This paper aims to critically review how we can incorporate technology in school education to provide students with the critical skills needed for the 21st century. This paper will discuss how the knowledge economy demands a new set of survival skills from our students, and how appropriate use of pedagogical use of technology can enhance the quality of school education in the twenty-first century. Technological Pedagogical Content Knowledge (TPCK) framework and Active-Constructive-Interactive (ICAP) framework have been reviewed to examine the important balance of content, technology and pedagogy in designing and implementing effective e-learning classrooms for our students. The design of an online automated writing evaluation system has been examined to evaluate how it can improve students’ English writing and their 21st century skills. This system will be put into practice in the next stage of this study. Copyright © 2012 Asia-Pacific Society for Computers in Education.
|Title of host publication||Proceedings of the 20th International Conference on Computers in Education ICCE 2012|
|Editors||Gautam BISWAS, Lung-Hsiang WONG, Tsukasa HIRASHIMA, Wenli CHEN|
|Place of Publication||Singapore|
|Publisher||National Institute of Education, Nanyang Technological University|
|Publication status||Published - 2012|
CitationChan, K. K.-W., & Kong, S. C. (2012). Designing and implementing e-learning classrooms to improve students’ writing. In G. Biswas, L.-H. Wong, T. Hirashima, & W. Chen (Eds.), Proceedings of the 20th International Conference on Computers in Education ICCE 2012 (pp. 767-771). Singapore: National Institute of Education, Nanyang Technological University.
- Process writing
- 21st century skills
- English writing skills
- Evaluation of CAL systems
- Automated writing evaluation