Future Learning in Primary Schools: A Singapore Perspective

ISBN-13: 9789811011986 / Angielski / Miękka / 2016 / 219 str.

Ching Sing Chai; Cher Ping Lim; Chun Ming Tan

Spis treści

Chapter 1 Co-creating technological pedagogical content knowledge for the transformation of Nan Chiau Primary School.- Chapter 2 Reconceptualising learning collectively: A whole-school reform for fostering 21st century competencies.- Chapter 3 Building 21st century learning infrastructure.- Chapter 4 Engaging English language learners with mobile devices in the 21st century.- Chapter 5 My CLOUD: A seamless Chinese vocabulary learning experience mediated by cloud and mobile technologies.- Chapter 6 Bridging formal and informal learning with the use of mobile technology.- Chapter 7 Towards digital citizenship in primary schools - Leveraging on our enhanced cyber wellness framework.- Chapter 8 Building epistemic repertoire among primary three students for Social Studies.- Chapter 9 Developing Teachers' Technological Pedagogical Mathematics Knowledge (TPMK) to build students' capacity to think and communicate in Mathematics classrooms.- Chapter 10 Teachers' voices and change: The structure and agency dialectics that shaped teachers' pedagogy towards deep learning.- Chapter 11 Exploring parental involvement in smartphone-enabled learning.- Chapter 12 Building synergies: Taking school-based interventions to scale.- Chapter 13 Successfully addressing the 11 barriers to school change: A case study from Nan Chiau Primary School, Singapore.

Blurb

This edited book tells the story of the multifaceted efforts devoted by a “future school” in Singapore—The Nan Chiau Primary School—in shaping future learning. It documents the various measures implemented by one primary school to improve student learning outcomes in a technology-rich teaching and learning environment. With the current interest in Singapore’s “Masterplan for ICT (information and communication technology) in Education,” and the increasing focus on teaching and learning design by leading education researchers and professionals, this well-timed book will appeal to policy makers, educators and researchers.