Now showing 1 - 10 of 68
  • Publication
    Open Access
    Design for scalability: From a class intervention to a level intervention
    (2014)
    Looi, Chee-Kit
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    ;
    Chia, Gean
    ;
    Kim, Mi Song
    ;
    ;
    Sun, Daner
    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, and different student profiles. Towards this, we explore how different teachers in the same grade level appropriated a common science curriculum enabled by mobile technologies in their classrooms. As curriculum designs are not self-sufficient by themselves, the enactments of the teachers differ in how they leverage on students’ artifacts, how they integrate the technology into the class and in which way they interact with students in a mobile learning setting. We draw implications for the innovative curricula implementation and for teacher professional development of such innovations with the ultimate purpose of scaling and sustaining.
      480  148
  • Publication
    Metadata only
    Developing pre-service teachers' computational thinking through experiential learning: Hybridisation of plugged and unplugged approaches
    (2022)
    Voon, Xin Pei
    ;
    Wong, Su Luan
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    ;
    Mas Nida Md Khambari
    ;
    Sharifah Intan Sharina Syed Abdullah
    Computational thinking (CT) is one of the skills that are critical for problem-solving in a technology-driven society. Although the importance of CT as a goal in education is increasingly acknowledged, there is scant research on developing pre-service teachers’ CT competencies so that they can integrate CT in their lesson design. In this study, drawing from the experiential learning framework, we discuss the design of a module using a novel approach that is a hybridisation of plugged and unplugged CT approaches. The aim is to facilitate pre-service teachers in making connections between CT and their teaching contexts. Thirty-eight pre-service teachers attended the CT module for twelve weeks. The results indicated that the participants developed better CT competencies by integrating, justifying and reflecting CT in their lesson design. This study demonstrates the importance of providing a practical CT module to conduct unplugged activities for pre-service teachers, especially for those without prior computing knowledge, before introducing CT in the context of programming.
      43
  • 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.
      15  16
  • Publication
    Open Access
    Analysing the mediating processes of teacher’s growth: A case study in a seamless inquiry science learning environment
    (2018)
    Voon, Xin Pei
    ;
    ;
    Looi, Chee-Kit
    This paper reports a case study that is intended to trace the professional growth of a science teacher who is implementing seamless inquiry science learning (SISL) in the context of Singapore primary school. In particular, we analyse the teacher’s learning trajectory under the lens of the Interconnected Model of Teacher Professional Growth (IMTPG). The teacher's pedagogical practices were investigated at the beginning of the intervention, and the changes in his practices were monitored throughout the ongoing teacher professional development (TPD). The findings reveals the importance of TPD design through two significant relationships: from external domain (ED) to domain of practice (DP), and from external domain (ED) to personal domain (PD), throughout the implementation of SISL. Recognising the importance of the design of an effective TPD, IMTPG was used as an analytical tool to analyse the corresponding relationships among the aforementioned domains in investigating the teacher’s growth in term of the pedagogical changes. The reciprocal relationship between the desired outcomes of the TPD and the teacher’s growth informed by the effective mechanisms used in conducting TPD , which is “learning by doing”. Thus, the design of an effective TPD to facilitate teacher’s growth should consider the desired learning outcomes and the endurance of that change to transform the innovative pedagogy.
      182  214
  • Publication
    Metadata only
    Effects of a machine learning-empowered Chinese character handwriting learning tool on rectifying legible writing in young children: A pilot study
    (2023) ; ; ;
    Ching Chiuan Yen
    ;
    Teo, Chor Guan
    ;
    The logographic nature of Chinese script is a major dissuading factor for learning handwriting. The challenge is the complex psycholinguistic process behind handwriting. Thus, we developed AI-Strokes, a Chinese handwriting learning tool that assists teachers in facilitating students’ handwriting practice in various modalities, and provides personalized feedback for the students. By leveraging a trainable Machine Learning back-end framework, the tool diagnoses and scores students’ handwriting errors. This paper reports a pilot study in a Singapore primary school with an early prototype of AI-Strokes. Two classes of students went through AI-Strokes-based Chinese handwriting lessons (the experimental group) and conventional lessons (the control group) respectively. Pre- and post-tests were administered, and their handwriting processes were analyzed regarding errors in stroke orders, extra/missing strokes, and errors in stroke directions. The results show that the experimental group has yielded significantly better learning gains than the control group. It is posited that the personalized feedback of AI-Strokes has formed a feedback loop to support students’ trial-and-error process in improving their handwriting skills. The multimodal handwriting task design may have also fostered their orthographic awareness through the activation of alternative psycholinguistic pathways during their handwriting lessons.
