A comparative case study in Singapore
    (2012) ;
    Tan, Ashley
    ;
    Lim, Cheryl
    This study examined the use of ICT for teaching undertaken by two primary school teachers at pre-examination period and at post-examination period. Their perceptions of using ICT for teaching and learning and their ICT experiences were also analysed. The results showed that both teachers improved in ICT integration from Adoption stage to Adaptation stage after examination (when the curriculum is more flexible and teachers had more time for lessons), with increased scope and sophistication in ICT use in classrooms. These observations confirmed that extrinsic barriers - time and curriculum constraints - are negatively impacting ICT integration of teachers.
      1545  1357
  • Publication
    Open Access
    Spiral model of collaborative lesson design: A model to develop TPACK and TEL design competency in pre-service teachers
    (2022)
    Tan, Jesmine Sio Hwee
    ;
    Designing Technology-Enhanced Learning (TEL) lessons for 21st century learning has become an integral part of teacher education. However, developing pre-service teachers to design quality TEL lessons can be challenging as they need to keep up with the rapid proliferation of ICT tools. Besides, the competency to align technology with the relevant pedagogy and content knowledge can be overwhelming. Hence, this study presents a framework Spiral Model of Collaborative Lesson Design to scaffold pre-service teachers in designing TEL lessons. An exploratory study was conducted to examine this model. Informed by the Script Theory of Guidance, this model liberated on the five phases of the Spiral model of collaborative knowledge improvement collaborative script to engage participants in a collaborative lesson design session. Results showed that pre-service teachers’ TPACK and their TEL design competency had improved. The proposed model will contribute significantly to the professional development of pre-service teacher education.
  • Publication
    Unknown
    Exploring Chinese undergraduate students’ perceptions of collaboration and satisfaction in the context of online collaborative learning
    (2018)
    Zhang, Si
    ;
    ;
    Looi, Chee-Kit
    Students’ perceptions of collaboration and satisfaction are key factors that affects students’ dropout behavior. In this study, an online collaborative learning approach which integrated intra-group and inter-group discussions was proposed. Through questionnaire survey and interview, this study explores Chinese undergraduate students’ perceptions of collaboration and satisfaction in an online collaborative learning activity. The results showed that students took a positive attitude to the process of collaboration and were satisfied with the online learning activities. Finally, some suggestions about design and implement online collaborative learning activity were proposed.
  • Publication
    Unknown
    "Ideas first" in collaborative second language (L2) writing: An exploratory study
    (2010-06) ; ;
    Looi, Chee-Kit
    Drawing from sociocultural perspectives, this paper argues for the necessity of distinguishing the activity of "brainstorming ideas" from the activity of "generating words/phrases" in collaborative L2 process writing. We designed a series of Chinese writing lessons based on the online collaborative learning software GroupScribbles (GS) to explore students’ participation and performance with "ideas first" versus "words/phrases first" activity designs. Quantitative data collected from an analytical tool reveal that students engaged more actively in the "ideas first" collaborative L2 writing than in the "words/phrases first" approach. Our research findings suggest that "ideas first" supported by the affordances of the GS tools a viable approach for collaborative L2 writing.
  • Publication
    Unknown
    Integrating technology in the classroom: Favourable conditions for teachers' upward development trajectories
    (2010-11)
    Chen, Fang Hao
    ;
    Looi, Chee-Kit
    ;
    In this paper, we study developmental trajectories of three teachers as they integrate GroupScribbles (GS) technology in their classroom lessons over the period of about one academic semester. Coherency diagrams are used to capture the complex interplay of a teacher’s knowledge (K), goals (G) and beliefs (B) in leveraging technology effectively in the classroom. The degree of coherency between the KGB region and the affordances of the technology provides an indication of the teacher’s developmental progression through the initiation, implementation and maturation phases of using technology in the classroom. Our analysis of these three teachers’ trajectories suggests that initial high coherency in a teacher’s KGB region and having students who have already been enculturated with the technology-enabled pedagogies accelerate upward developmental trajectories in integrating technology in the classroom.
  • Publication
    Unknown
    Towards a model for rapid collaborative knowledge improvement in classroom language learning
    (2011-07) ;
    Looi, Chee-Kit
    ;
    The concept of Rapid Collaborative Knowledge Improvement (RCKI) refers to quick cycles of knowledge improvement in the short duration of a classroom lesson. We explore the role of RCKI in language learning in our school-based design research by working with teachers to co-design and enact lessons in classrooms. We design a model, called the Funnel Model, to provide a scaffolding structure to enable RCKI practices in the context of reading comprehension. Starting with a stage of individual brainstorming, the model leads to stages of intra-group and inter-group knowledge improvement. The design and implementation of three cycles of RCKI activities in GroupScribbles (GS) supported classroom environment are provided to illuminate the flexibility and diverse uses of the model.
  • Publication
    Unknown
    ICT experiences and competencies of pre-service teachers in the digital age
    (2013) ;
    Zhou, Xiaolu
    ;
    Tan, Ashley
    ;
    Wong, Siew Koon Philip
    This study examined the information and communications technology (ICT) ownership, usage and competencies of the new generation of Singapore preservice teachers who were born and had grown up in the Digital Age, roughly after 1980. This project surveyed preservice teachers at the National Institute of Education and interviewed volunteers who were also asked to keep a journal reflecting their ICT-related activities and thinking to provide further insight. Data analysis shows that they had good access to mainstream ICT devices such as computers and mobile phones. The lack of homogeneity with regard to ICT experiences, competencies and improvement was identified. The majority of pre-service teachers were found competent in using the core applications, including email, chatting, searching for information online and frequently for entertainment, using productivity tools, communication and socialization rather than for study and work. And they remained passive consumers instead of active creators of digital content.