Now showing 1 - 10 of 28
  • Publication
    Open Access
    Learning new technology tools in pre-service teacher education: A model for instructional approach
    The purpose of this qualitative study is to propose a model of instructional approach for pre-service teacher education in the area of learning a new technology tool. Through the instructional approach, it is hoped that pre-service teachers will become confident in integrating the technology tool which they have learnt, to enhance teaching and learning in the classroom. The study involved 30 Post-Graduate Diploma in Education (Physical Education) pre-service teachers and 59 Post-Graduate Diploma in Education (Secondary) pre-service teachers who were attending a core Information and Communication Technology (ICT) course in the year 2010. An instructional approach was designed for the implementation of video sports games for the 30 Physical Education (PE) pre-service teachers and for the implementation of Interactive White Board (IWB) for the 59 Post-Graduate Diploma in Education (Secondary) (PGDE Sec) pre-service teachers. During the course, the pre-service teachers were introduced to Video Sports Games and Interactive White Boards through an instructional approach that comprised of self-paced team exploration of the tools, peer sharing and critique, team exploration of various lesson plans culminating in lesson ideas/plans designed as a team. Based on data collected through observations, reflections and artifacts submitted by the teams, this study proposes a refined instructional approach to be adopted at the pre-service teacher education level for effective learning of the technology tool. The findings revealed that immersion time with the tool, team learning, peer sharing and critique were significant components which enhanced the pre-service teachers’ learning experience. The study explores the significant role of the tutor and pre-service teachers and proposes an enhancement of the current instructional approach.
      141  144
  • Publication
    Open Access
    Net generation student teachers’ perceptions of a CSCL-inspired curriculum
    (2012)
    Lim, Wei Ying
    ;
    ;
    Mookaiah, Manonmani
    In this paper, we report the perceptions of a CSCL-inspired curriculum implemented with a cohort of net generation student teachers. The motivation behind this study is to examine the influence of CSCL pedagogy on net generation student’s learning. Using convenience sampling, a total of 1081 student teachers participated in the survey consisting of factors on course content, delivery, learning environment and general experience. The findings revealed that the course in terms of all four factors has been very positively received. The CSCL-inspired instructional approach is found to have benefited net generation student teachers’ learning.
      292  164
  • Publication
    Open Access
    A collective case study of IT integration in Singapore secondary schools
    (2001-12) ;
    Lim, Cher Ping
    The focus of this qualitative research is to study how Information Technology (IT) is used by teachers to support students learning effectively in Singapore secondary schools. The study would focus on the manipulation of IT as a tool, which encourages effective learning to take place with the presence of any of the core thinking skills as presented in Dimensions of Thinking framework proposed by Marzano, et.al. among Singapore secondary school students. Activity Theory would be adopted as the theoretical framework for this study. Activity theory is a philosophical framework that provides the structure to study various human interaction and practices within the context of development. By using activity theory as a framework, it is hoped that the study would be able to observe, analyse and report on the interaction between the various factors, which influence the use of IT to support students learning. It is hoped that once completed, the study would provide insight to educators and researchers on how IT can be successfully used to scaffold students’ cognition to optimise their capacity and potential to think and become life long learners. At this stage, however, the report would focus on the methodology of the study.
      134  117
  • Publication
    Restricted
    Impact of information technology (IT) and constructivist learning tools on the learning of written English
    The objective of the research study was to determine whether the introduction of the IT-based writing activities in a contructivist classroom setting improves students' written English. The research involved students from three streams, namely the Express stream. Normal Academic [N(A)] steam and the Normal Technical [N(T)] stream. A total of 103 students from the secondary level were involved in this research study. 37 students were from the Express stream, 38 from the N(A) stream and 28 from the N (T) stream. The research was conducted using a survey data sheet (ASLAT), a questionnaire (SAIEL) and classroom observations. The research study was conducted in three stages :

    (i) Pre-intervention stage (no IT-based writing tools were introduced)

    (ii) Intervention stage I (IT-based writing tools were introduced with scaffolding)

    (iii) Intervention stage II (IT-based writing tools with no scaffolding)

    The findings of the study imply that using IT-based writing tools does not improve students' written English in the various grammar components. Improvement was also in the students' final written product. Within the three streams , the N (A) stream saw the greatest improvement . In addition to contributing to the improvement of the students' written English, the contructivist classroom setting has helped students to become independent learners.
      336  16
  • Publication
    Restricted
    Secondary school socio-cultural context influencing teachers' type of ICT use : a case study approach
    The focus of this qualitative research study was to ascertain the nature of the secondary school socio-cultural context that provided support or inhibited Type II ICT use in the lessons by teachers to engage the students in the learning process. ICT use could be classified as Type I or Type II. If the applications assisted the teaching process, making it easier and more efficient, then the ICT integration could be classified as Type I ICT use. If new opportunities have been opened up for teaching the subject or content in a more significant manner where the students are actively involved in the learning process, then the ICT use could be classified as Type II.

