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Phillip A. Towndrow 《Asia Pacific Journal of Education》2004,24(1):105-116
Recent educational reforms in China are placing increasing emphasis on the integration of new technologies in the English language curriculum. At the same time, a debate has begun concerning the effectiveness of Information Technology (IT) usage in transforming language pedagogy in the Chinese context. In response to points made in the discussions published to date, this paper describes an attempt to instill new ways of viewing the potential of IT with a group of practicing teachers studying for a Post‐graduate Diploma in English Language Teaching in Singapore. End‐of‐course survey data were used to identify what the trainees found surprising about the course. This method uncovered some of their hopes and fears about using IT in their future classes and provided clues as to how to bring about positive learning outcomes with IT. Discussion of the results shows that Chinese teachers share similar challenges as their counterparts in the West when it comes to using IT for the first time. The paper ends with a string of suggestions about how to begin the process of innovation with IT, both in and beyond China. 相似文献
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Set against the backdrop of reinvigorating the study of literature and concerns about the adequate preparation of students for the world of work, this paper explores how a Singapore teacher presented a literary text in the classroom. Drawing on data from a large-scale representative sample of Singapore schools in instruction and assessment practices, we discuss some of the potential consequences of instructional choice-making from a disciplinary perspective. Our findings suggest, for example, that when teacher-dominated discourse and interpretations dominate, instructional flexibility and responsiveness are correspondingly limited and restricted. These courses of action, we contend, may occur contrary to teachers’ plans and expectations. The paper closes by making a call for further longitudinal research across multiple research sites into the nature of literature pedagogy that has a strong disciplinary focus. 相似文献
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Science Teachers’ Professional Development and Changes in Science Practical Assessment Practices: What are the Issues? 总被引：1，自引：0，他引：1
Phillip A. Towndrow Aik-Ling Tan Benny H. W. Yung Libby Cohen 《Research in Science Education》2010,40(2):117-132
This paper considers the circumstances under which science teachers can respond positively and productively to educational
policy reforms in the area of science practical assessment. To understand what might be involved in linking science teachers’
assessment capacities and their professional development, we present illustrative data from recent research studies conducted
in Singapore and Hong Kong showing contrasting approaches taken in the implementation of reforms in science practical assessment.
In Singapore, teachers worked together to select, discuss, clarify and refine their practices as they made decisions about
what to teach and assess. In Hong Kong, teachers took a critical stance towards the new policy and learnt from their own experiences
in order to build their confidence. With the same policy initiative, one group of teachers focused more on the technicalities
of complying with requirements imposed on them while in the other group had their professional consciousness of what they
thought was best for their students provoked so that their practices would be transformed. In an attempt to draw lessons for
other contexts in supporting the implementation of assessment policy reforms through professional development work, we identify
and discuss a range of factors in science teachers’ professional development that arise once in situ professional development work has started. Overall, our intent in this article is to recast assessment reform as a driver
or pivot in teachers’ professional development and learning. To do this it is necessary, we argue, to afford teachers’ experiences
and the processes involved in learning from them greater emphasis in order to ensure the continuance of innovation in the
assessment of laboratory-based work. 相似文献
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This paper reports how a teacher–researcher partnership examined a biology teacher's existing pedagogical practices and attempted, through a task design innovation, to create the circumstances under which more interactive and emergent assessment for learning practices could flourish in her classroom. This work involved the use of digital video playback technology as the trigger or catalyst for reflection on concrete experiences by the teacher and her students to occur. Results suggest that the digital video innovation brought about changes in student–teacher interactions in science practical work and assisted the teacher in reflecting on her professional learning. The educative effects produced by the catalyst were dependent on the teacher noticing changes in her students and moving in tandem with them along a parallel path of experiential and practitioner-based learning. Overall, the value of the study undertaken is located in sharing an authentic, lived science assessment experience with the intention of assisting colleagues notice aspects of their own pedagogic practices that may be hidden at present. 相似文献
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With the development of Web 2.0 technologies, online document collaboration tools are becoming increasingly available, often
free of charge. Although the technology is considered interactive and collaborative, it does not necessarily mean learners
themselves will interact and collaborate. This paper discusses the conditions required for successful and meaningful collaboration,
particularly when using technology. Collaboration is typified by participants engaged in a mutually beneficial relationship
to meet pre-defined goals. To exemplify effective collaboration, the utilization of an online document collaboration tool
is summarized. 相似文献
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Using data collected through two focus group interviews with 14- to 16-year-olds involved in a one-to-one laptop academic programme in a Singapore secondary school, this paper shows some student disengagement and dissatisfaction in class, and this poses questions about the relevance of the school's laptop programme. Our findings illustrate low productivity in the students' use of their computers as they respond to their teachers' instructional agendas. Our work indicates research into one-to-one laptop learning needs to pay greater attention to the minds, motivations and hands of students as they embark on learning they do not fully understand or can control for themselves. We determine that educators and policy-makers need to know a lot more about how growth in students' digital maturity operates. In the final analysis, we understand and explain the students' views about how their learning experiences might be improved, and their behaviour (as a digital wisdom journey centred on learning) to be digitally mature. 相似文献
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Phillip A. Towndrow 《International Journal of Science Education》2013,35(7):903-922
This paper investigates the impact of a current educational policy initiative in Singapore called ‘Science Practical Assessment’ (SPA). SPA is designed to overcome the limitations of single, high‐stakes examinations by placing emphasis on research processes, entrepreneurship and the development of science practical skills. Structurally, SPA repositions teachers as central in the selection of items to teach and assess during the academic years leading up to O‐level. However, it is contended that the effectiveness of SPA is rendered problematic without specific attention being paid to teachers’ readiness and capacity to understand and implement assessment innovations. In response, the author describes and analyses how he formed a research partnership with a local physics teacher to investigate how SPA could be used as a tool to improve science pedagogy. Results suggest that while the pragmatic considerations of assessment reforms are not sufficient in themselves to bring about policymakers’ desired outcomes, ways can be found to help teachers prepare for, bring about and crucially own change by adopting a critically reflective stance on problems and issues that arise when students work on completing laboratory tasks. The methods used in this study also identify some of the factors that impact on teachers’ ability to influence positive developments at the department and school levels of an educational system. Overall, the intention is that the teacher development strategies and classroom practices illustrated in the paper will eventually inform a programme of interventionist action in science pedagogy and practical work assessment with applications both in and beyond the immediate study context. 相似文献