iCTLT 2016

ICT-supported inquiry-based learning has been recognised as an effective pedagogical approach in science learning. However, ICT-based learning activities are challenging for teachers to design and implement. Teachers’ needs also vary, with limited opportunities for them to share and address their concerns.

As professional learning communities are avenues to improve knowledge and skills among educators (DuFour, 2002), the Collaborative Science Inquiry (CSI) Learning Community (LC) was established by the Educational Technology Division (ETD), Ministry of Education, Singapore and aims to collaborate with Science teachers to deepen their ICT-supported inquiry practices through LC-led professional learning activities.

A case study is used to illustrate the partnership between ETD officers, a Lead Teacher and teachers from three secondary schools (Tampines, East View and St. Anthony's Canossian Secondary) in redesigning a Chemistry topic with ICT-infused Science practices.

In this partnership, individual strengths were harnessed: the Lead Teacher offered her subject knowledge and pedagogical skills; the ETD officers provided thought leadership for meaningful use of technologies; the teachers ensured that the redesigned lesson, while adhering to CSI design principles, was adapted for their unique student profiles.

The redesigned curriculum made students’ thinking visible through co-created digital artefacts useful for formative assessment. After each lesson enactment observed by all involved in the partnership, changes were made, based on student interactions observed, before re-enactment in another school. The last enactment in the third school also served as an Open Classroom for other members of the CSI LC, to collect diverse perspectives for further refinement, and to encourage professional discourse among LC members.

This partnership between ETD, Lead Teacher and teachers not only catalysed the adaptation of the CSI practice to unique school contexts, but also grew the teachers professionally. Findings from teacher reflections demonstrated that their ICT practices became more participatory and constructivist-oriented. Teachers’ professional growth was observed as outcomes in “The Competent Professional” and “The Collaborative Learner” of Teacher Growth Model (TGM), a representation of core learning areas for Singapore teachers’ holistic professional development.

The activities in the partnership were compared with Garet et al.’s (1999) identified features of “high quality” professional learning experiences that lead to teacher improvements. Participants will gain an insightful understanding of the structures and critical success factors of such a partnership that allows the LC to leverage strategic levelers through Lead Teachers, to gain access to their actively-participating teachers, to ensure the multiplication of the outcomes of the LC’s efforts.