Using Teacher Professional Identity to Understand Classroom ICT Practices

Chere-Masopha, Julia; Bennett, Susan J.

doi:10.18848/1447-9494/cgp/v14i07/45392

Cited by 3 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers' beliefs have been viewed as a key area that needs to be addressed in the context of integration of ICT into classrooms (Gao, Wong, Choy & Wu, 2010;So & Kim 2009). Many other studies also reported that teachers' beliefs could affect the integration of ICT into the classroom (Chere-Masopha & Bennett, 2007;Garthwait & Weller, 2005;Hayes, 2007;Penuel, 2006;Sipilä, 2010;Tondeur, Cooper & Newhouse, 2010;Towndrow & Vaish, 2009). However, it is also important to note that "technology itself is not likely to improve ineffective teaching practices" (Tee & Lee, 2011, p. 101).…”

Section: Use Of Ict In the Teaching Of Mathematicsmentioning

confidence: 99%

Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study

Tay

Lim

et al. 2012

AJET

View full text Add to dashboard Cite

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 withICT 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.

show abstract

Section: Use Of Ict In the Teaching Of Mathematicsmentioning

confidence: 99%

Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study

Tay

Lim

et al. 2012

AJET

View full text Add to dashboard Cite

show abstract

Creating Holistic Technology-Enhanced Learning Experiences

Tay¹,

Lim²

2013

View full text Add to dashboard Cite

Beacon Primary School is located in the west part of Singapore. It started operations as a pioneer future school under the FutureSchools@Singapore programme with its first intake of Primary 1 students in 2008. The school has now about 1200 students from Primary 1 to 5 and more than 100 teaching and nonteaching staff. The school started off with only 240 Primary 1 students with about slightly more than 25 teaching and non-teaching staff in 2008. THE SCHOOL -A FUTURE SCHOOLBeacon Primary School is one of the three primary/elementary level future schools under this programme. To date, there is a total of eight future schools under the FutureSchools@Singapore programme -with three primary schools and five secondary and post-secondary educational institutions. The FutureSchools@Singapore programme is a collaborative project between the local Ministry of Education and Infocomm Development Authority. The school seeks to implement innovative teaching practices that leverage on technologies to better engage its learners.

show abstract

Personal Landscapes of Teacher Professional Identities versus Digital Technology Adoption and Integration in Lesotho Schools

Chere-Masopha

2018

IJLTER

View full text Add to dashboard Cite

Using Teacher Professional Identity to Understand Classroom ICT Practices

Cited by 3 publications

References 0 publications

Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study

Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study

Creating Holistic Technology-Enhanced Learning Experiences

Personal Landscapes of Teacher Professional Identities versus Digital Technology Adoption and Integration in Lesotho Schools

Contact Info

Product

Resources

About