Technological pedagogical differences in the teaching of English and Mathematics in a primary school

Lee Yong TAY, Siew Khiaw LIM, Cher Ping LIM

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

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.
Original languageEnglish
Title of host publicationProceedings of ASCILITE 2011: Changing demands, changing directions
EditorsG. WILLIAMS, P. STATHAM, N. BROWN , B. CLELAND
Place of PublicationAustralia
PublisherUniversity of Tasmania
Pages1221-1226
ISBN (Print)9781862956445
Publication statusPublished - 2011

Citation

Tay, 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.

Keywords

  • Technology and pedagogy
  • Learning from and learning with technology
  • Integration of ICT into the curriculum

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