      15
  • Publication
    Open Access
    Implementing mobile learning curricula in a grade level: Empirical study of learning effectiveness at scale
    (2014)
    Looi, Chee-Kit
    ;
    Wu, Longkai
    ;
    Sun, Daner
    ;
    ;
    Chia, Gean
    ;
    Soloway, Elliot
    ;
    Norris, Cathy
    ;
    Developing and then scaling up an educational innovation so that it achieves on the dimensions of depth, sustainability, spread and change of ownership is a complex endeavor. In this paper, we present a study of one such innovation which has been developed through a design-based research process in a Singapore school. The innovation features a primary science curriculum integrating the 5E inquiry phases with the use of mobile technology. It has evolved through the various development phases to where the innovation is becoming an integral part of routine classroom practices. With the objective of examining the impact of the curriculum innovation on science teaching and learning, this paper reports some of the results of our scaling efforts, in particular, those relating to changes in classroom practices and the effectiveness brought by the curriculum innovation. Using qualitative data analysis methods, the study discusses the transformation of the classroom practices on teachers' pedagogical approaches, classroom culture, lesson plan design, linkages to informal learning, assessment methods, and parent involvement. Quantitative analysis of the performance of students in science assessments when compared between pre-scaling and scaling phases shows the efficacy of the innovation when scaled up to a whole grade level. Implications are drawn to inform future studies or work on factors for effective scaling up of technology-supported curricular innovations.
    WOS© Citations 40Scopus© Citations 55  273  913
  • Publication
    Open Access
    Group scribbles to support elementary students’ writing based on VSPOW model: A preliminary study
    (2011-11) ;
    Lin, Chiu Pin
    ;
    Sung, Yuan Lin
    ;
    Lin, Chih Cheng
    The aim of this study is explore the writing performance effect of a collaborative writing approach mediated by a computer-assisted collaborative learning tool for elementary school students. To increase students "interest and performances in Chinese essay writing, we facilitated co-writing peer learning programs are executed on Tablet PCs with Group Scribbles software for students" practicing themes about Taiwan with VSPOW (Vocabularies → Sentences → Paragraphs → Outlines → essay Writing) writing model. Through the peer collaborations, the pooling of rich vocabularies and corpus, and face-to-face discussions, the students‟ motivation and quality of writing had been enhanced.
      180  255
  • Publication
    Open Access
    An analysis of the interactional patterns in one-to-one and one-to-many collaborative concept mapping activities
    (2010-06)
    Lin, Chiu Pin
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    ;
    Liu, Tzu Chien
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    Shao, Yin Juan
    This paper reports on a study to investigate the effects of collaborative concept mapping in a one-device-per-student (1:1) digital learning environment, as compared with one-device-to-many-students (1:m), in terms of students' overall learning gains, knowledge retention, quality of the concept maps, interactional patterns, and learning perceptions. Guided by the methodology of quasi-experimental research, we adopted Group Scribbles (GS) 1.0 in our empirical study where students carried out collaborative concept mapping activities in two different settings: (a) students working in pairs with one Tablet PC assigned to each of them; (b) multiple students sharing a Tablet PC. In particular, we investigated the students' learning process, identified and compared various interactional patterns exhibited by the student groups who were engaged in both settings, and discussed how such group dynamics might have affected the quality of the student artifacts produced by individual groups.
      265  132
  • Publication
    Open Access
    Analysis of small group interactions in a seamless language learning environment: An artifact-oriented approach
    (2011-07) ; ;
    Zhan, Ying
    ;
    Chin, Chee Kuen
    We present a study in “Move, Idioms!”, a mobile Chinese Language learning approach that emphasizes learner created content and contextualized meaning making with their daily encounters. Students used smart-phones on a 1:1, 24x7 basis to capture photos of the real-life contexts pertaining to Chinese idioms or conjunctions, made sentences with idioms/conjunctions, and posted them onto a wiki space for peer review. This paper focuses on students’ on-campus face-to-face collaborative learning process. We derive a novel visualization approach for descriptive analysis of the small group activities inspired by the notions of mediation by artifacts and distributed cognition to provide a synoptic view of the process of student artifact co-creation in such collaborative activities. The artifact-oriented analysis and visualization approach is our preliminary attempt in making sense of how the seamless learning process may look like in the perspective of learners’ individual and collaborative learning experiences.
      367  255
  • Publication
    Open Access
    Streamlining the designs of seamless science learning for wider diffusion.
    (National Institute of Education (Singapore), 2020) ;
    Looi, Chee-Kit
      86  94