Abstract
This chapter describes innovative technology-mediated practices in Singapore schools that are consequential outcomes of R&D programmes and initiatives detailed in the previous chapter. These case examples illustrate how the research has led to the transformation of classroom practices. As more schools are adopting or adapting these innovative practices, the substantial impact of research on student learning can be achieved. By innovation, we refer to the enactment of new practices with respect to local contexts, and newness at the time it was introduced. The first project introduced in this chapter is microLESSONS, a NIE-funded project to help teachers design ICT-based instructional materials at the beginning of mp1. The second project, called RCKI using GS, was a product and practice resulted from an NRF-funded IDM for education research initiative. The third case example came from a FutureSchool (Nan Chiau Primary School) that experimented with pedagogies supported by mobile technologies to engage primary school students in making connections to what they learn in the classroom with their daily life experiences. The fourth example came from a school-led eduLab project where teachers designed a three-dimensional virtual learning environment for multidisciplinary environmental education. Finally, action research projects led by school teachers are highlighted: one on a Robotics programme to develop student creative and inventive thinking and another on creating a 1:1 computing environment in a school.
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Tan, S., Cheah, H., Chen, W., Choy, D. (2017). Innovative Technology-Mediated Classroom Practices from Research. In: Pushing the Frontier. Springer, Singapore. https://doi.org/10.1007/978-981-10-4239-3_7
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DOI: https://doi.org/10.1007/978-981-10-4239-3_7
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