ABSTRACTSelf-directed learning and self-assessment require student responsibility over needs, goals, processes, outcomes. However, this student-led can be challenging to achieve in a classroom limited by one-to-many teacher-led instruction. We, thus, have designed prototyped generative artificial intelligence chatbot application (GAIA), named TeacherGAIA, that used asynchronously support students their self-directed outside the classroom. We first identified diverse constructivist approaches...

Digital gaming is fast becoming a favorite activity all over the world. Yet very few studies have examined underlying motivational processes involved in digital gaming. One force that receives little attention psychology passion, which could help us understand motivation of gamers. The purpose present study was to identify subgroups young people with distinctive passion profiles on self-determined regulations, flow dispositions, affect, and engagement time hundred fifty-five students from...

The computer-supported Project Work classroom learning environment discussed in this paper represents a paradigm shift from teacher-centered to student-centered teaching and Singapore schools. Besides the face-to-face weekly lessons existing classrooms, students engaged online forum discussions. Two hundred sixty 26 teachers seven high schools participated study. Their perceptions of new were assessed using modified version Web-based Learning Environment Instrument (WEBLEI). In addition,...

<blockquote>This paper proposes the use of activity theory and multi-level systems as a framework to analyse effectiveness ICT integration in Singapore secondary school classrooms. Three levels are developed study at classroom: classroom system, department system system. A multiple case approach with three schools was adopted provide depth understanding socio-cultural factors that affect The findings show need function learning organisations be adaptable changes, especially rapid...

<p>This paper describes an on-going design-based research project that aims to develop instructional process facilitate pre-service teachers' technological pedagogical content knowledge (TPACK) development as they learn integrate information and communication technology (ICT) in their teaching subjects. In conjunction with initiative prepare teachers for integrating interactive whiteboard (IWB) subjects, comprising of tutor modelling, hands-on exploration, group-based design was...

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>This paper reports the key findings of a questionnaire survey aimed at exploring critical aspects information technology (IT) integration in Singapore schools. The is first part (Phase 1) larger study funded by Ministry Education (MOE), Singapore, to analyse where and how IT mediates pupils’ higher order thinking skills 328 schools (87.2% target population 376 schools)...

This study examined the impact of an Information Communication and Technology (ICT) intervention program on teaching learning in Physical Education (PE). The research involved 47 PE teachers from Singapore schools 838 students across primary high schools. Teachers with little or no ICT experience (n = 24) their 430) were placed group. Data collected using accelerometers, Activity Perception Questionnaire, a K-12 rubric assessing psychomotor, cognitive affective domains, integration rubric,...

<span>The study presented in this paper involved 124 Singaporean pre-service teachers who were attending a core information and communications technology (ICT) module, which is component of their teacher education program. During the introduced to interactive whiteboard (IWB) through an instructional approach that consisted tutor modeling, self-paced exploration, peer sharing, team-based design projects. The experienced IWB first as 'students' then explored it planning for...

<span>This paper traces the evolution of design framework for use technology in a teacher education program Singaporean university. This course focuses on developing student teachers' capacity ICT teaching and learning. We report our two-level reflection: one that trajectory design, reflects university faculty's pedagogical practices when conducting this course. The goal last decade has transformed from focus skills to knowledge creation. current is develop pervasive tools collaborate,...

The COVID-19 global pandemic has caused disruptions around the world with devastating consequences socially and economically. Education was not spared. Schools institutions of higher learning (IHLs) had to grapple new sets demands. With most countries forced into lockdown stem spread virus, some turned technology-mediated provide kind continuity for still take place. This concept paper will share key points strategies culled from experiences having pivot almost overnight embracing technology...

AbstractThis study examines student teachers' views on their country and National Education (NE), with the aim of promoting understanding need for NE. A 40-item survey was administered to 1,650 teachers, assess sense belonging, protective attitude, perceived right, ethnic tolerance community political involvement, as well perceptions importance learning outcomes Significant differences were observed between genders various programme groups in terms responses, suggesting a more comprehensive...

The objective of this paper is to explore the theoretical framework employed identify, examine and describe how socio-cultural factors support a teacher effectively integrate information technology (IT) into secondary school classroom environment. This discusses advantages using activity theory as analyse effective IT integration in uses data from one case studies show system can be operationalised practice.

This paper discusses the findings of collective case study two primary schools in Singapore. It is part a larger funded research project that examines and analyses where how IT integrated Singapore to develop pupils' higher order thinking skills. The focus this on classroom management issues create conducive environment support effective integration schools. In such an environment, pupils are more likely be task-oriented reflective, hence, engage thinking. These include establishment rules...