1517-creating-holistic-technology-enhanced-learning-experiences

TAY, LIM, & LIM
their existing computers and the remaining 15 student tapped on to the financial
computer assistance scheme provided by the local infocomm authority (i.e.,
Infocomm Development Authority, Singapore).
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ONE-TO-ONE LEARNING ENVIRONMENT
Research studies suggest that one-to-one programs are associated with increased
student and teacher technology use with increased student engagement and interest
(Bebell & O’Dwyer, 2010). New modes and patterns of communications via
various online collaborative software applications are also evident (Oliver & Corn,
2008). The computers facilitate students in connecting the classroom to the outside
world, mediating their social learning process and also contextualizing their
learning experience (Liu & Milrad, 2010). Lei and Zhao (2008) also stress that the
one-to-one laptops provide great opportunities and resources for teaching and
learning. According to Lei and Zhao (2008), the results revealed that students used
their computers or laptops for various tasks related to learning, communication,
expression and exploration. Students also gained significantly in their technology
proficiency.
However, the above authors (Bebell & O’Dwyer, 2010; Donovan, Green, &
Hartley, 2010; Dunleavy, Dexter & Heinecke, 2007; Lei & Zhao, 2008) caution the
over generalisation of the potential one-to-one programs could bring to students’
learning. Larkin and Finger (2011) highlight that despite the increased access of
one-to-one, actual usage may still be limited due to individual teacher agency, a
crowded curriculum and the historical use of computers. Lim, Tay and Hedberg
(2011) also highlight conditions such as, the commitment of teachers, professional
development, ongoing technical assistance, students’ orientation and scaffolding
and adequate access to technology. Even if the issue of accessibility to technology
and computers is addressed; there are other mediating factors for the successful
integration of ICT into the classrooms.
CONDITIONS FOR ICT INTEGRATION
A review of the relevant research studies (Benes et al., 2008; Bouterse, Corn, &
Halstead, 2009; Chere-Masopha & Bennett, 2007; Divaharan & Lim, 2010;
Dourneen & Matthewman, 2009; Garthwait & Weller, 2005; Hayes, 2007; Passey,
2006; Penuel, 2006; Sipilä, 2010; Tondeur, Cooper, & Newhouse, 2010;
Towndrow & Vaish, 2009) conducted in the area of ICT integration and pervasive
use of technology in the classrooms suggest the importance of the following
factors: (1) technological infrastructures and support; (2) teachers’ beliefs and
practices; (3) curriculum; (4) school leadership and (5) professional development.
Technological infrastructure (i.e., the physical hardware such as the computing
devices and the wireless network) and technical support are critical elements for
successful and seamless ICT integration into the classrooms. Many researchers
have ranked teachers’ beliefs and practice as one of the key factors for successful
ICT integration (Chere-Masopha & Bennett, 2007; Garthwait & Weller, 2005;