ICT and an exploratory pedagogy for classroom-based Chinese language learning

This paper reports on a new pedagogy for Chinese language teaching and learning at elementary schools through exploratory classroom instruction using Information and Communication Technologies. The study used quantitative method to collect data from two elementary schools of China. The results showed that:(1) the three-in-one pedagogy of "character recognition, in-class reading and in-class writing" is a new approach for enhancing the efficiency of Chinese language learning at elementary schools, and (2) the new pedagogy provides a new perspective of integrating ICT into Classroom-based Chinese Language Learning (CCLL). Copyright © 2011 The Turkish Online Journal of Educational Technology.