ICT Integration

Description of Task Force

The evolution of Information and Communication Technologies (ICT) necessitates new forms of pedagogy in education. Leveraging the myriad affordances of ICT, the Singapore Ministry of Education and the National Institute of Education have been creating technological, pedagogical and content-driven artefacts to enrich and transform classroom learning for nearly two decades. These artefacts embodies policies that set strategic direction; infrastructure that encompasses the hardware, services and support systems, school-based teaching and learning frameworks, departmental scheme of work; and research and development of ICT-enabled pedagogies and innovative professional development models. A dynamic and complex ecology centring on ICT integration has evolved and is maturing in Singapore’s education landscape. ICT is integrated in different degrees and its impact can be examined at multiple levels – the microsystem, mesosystem, exosystem, macrosystem and chronosystem. Its impact can also be examined by studying the inter-relationships among these levels.

The ICT integration research task force aims to provide evidence-based research about the multi-faceted phenomena of ICT integration in Singapore. Through the use of different educational research methodologies, this research thrust purports to empower educators of all levels to understand and appreciate the ongoing efforts of creating, evaluating and refining ICT-based pedagogies. This research task force will be working actively with schools and other educational organisations to examine and document the outcomes of such endeavour. As Singapore schools engage in the creative and critical integration of ICT, knowledge about how ICT can be implemented to enhance students’ academic achievements, 21st century competencies and other worthy attitudinal outcomes will also be generated.

List of team members:

List of team members' publications related to the research theme:

