This case study research attempts to examine the difference in technological pedagogical approaches adopted by teachers in the teaching of English and Mathematics in a school in Singapore. The study adopts the learning from and learning with technology framework in reporting and analysing the findings. From the lesson observations, review of teachers‘ written reports and curriculum plans, interviews with teachers and group interviews with students. Mathematics teachers adopted predominantly the learning from technology pedagogy with occasional learning with technology approach. In contrary, English teachers facilitated students to learn from and also with technology. This case study illustrated how technological pedagogical approaches were influenced by the subject (i.e., English and Mathematics). This study also highlights the limited use of the co-constructivist approach by the teachers in the teaching of both of the subjects. Copyright © 2011 The University of Tasmania, ascilite and the authors of individual articles.
|Title of host publication||Proceedings of ASCILITE 2011: Changing demands, changing directions|
|Editors||G. WILLIAMS, P. STATHAM, N. BROWN , B. CLELAND|
|Place of Publication||Australia|
|Publisher||University of Tasmania|
|Publication status||Published - 2011|
CitationTay, L. Y., Lim, S. K., & Lim, C. P. (2011). Technological pedagogical differences in the teaching of English and Mathematics in a primary school. In G. Williams, P. Statham, N. Brown & B. Cleland (Eds.), Proceedings of ASCILITE 2011: Changing demands, changing directions (pp.1221-1226). Australia: University of Tasmania.
- Technology and pedagogy
- Learning from and learning with technology
- Integration of ICT into the curriculum