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Welcome to iCTLT 2016!
Wednesday, March 30 • 4:30pm - 5:00pm
Paper Presentation 4/3: 614 Composite Snapshot Of Design And Teaching Processes And Classroom Practices With ICT LIMITED

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One of the primary foci of the Learning Partnerships in Education Technology (LPET) Branch, Education Technology Division (ETD), Ministry of Education, Singapore is collaboration with school partners in bringing about transformative use of Information Communication Technology (ICT) for learning in classrooms. Stemming from this focus, there has been a concerted effort towards a systemic view of the classroom design process and practice so as to derive underlying principles of learning, teaching and designing that are applicable to Singapore classrooms. This focus is also aligned with current research trends encouraging teachers to design technology-enriched learning processes and environments  that enhance students’ learning (Beetham and Sharpe, 2013; Goodyear and Dimitriadis, 2013; Goodyear and Retalis, 2010; Laurillard, 2012; Luckin, 2010).

Our paper presents a composite snapshot of design, teaching and classroom practices with ICT, compiled and synthesised from LPET’s school collaboration projects. To glean insights into the process of teachers designing learning experiences and learning environments with ICT, we examined the narratives of team members comprising teachers, Educational Technology Officers (ETOs) and research partners (RPs) from institutes of higher learning (IHL) as they engaged in and enacted the design process of ICT-enriched learning activities in classrooms. Our research was informed by literature that examines: (1) how people learn and how that influences learning design; (2) teaching approaches (i.e. teaching principles, strategies and practices) and their influences on learning; and (3) the role of teachers as designers. Our research questions are: (1a) What is the process that the team goes through in designing learning experiences and learning environments with ICT?; (1b) What is the narrative of the classroom practice resulting from the design?; and (2) How do the patterns of lesson design relate with classroom practice across the case studies? Data collected from collaborating schools include field notes on lesson design, observation logs of classroom enactment and teachers’ reflections.

Our preliminary findings suggest that the process of designing teaching and learning activities and enacting classroom practice vary depending on how teachers reconcile the tensions in various components of the design process. These components include learning objectives, roles of teachers and students, ICT use, modes of communication and interaction, etc. Surfacing these tensions and analysing how teachers reconcile them allows further investigation of how teachers design for learning with technology. The implications of our research could inform coaching of teachers in designing effective ICT lessons and in creating toolkits for teachers as learning designers.

avatar for Teo Chew Lee

Teo Chew Lee

Lead Specialist, Educational Technology Division, Ministry of Education, Singapore
Dr Teo Chew Lee started off as a Science teacher, translating knowledge building theories and technology into practice in her Science lessons more than ten years ago. That experience established her philosophy of education in which students’ ideas and questions are the most powerful... Read More →



Ministry of Education



Organising Committee

Nur Azarina


Wednesday March 30, 2016 4:30pm - 5:00pm GMT+08
MR 328