  • Chai Ching Sing
    • Chai, C. S. (2010). The relationships between Singaporean preservice teachers' ICT competencies, pedagogical beliefs and their beliefs on the espoused use of ICT. The Asia-Pacific Education Researcher, 19(3), 387–400.
    • Chai, C. S., Chin, C. K., Koh, J. H. L., & Tan, C. L. (2013). Exploring Singaporean Chinese language teachers' Technological Pedagogical Content Knowledge and its relationship to the teachers' pedagogical beliefs. The Asia-Pacific Education Researcher, 22(4), 657–666.
    • Chai, C. S., Hong, H. Y., & Teo, T. (2009). Singaporean and Taiwanese pre-service teachers' beliefs and their attitude towards ICT use: A comparative study. The Asia-Pacific Education Researcher, 18(1), 117–128.
    • Chai, C. S., Koh, E., Lim, C. P. & Tsai, C.-C. (2014). Deepening ICT integration through multilevel design of Technological Pedagogical Content Knowledge. Journal of Computers in Education.
    • Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2013). A review of Technological Pedagogical Content Knowledge. Education Technology and Society, 16(2), 31–51.
    • Chai, C.-S., Wong, L.-H., Sim, S.-H., & Deng, F. (2012). Exploring the relationships between students' ability of computer-based Chinese input and other variables associated to their performances in composition writing. The Turkish Online Journal of Educational Technology, 11(3), 153–161.
    • Chai, C. S., Wong, B., & Teo, T. (2011). Singaporean pre-service teachers’ beliefs about epistemology, teaching and learning, and technology. Teacher Development, 15(4), 485–498.
    • Lee, K. S., Tsai, P.-S., Chai, C. S., & Koh, J. H. L. (In press). A structural equation model of students’ perception of self-directed learning and collaborative learning with and without technology. Journal of Computer Assisted Learning.
    • Lim, C. P., Chai, C. S., & Churchill, D. (2011). A framework for developing pre-service teachers’ competencies in using technologies to enhance teaching and learning. Education Media International, 48(2), 60–83.
    • Teo, T., Chai, C. S., Hung, D., & Lee, C. B. (2008). Beliefs about teaching and uses of technology among pre-service teachers. Asia Pacific Journal of Teacher Education, 36(2), 165–176.
  • Elizabeth Koh Ruilin
    • Koh, E., & Lim, J. (2011). Collaboration technology 2.0 and education: Reflection, conceptualization, practice and research. In Hirtz. S., & Kelly, K. (Eds.), Education for a Digital World 2.0: Innovations in Education (pp. 145–172). Vancouver, Canada: Open School BC.
    • Koh, E., & Lim, J. (2011). Effectiveness of Wikis for team projects in education. Pacific Asia Journal of the Association for Information Systems, 3(3), 1–28.
    • Koh, E., & Lim, J. (2011). Too early, too bad: Uncovering and understanding the initial participation paradox in technology-mediated learning teams. IEEE Transactions on Professional Communication, 1–36.
    • Koh, E., & Lim, J. (2012). Using online collaboration applications for group assignments: The interplay between design and human characteristics. Computers & Education, 59(2), 481–496.
    • Koh, E., Loh, J., & Hong, H. (2013). A Snapshot approach of a smartphone-enabled implementation. Research and Practice in Technology Enhanced Learning, 8(1), 91–115.
    • Koh, E., Yeo, G.-K., Wadhwa, B., & Lim, J. (2012). Teacher perceptions of games in Singapore schools. Simulation & Gaming, 43(1), 51–66.
  • Woo Huay Lit
    • Choy, W. K. W., Chua, C. S. K., & Woo, H. L. (2013, July). Professional development of student teachers via the Professional Learning Community Initiative at NIE (Singapore). Paper presented at the Transformative Power of Co-operation in Education, Scarborough England, United Kingdom.
    • Koh, J. H. L., Woo, H. L., & Lim, W. Y. (2013). Understanding the relationship between Singapore pre-service teachers' ICT course experiences and Technological Pedagogical Content Knowledge (TPACK) through ICT course evaluation. Educational Assessment, Evaluation and Accountability, 25, 321–229.
    • Wang, Q. Y., Woo, H. L., Quek, C. L., Yang, Y. Q., & Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 428–438.
    • Woo, H. L. (2013). The Design of online learning environments from the perspective of interaction. Educational Technology, 53(6), 34–38.
    • Wang, Q. Y., Woo, H. L., & Quek, C. L. (2013). Perceived usefulness of Facebook for teaching and learning: The student teachers perspective. International Journal of Web Based Communities, 9(2), 243–255.
  • Joyce Koh Hwee Ling
    • Koh, J. H. L. (2013). A TPACK assessment rubric for evaluating teachers’ conceptions of Meaningful Learning with ICT during lesson planning. Australasian Journal of Educational Technology, 29(6), 887–900.
    • Koh, J. H. L., & Chai, C. S. (2014). Teacher clusters and their perceptions of Technological Pedagogical Content Knowledge (TPACK) development through ICT lesson design. Computers and Education, 70, 222–232.
    • Koh, J. H. L., Chai, C. S., & Lee, K. S. (2013). Design opportunities and their impact pre-service teachers’ perception of Technological Pedagogical Content Knowledge. Global Chinese Journal of Computers in Education, 10(1), 20–35.
    • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the Technological Pedagogical Content Knowledge of Singapore preservice teachers with a large-scale survey. Journal of Computer Assisted Learning, 26, 563–573.
    • Koh, J.H. L., Chai, C. S., & Tsai, C. C. (2013). Examining practicing teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: A structural equation modeling approach. Instructional Science, 41(4), 793–809.
    • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2014). Demographic factors, TPACK constructs, and teachers’ perceptions of constructivist-oriented TPACK. Journal of Educational Technology and Society, 17(1), 185–196.
    • Koh, J. H. L., & Divaharan, S. (2013). Towards a TPACK-fostering ICT instructional process for teachers: Lessons from the implementation of Interactive Whiteboard instruction. Australasian Journal of Educational Technology, 29(2), 233–247.
    • Koh, J. H. L., & Divaharan, S. (2011). Developing pre-service teachers’ technology integration expertise through the TPACK-Developing Instructional Model. Journal of Educational Computing Research, 44(1), 35–58.
  • Yancy Toh
    • Toh, Y., Wong, L.-H., Chai, C. S., Lee, J. Y. L., & Ng, J. P. S. (2013). Complex interaction between technology, pedagogy and content knowledge: Case study in a Chinese language classroom. In Wong, L.-H., Liu, C.-C., Hirashima, T., & Lukman, M. (Eds.) International Conference on Computers in Education 2013 (pp. 865-875). Denpasar, Indonesia: APSCE.
    • Looi, C.K. & Toh, Y. (2013). Orchestrating the flexible mobile learning classroom. In M. Ally & A. Tsinakos (Eds.), Increasing Access through Mobile Learning (pp. 161-174). Vancouver, B.C., Canada: Commonwealth of Learning.
    • Looi, C.K., So, H.J., Toh, Y., & Chen, W.L. (2011). The Singapore experience: Synergy of national policy, classroom practice and design research. International Journal of Computer-Supported Collaborative Learning, 6(1), 9-37.
    • Toh, Y., & So, H.J. (2011). ICT reform initiatives in Singapore schools: a complexity theory perspective. Asia Pacific Education Review, 12(3), 349-357.
    • Chen, W.L., Seow, S. K. P., So, H.J., Toh, Y., & Looi, C.K. (2010). Extending students' learning spaces: Technology-supported seamless learning. In International Conference in Learning Sciences 2010. Chicago, IL: International Society of Learning Sciences.

List of projects from this research group:

  1. A Research Study on the Use of Chinese Pinyin Input in Chinese Writing
  2. Digital Media and Self-directed Learning: The Insider Perspectives of Learning in the Cloud
  3. LSL 02/06 TT: Pre-service Teacher' Belief about Teaching And Learning: An Exploratory Study