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

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Subject: � Teachers Rules: � Procurement guidelines and procedures � Training guidelines � National curriculum and assessment structures Tools: � Courses (In service and external) � Seminars and Conference (Local and International) � Time-tabled time discussion sessions � Practitioner research � On-the-job training Professional Development Community: � School Administrator – Principal & Vice Principals � Heads of Departments � Subject Heads � Teachers � Students � Ministry of Education – Professional Development Activities � Academy of Singapore Teachers � National Institute of Education, Singapore Figure 6. Professional development activity system ONE-TO-ONE COMPUTING Object: � Skilful, systematic and competent teachers who leverage on <strong>technology</strong> for teaching Outcome: � Effective, knowledgeable and competent teachers who leverage on <strong>technology</strong> for their teaching Division of Labour: � School administrators (e.g., Principal and Vice- Principals) � Heads of Departments (e.g., English, Mathematics, Science, Mother Tongue Languages, ICT and etc. � Subject Heads � Teachers � Allied educators (teacher aides) � External trainers average score of 6.35, followed by teachers’ belief and practice at 6.17, curriculum at 6.00, school leadership at 5.48 and professional development at 5.30. All teachers involved tended to agree that the above factors were at least somewhat important in contributing to the success of the program. 33
TAY, LIM, & LIM 34 DISCUSSIONS The various factors – technological infrastructures and support, teachers’ beliefs and practice, curriculum, school leadership and professional development – are factors that impact one-to-one and ICT integration. From a linear regression approach, ICT integration could be seen as the following equation: ICT usage in class = β1 (technological infrastructures & support) + β2 (teachers’ beliefs & practice) + β3 (curriculum) + β4 (school leadership) + β5 (professional development) Further analysis of the activity systems and surveys from the findings seems to suggest the following relationships among the factors, as shown in Figure 7. A path analysis as shown in Figure 8 illustrates a more comprehensive relationship among the various factors mentioned, as compared to the linear relationship equation shown above. Technological infrastructures & support and teachers’ beliefs & practice are two factors that seem to be more visible from the teachers’ perspective in influencing the ICT usage in the classrooms as indicated from the survey by the teachers. However, analysis from the activity theoretical perspective highlights the other less visible factors influencing ICT usage in the classrooms. The school leadership has influence on the technological infrastructures and support, curriculum, and professional development. For instance, school leadership influences the budget and funding to be channelled to the technological infrastructures and technical support personnel to be employed. The school School leadership Professional development Less visible Curriculum ICT infrastructure Teachers’ beliefs & practices More visible Figure 7. Path analysis of ICT usage in the classrooms ICT usage in the classrooms
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Page 6 and 7: Editorial Lee Yong Tay & Cher Ping
Page 8 and 9: LEE YONG TAY & CHER PING LIM EDITOR
Page 10 and 11: EDITORIAL presentation, and spreads
Page 12 and 13: EDITORIAL research; and (4) transfe
Page 14 and 15: LESLIE S. CONERY FOREWORD Some book
Page 16 and 17: NANCY LAW FOREWORD Reforming curric
Page 18: FOREWORD BY LAW mechanism/architect
Page 21 and 22: LIM & OAKLEY Information tools Thes
Page 23 and 24: LIM & OAKLEY Mills, 2010). Policy a
Page 25 and 26: LIM & OAKLEY modules on a wide rang
Page 27 and 28: LIM & OAKLEY Internet. Halat and Pe
Page 29 and 30: LIM & OAKLEY information can presen
Page 31 and 32: LIM & OAKLEY Physical and Technolog
Page 33 and 34: LIM & OAKLEY facilitate the develop
Page 35 and 36: LIM & OAKLEY The role of the comput
Page 37 and 38: LIM & OAKLEY Yang, S. C. (2009). A
Page 39 and 40: TAY, LIM, & LIM their existing comp
Page 41 and 42: TAY, LIM, & LIM that are explicitly
Page 43 and 44: TAY, LIM, & LIM For the quaternary
Page 45 and 46: TAY, LIM, & LIM the purpose of gene
Page 47 and 48: TAY, LIM, & LIM support personnel t
Page 49 and 50: TAY, LIM, & LIM 30 Tools: � Natio
Page 51: TAY, LIM, & LIM Professional develo
Page 55 and 56: TAY, LIM, & LIM Divaharan, S. & Lim

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