Pedagogical Approaches for ICT Integration into Primary School English and Mathematics: A Singapore Case Study

Autor/inn/en	Tay, Lee Yong; Lim, Siew Khiaw; Lim, Cher Ping; Koh, Joyce Hwee Ling
Titel	Pedagogical Approaches for ICT Integration into Primary School English and Mathematics: A Singapore Case Study
Quelle	In: Australasian Journal of Educational Technology, 28 (2012) 4, S.740-754 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Information Technology; Teaching Methods; Cooperation; Foreign Countries; Computer Use; Language Teachers; Mathematics Teachers; Case Studies; Elementary School Students; Elementary School Teachers; Mathematics Instruction; English (Second Language); Second Language Instruction; Interviews; Teacher Attitudes; Questionnaires; Teacher Role; Learning Processes; Singapore + Suchen Sie Ihr Suchwort? Informationstechnologie; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Kooperation; Ausland; Language teacher; Sprachunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Elementary school; Grundschule; Volksschule; Mathematics lessons; Mathematikunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Interviewing; Interviewtechnik; Lehrerverhalten; Fragebogen; Lehrerrolle; Learning process; Lernprozess; Singapur
Abstract	This case study research attempts to examine the pedagogical approaches for the teaching of English and mathematics with information communication technology (ICT) in a primary school in Singapore. The study uses the learning "with" and learning "from" ICT framework in reporting and analysing how ICT has been used in the teaching of English and mathematics. This framework also looks into the level of production (i.e., students' creation of digital work) and collaboration when learning "with" and/or "from" ICT. From the review of documents and lesson plans; interviews with teachers; group interviews with students; and questionnaire survey of the students on their frequency of ICT use, the findings seem to suggest a difference in the pedagogical approach adopted by English and mathematics teachers. The frequency of ICT use was also reported to be significantly higher in English lessons compared with mathematics lessons. Mathematics teachers primarily adopted the learning "from" ICT pedagogy with occasional learning "with" ICT approach. However, English teachers facilitated the students to learn "from" and also "with" technology, with production and also with elements of collaboration. This case study illuminates the usefulness of the learning "with" and "from" ICT as a conceptual framework in guiding both researchers and teachers to be more aware of the pedagogical implications when ICT is added in the teaching and learning process. This case study also once again suggests the pivotal role of the teacher. (Contains 5 tables and 1 figure.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10