Tan, Seng Chee

This paper, as part of a larger ongoing study, presents the use of a multi-layer approach to analyzing teacher noticing for the improvement of teaching practices. Situated in the field of teaching analytics, the use of multimodal sensors and analytics, especially for teacher noticing research, has provided affordances to discover deep insights for improving teaching practices. We collected data from a case study of one teacher over three lessons of science teaching in a secondary school. Multimodal sensors including an eye-tracking device, a microphone, and multiple video cameras were deployed in a classroom. The various sources of data were integrated and a multi-layer analysis was performed to uncover insights into the teaching practice. The findings show that a novice teacher in our case study was able to attend to events in her classroom, with some interpretations and sense-making of the events; some necessary actions were taken based on the teacher’s analysis but in some instances, necessary action was found to be lacking. Prior knowledge and the wealth of experiences or the lack thereof, together with visual cues in the environment, can affect the decision of novice teachers in executing certain actions in a classroom.

This paper tracks the learning experiences in science of three students using Knowledge Forum. We examine the interaction process, in particular the seeking patterns that result as the three students explore and build the knowledge of convection current. Using micro-analysis of contribution on Knowledge Forum and principles of analysis of electronic interaction and discourse proposed by Zhu (1989), this paper analyses the forms of participation a student can assume, focusing mainly on the different forms in which students seek information as they navigate through the sea of information posted online. Using a grounded approach, we characterize two different ways in which students seek for information in an online environment, which we labeled as interpersonal seeking and collaborative seeking. We believe that the seeking behavior, albeit subtle, is instrumental in directing learning and directing the courses of ‘discussion’ and the quality of the knowledge that is built.

The purpose of the paper is to investigate the development of teachers’ perceptions towards engaging students in self-directed learning (SDL) and collaborative learning (CoL) activities, and with the support of information and communication technology (ICT) in classrooms. More than 4000 teachers’ perceptions towards engaging students in SDL and CoL activities were collected through an online survey from 2010 to 2013. The findings showed an upward trend in their perceptions in SDL, SDL with ICT and CoL with ICT. Further analysis of the 2013 data showed that there were some significant differences across different levels (i.e.: primary, secondary, and junior college levels). These findings suggest professional development areas that could further support teachers in integrating SDL and CoL activities in class.

Situated in an Asian classroom, this paper took a socio-cultural perspective to group learning by tracing the learning process of a group of students working on a physics problem in a computer-supported collaborative learning environment. Our results showed that the collective knowledge of a group of students progressed from a nai've interpretation of work-energy theorem and the problem context to a more refined understanding of the scientific knowledge associated with the problem context as they solved the problem. Mediating this process of knowledge advancement were social processes such as sharing, negotiation, interpretation, internalization, and reflection. We also attributed this learning progression to the presence and role of physical tools (e.g., Internet resources, teacher, model set-up) and abstract tools (e.g. problem story, experiential activities) in helping students make meaning ofthe problem context and interpretation of scientific knowledge. The findings highlighted the importance of considering the physical and logical conditions and cultural conventions that might influence the effectiveness of group learning in an Asian context.

The current generation of learners has been called the ‘digital natives’ who live with digital devices and constantly connect through the devices. While harnessing the affordances of technology for teaching and learning has many advantages, as educators, we need to be mindful of the pitfalls, such as cyberbullying and cybersecurity issues. In this chapter, we will first position cyber wellness as part of media literacy and digital literacy. We will look into the skills and knowledge we want our learners to develop in an environment where the boundary is blurring between cyberspace and the physical world. We will also provide suggestions to promote cyber wellness in the classrooms and discuss pertinent issues such as cyberbullying, digital addiction, social media threats (see Chapter 15), and the concept of digital footprints

Singapore and Ontario, Canada, have been rated as among the top education systems in the world in terms of both student achievement and progressive management. This symposium brings together leaders and researchers working in these systems to discuss efforts to go beyond present achievements and to address new imperatives to educate for innovation. Both systems are experimenting with Knowledge Building as an approach to meet this need. How they propose to do this while also upholding other educational goals forms one facet of the symposium. The other facet concerns how this work fits into the larger picture of education for innovation as seen from the points of view of research in the learning sciences and OECD’s studies of innovation in education.

This paper reports an empirical study on the use of a teacher noticing approach to investigate how two teachers managed students’ classroom behaviours. We examined the integration of data from an eye-tracking device and video cameras, focusing on what the teachers paid attention to in classrooms with their corresponding managing practices. Our findings show that the experienced teacher was able to advise her students calmly and smoothly resume the lesson to preserve the welcoming environment for the students. The novice teachers constantly scanned for misbehaved students and at times used strong words and a stern voice that betrayed her emotions. The awkward silence of the class ensued, suggesting a break in the flow of the instruction.

A study was carried out to determine the effects of incorporating concept mapping into computer-assisted instruction. There were 37 boys and 54 girls from a Special Assistance Plan school who participated in this study. The students received computer-assisted instruction on the topic "organic chemistry" for about 7.5 hours. They were randomly assigned to three different groups. In the Partial Map group, the students were given partial concept maps in the program and they were assigned the task of constructing complete concept map after each topic. In the Complete Map group, the students were provided with complete concept maps and they performed note-taking activities during the lessons. In the Menu-selection group, the students used traditional menu-selection system and they also performed note-taking activities. The following test and instruments were then administered to the students: Chemistry Achievement Test, Attitudes towards Chemistry, Attitudes towards Computer-assisted Instruction and concept mapping exercise. The results and their implications will be discussed in this paper.