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Singapore, Singapore

Ling Koh J.H.,Nanyang Technological University | Chai C.S.,Nanyang Technological University | Tay L.Y.,Beacon Primary School
Computers and Education

In school-based environments, teachers need to consider contextual factors such as the availability of technology and school policies as they apply TPACK to address instructional problems. However, qualitative TPACK studies tend to exemplify the seven TPACK constructs whereas its contextual influences have not been articulated in detail. This study describes TPACK-in-Action, a framework that can be used to visualize the interplay between TPACK and four contextual factors (Physical/Technological, Cultural/Institutional, Interpersonal, and Intrapersonal) that influence teachers' design of ICT lessons. This was used to analyze the lesson design discussions of 24 school teachers from a Singapore primary school who were teaching the levels of Primary 1, 4, and 5. Content analysis of the transcribed audio-recordings of teachers' discussions and chi-square analysis of coding frequencies found that when the logistics of lesson implementation as per the Cultural/Institutional category dominated group discussions, it curtailed the emergence of TPACK. When Intrapersonal factors such as beliefs of teaching and students were articulated and its pedagogical implications considered, it facilitated TPACK. Furthermore, the team facilitated by an experienced educational technologist also demonstrated higher occurrences of TPACK. These results suggest that for ICT innovation to be effective, the composition of design teams need to be carefully considered. Teachers also need to develop competencies to facilitate and discourse about design such that contextual concerns can be turned into opportunities to support pedagogical improvement. © 2014 Elsevier Ltd. All rights reserved. Source

Abas S.,Beacon Primary School
Proceedings of the 20th International Conference on Computers in Education, ICCE 2012

This paper describes how an English language teacher from a primary school in Singapore employed an ICT tool to understand the use of prepositions amongst nine-year-old children. Using the written composition of 28 primary three pupils in a Modular lesson that she has taught, the teacher created a learner corpus, named it CLAL (Corpus-based Learning about Language), and used Ant Conc, a corpus analysis technology, to identify patterns in her pupils' usage of prepositions, 'in', 'on' and 'at'. Drawing from the preliminary findings, the teacher then attempted to adopt the data-driven learning (DDL) approach in the teaching of grammar, harnessing on similar technology. She concludes by showing two angles in which Ant Conc could be used in classrooms. Source

Tay L.Y.,Beacon Primary School | Lim C.P.,The Hong Kong Institute of Education | Lye S.Y.,Beacon Primary School | Ng K.J.,Beacon Primary School | Lim S.K.,Beacon Primary School
Learning, Media and Technology

This paper analyses how an elementary-level future school in Singapore implements and uses various open-source online platforms, which are easily available online and could be implemented with minimal software cost, for the purpose of teaching and learning. Online platforms have the potential to facilitate students' engagement for independent and collaborative learning, enhance student-teacher interactions, and develop students' technological skills. A framework is constructed to facilitate the conceptualisation of the various pedagogical approaches for learning using such online platforms - learning from and with technology is proposed. Learning from technology leans itself more towards the didactic and behaviouristic theories whereas learning with technology has its origin from the constructivism and social constructivism paradigms. In addition, both the didactic and constructivist pedagogical approaches are applicable for online learning as they could be used to achieve different outcomes depending on the learning objectives. Implicit in the findings is also the importance of the teachers' commitment and competencies and good infrastructural and technical support in the use of technologies for teaching and learning in an educational setting. © 2011 Taylor and Francis Group, LLC. Source

Tay L.Y.,Beacon Primary School | Ng J.S.,Nanyang Polytechnic | Lim C.P.,The Hong Kong Institute of Education | Nair S.S.,Beacon Primary School | Lim S.K.,Beacon Primary School
Proceedings of the 20th International Conference on Computers in Education, ICCE 2012

This case study research describes and evaluates the impacts of the learning of English language in an ICT-enriched learning environment in a primary school under the FutureSchools@Singapore programme. Students from the school are provided with two-to-one computing devices in Primary 1 and subsequently one-to-one computing learning environment from Primary 2 (i.e., Grade 2) onwards. Students procure their own computing devices from Primary 4. This case study describes how ICT has been used for the teaching and learning of English. The frequency of ICT use in the English classrooms is also presented. More importantly, the impacts in terms of the students' ICT skills, English test score and feedback from students involved are also presented and discussed. The students performed well in the ICT skill test. The students also performed relatively well in the English test as compared to the control school. In general, the students commented that they were satisfied with the use of their notebook computers. They found it interesting, useful and easy to use. However, students complained about the computer viruses, small computer screen, battery lifespan, weight of their notebook computers, slow internet connect speed and internet connect errors. In the self-reported higher-order thinking questionnaire, no significant difference was found for students' problem-solving skills. However, students from the control school reported a statistically higher score as compared to the experimental school for reflective thinking. Source

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