    Activity Theory was used as a framework to design the study. It is a framework that focuses on the interaction of human activity and consciousness within its relevant environment context. Activity theory provides a powerful tool with which the human activity can be analysed within the cultural-historical context in which the activity is taking place. Activity systems were used to provide structure for data collection as well as for analysis of data.

    A multiple-case study approach was adopted. Three secondary schools representing different school types were chosen, namely independent, autonomous and government. Data collection comprised of ICT integrated lesson observations, interviews with teachers, Head of Department for ICT (HOD/ICT), principal and students as well as analysis of relevant documents.

    The findings of the study revealed that interaction of factors such as clear articulation of ICT goals to teachers and Heads of Departments and active involvement of Heads of Department of Instructional Programmes (IP/HODs) and teachers were important in the implementation process. Good support structures such as sharing within the department, relevant professional development complemented by ICT skills training and ICT-enabled infrastructure were a necessity. Teachers looked towards the principal to role-model expectations and to provide encouragement. The key agents of ICT integration within curriculum are the IP/HODs who need to be empowered to lead their departments to meet the requirements of the school with regard to ICT integration. It is therefore, pertinent for schools to function as learning organisations to effectively integrate educational innovations and to translate them into practices at the classroom.
      206  70
  • Publication
    Open Access
    Impact of information technology and constructivist learning tools on the learning of written English
    (2000) ;
    Wong, Siew Koon Philip
    The objective of this research study was to determine whether the introduction of IT-based writing activities in a constructivist classroom setting improves students’ written English. The research involved students from three streams, namely the Express stream, Normal Academic [N(A)] stream and the Normal Technical [N(T)] stream. A total of 103 students from the secondary level were involved in this research study. 37 students were from the Express stream, 38 from the N(A) stream and 28 from the N(T) stream. The research was conducted using a survey data sheet, a questionnaire and classroom observations. The research study was conducted in three stages: (1) Pre-intervention stage (no IT-based writing tools were introduced). (2) Intervention stage I (IT-based writing tools were introduced with scaffolding). (3) Intervention stage II (IT-based writing tools with no scaffolding). The findings of the study imply that using IT-based writing tools does improve students’ written English in the various grammar components. Improvement was also evident in the students’ final written product. Within the three streams, the N(A) stream saw the greatest improvement. In addition to contributing to the improvement of the students’ written English, the constructivist classroom setting has helped students to become independent learners.
      137  113
  • Publication
    Open Access
    Conversational bots as electronic performance support system for the professional development of teacher educators
    (Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), 2019-12-02)
    Shamini Thilarajah
    ;
    With the increased demand and interest in designing technology-enhanced lessons for 21st Century learners, ways to empower and enable teacher educators to use educational technologies effectively underpinning sound instructional strategies had to be reinvented. Teacher educators may require on-demand support in order to have the necessary knowledge and skills to meet the needs of the rapidly changing learning landscape. A learning intervention or a job aid had to be developed to provide just-in-time bite-sized knowledge in time of need. This conceptual paper elaborates the design and development of a next generation electronic performance support system for teacher educators and outlines a possible approach of using a rules-based chatbot as a means of empowering teacher educators to become active designers of meaningful technology-enhanced lessons.
      154  127
  • Publication
    Open Access
    MicroLESSONS TM: Tool to encourage student-centred learning
    (2003) ;
    Wong, Siew Koon Philip
    Information and Communication Technology (ICT), if integrated and applied in the right manner can encourage student-centred learning in the classrooms of today. However, in order to conduct a successful student-centred learning environment and to engage students in learning, teachers will have to plan and integrate ICT effectively. The reality of the situation in schools is that, due to time constraint and the lack of resources that are customised to students' needs, teachers often resort to traditional ICT teaching methods. This article attempts to present a solution to overcome the constraints faced by the teachers. It is hoped that with the training provided to the trainee teachers in the National Institute of Education (NIE Singapore), these trainees will be equipped to plan and design microLESSONS TM. These student-oriented ICT based lessons will enable them to customise content according to students' learning potentials. microLESSONS TM are small multimedia learner-centred instructional packages presented to the students. The structure is usually in the form of an ill-defined problem, a case study, a scenario, or a situation. The students are then required to use the scaffolds provided to explore possible solutions to the problem presented.
      389  826
  • Publication
    Metadata only
    Managing learners and learning in a digital environment

    Digital Learning Environments (DLE) is a space that brings together the teacher, learner and technology tools with the intention of creating a technology-mediated milieu to support effective teaching and learning. The drive to adopt technology-mediated learning in the institutions makes it pertinent that educators are aware of how to manage a DLE so that, despite the shift in modality, the focus remains on learnings.

    This chapter will explore two DLEs – Technology-mediated Learning Environment and Virtual Classrooms (VC). For each of these, we will discuss how teachers can set expectations and procedures to maintain their learners’ focus on learning while creating a safe and positive classroom culture.

      45
  • Publication
    Open Access
    Unfazed by COVID-19: Continuing higher degree learning tradition
    (National Institute of Education (Singapore), 2021)
      45  34