Case Study of Teacher-Student Interactions in Singapore Classrooms Mediated by Personal Learning Devices

Conference: The Asian Conference on Education (ACE2022)
Title: Case Study of Teacher-Student Interactions in Singapore Classrooms Mediated by Personal Learning Devices
Stream: Design, Implementation & Assessment of Innovative Technologies in Education
Presentation Type: Oral Presentation
Authors:
Cindy Ong, University of Oxford, United Kingdom

Abstract:

Technological advancements have made hyper-individualised experiences increasingly commonplace, evident from many of our digital activities over the Internet. This raises the question if learning can and should be personalised, such as through equipping students with personal learning devices (PLDs), e.g., in the form of tablets. This research explores how the use of PLDs for classroom learning influences teacher-student academic learning interactions, focusing on quality and quantity of student contributions and teacher responsiveness to student thinking. It seeks to surface whether technological affordances explain the observed student contributions and the ensuing teacher talk moves. Guided by a social cultural view of learning, the research questions are (1) how does the use of PLDs influence student talk during classroom learning; and (2) how does the use of PLDs influence teacher responsiveness to student ideas during classroom learning. This research is conducted in Singapore, one the first education systems to make a commitment to enhance the personalisation of learning over the next 10 years. Adopting a case study approach, this study will focus on lower secondary English language classrooms, where all students are equipped with a PLD. The pertinence of this study lies in its attempt to situate personalised learning within the existing learning ecosystem in schools. By focusing on teacher-student interactions, this study will hopefully reveal good classroom practices, gaps in teachers’ tech use and insights on students’ use of PLDs, all of which would contribute to existing knowledge on classroom learning and potentially inform teacher professional development and blended learning design.



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