Now showing 1 - 10 of 57
  • Publication
    Open Access
    Cultivating laterality in learning communities – Scaling of innovation through a networked learning community
    (National Institute of Education (Singapore), 2018) ; ;
    Kwan, Yew Meng
    ;
    ;
    Imran Shaari
    ;
    Cheah, Yin Hong
      367  139
  • Publication
    Open Access
    Research informing practice
    (National Institute of Education (Singapore), 2016)
      33  40
  • Publication
    Open Access
    Apps for English language learning: A systematic review.
    (University of Nicosia (Cyprus); Maria Curie-Skłodowska University (Poland), 2024) ;
    Toh, Weimin
    This article reports on a systematic review of research studies published from 2010 to 2021 on the use of apps for learning in the secondary English as a Second Language (ESL) classroom. We extracted relevant information such as the studies’ country/region, research design, sample size, students’ age, apps’ names to conduct a thematic analysis to associate the types of apps and their learning outcomes. The findings suggest that quiz apps support vocabulary acquisition, puzzle apps support vocabulary and grammar learning, platform apps support reading and writing development, augmented reality apps support increased engagement, and virtual reality apps support development of listening and speaking skills. The factors involved in the effective use of apps for learning in the English classroom include the use of quality apps to support the teacher’s pedagogy, the profile and readiness of students to engage in digital learning, and the recognition that a classroom ecology is needed for effective integration of digital resources for teaching and learning.
      11  74
  • Publication
    Open Access
    Multiliteracies in the Singapore English Language classroom: Lessons and resources - Viewing and representing with Making Ice Cream lesson package for Primary Four
    (Office of Education Research, National Institute of Education, Singapore, 2022) ;
    Tan-Chia, Lydia
    ;
    Nguyen, Thi Thu Ha
    ;
    Tan, Jia Min
    ;
    Lim, Lynn Lay Cheng
    ;
    Khairunnisa Khairudin
      642  472
  • Publication
    Open Access
    Multiliteracies in the Singapore English Language classroom: Lessons and resources - Viewing and representing with The Lost Thing lesson package for Secondary One G1
    (Office of Education Research, National Institute of Education, Singapore, 2022) ;
    Tan-Chia, Lydia
    ;
    Nguyen, Thi Thu Ha
    ;
    Tan, Jia Min
    ;
    Lee, Grace Maria
      421  176
  • Publication
    Open Access
    Multiliteracies in the Singapore English language classroom: Perceptions and practices.
    (2020) ; ; ;
    Nguyen, Thi Thu Ha
    ;
    Tan, Jia Min
    ;
    Adams, Jonathon
    ;
    Tan-Chia, Lydia
    ;
    Peters, Charles Matthew
    ;
    Towndrow, Phillip A. (Phillip Alexander)
    ;
    Unsworth, Len
      815  1663
  • Publication
    Open Access
    Value and challenges in using a collaborative critical reading and learning analytics system: A cross-case analysis of two high schools
    (International Society of the Learning Sciences, Inc., 2023) ;
    Jonathan, Christin
    ;
    ; ;
    Tan, Jennifer Pei-Ling
    WiREAD+ is an augmented web-based collaborative critical reading and learning analytics environment that was developed to scaffold and engage students in collaborative dialogue around online texts. This paper reports on the trial of WiREAD+ for Grade 9 students in two high schools – School 1 (S1) with prior experience and School 2 (S2) that was new to the intervention design. We report on a cross-case analysis of the two schools, focusing on perceived ease of use and usefulness for learning, and reflect on the value and challenges of enacting WiREAD+ across schools of varying prior experience. Drawing from the findings of this cross-case analysis, we consider how we can support the wider adoption and deployment of the system across schools and settings by highlighting obstacles that new participants who might trial such new learning analytics systems might face.
      12  420
  • Publication
    Metadata only
    Design considerations for digital learning during the COVID-19 pandemic: Losses and gains
    (Routledge, 2022) ;
    Toh, Weimin
    The COVID-19 pandemic has highlighted the value of digital technology – in preserving work, play and learning – at a time when physical interactions are constrained. Given the challenges involved in the sudden conscription towards digital teaching and learning, the reception of both teachers and students towards the adoption of digital technologies for home-based teaching and learning has been mixed. While appreciating the affordances of digital technologies in supporting the continuity of teaching during the lockdowns, concerns have been raised by teachers on the effectiveness of digital learning. Our chapter discusses the teacher’s use of semiotic technologies to design learning experiences for students. From the perspective of design considerations, we explore the different ways of meaning making in digital learning – in particular, how knowledge can be represented, pedagogic relations expressed and learning organised through the affordances of semiotic technologies. We do this by studying three types of semiotic technologies, namely, the ubiquitous video lectures, digital games for learning and social media, specifically in its appropriation as a learning platform. Our chapter concludes by reflecting on losses and gains in digital learning and the need for teachers to expand their pedagogical repertoire in the post-pandemic education normal.
      51
  • Publication
    Metadata only
    Raising science teachers' language awareness: A functional literacy approach to teaching science
    (Springer, 2022)
    Adams, Jonathon
    ;
    Learning science involves learning how to use specific, conceptual language in talking, reading and writing for reasoning and problem solving (Lemke, 1990). However, research has argued that language is a major barrier to students learning science (Wellington Osborne 2001). In response, this chapter reports on a project in a Singapore secondary school, where researchers worked with five science teachers at different stages over two years to trial a functional literacy approach to the teaching of lower secondary science. The functional literacy approach was informed by systemic functional theory and drew on the work of (Rose Martin, 2012) and (Rose, 2015) for language learning in the science context. This chapter focuses on the shifts in language awareness for teaching science from the teacher reflections collected during the process of implementing ideas from the functional literacy approach to address students’ needs. The reflections indicated a shift from initial reservations to an eventual recognition of the value of how awareness and attention to language can support students’ learning of scientific concepts, develop communicative classrooms and make the knowledge process visible.
      34
  • Publication
    Open Access
    Towards a functional literacy approach to teach the language of science in the Singapore classroom
    (2020)
    Adams, Jonathon
    ;
    This paper describes a pilot study exploring how an approach drawing on systemic functional linguistics can inform science teaching. This study is an exploratory effort between researchers from a linguistics background and secondary school science teachers in the Singapore science classroom.

    The teachers designed activities in the joint construction of texts to support students’ negotiation of meanings and clarification of conceptual understandings. With this, the teachers applied strategies to draw attention to the language of science in their lessons. The study points to the value of the functional literacy approach in science teaching and presents implications on teacher professional learning as well as the role of linguistics in developing disciplinary literacy in students.
      166  117