International Journal of Social Media and Interactive Learning Environments (6 papers in press)
Investigating the barriers to technology integration in Singaporean Junior Colleges
by Kim Chun Kuang
Abstract: This survey examines the perceptions of 27 teachers on the barriers to technology integration (pedagogical beliefs, technology beliefs, school level, and system level factors) to support the implementation of interactive-constructive learning activities within constructivist pedagogical approaches to enhance the teaching and learning of mathematics in the Singapore-Cambridge General Certificate of Education Advanced Level course. Several barriers were identified and their possible relationships are discussed with implications to strategies which can help foster an environment that supports teachers decisions to integrate technology. Further research directions are discussed together with the findings and limitations of the study.
Keywords: Singapore; junior colleges; mathematics; technology integration; barriers; ICAP framework
TweetBoard A Case Study of Developing a Micro-Blogging Platform for Higher Education
by Shao Cheh (Joyce) Hsu, Kok Siew (Benjamin) Gan, Jin Lee, Shu Hui (Sheryl) Lim, Xie Yan (Jeremy) Lim, Sherman Tan Si Xian, Thomas Menkhoff, C Jason Woodard, Qiu Cheng Yap
Abstract: This paper reports experiences made at an Asian university in developing a social media platform based on Twitter in the context of a final year capstone project where information systems management students get an opportunity to solve a real-world problem for a real client. In this case study, the challenge was provided by a Faculty members request for an interactive social media application which engages less outspoken students in class via a social medium they are familiar with: Twitter. We reconstruct the projects evolution, describe the main features of the application called TweetBoard and share lessons learned in developing a new pedagogical micro-blogging tool in support of students learning.
Keywords: Twitter (micro-blogging), higher education, blended learning, pedagogy, Singapore
An investigation of the use of mobile devices for learning in Singapore preschools
by Wing Sum Cheung, Khe Foon Hew, Siew Lian Chua
Abstract: Given the rapid increasing functional features of mobile devices, there are increasing interests of preschool educators and researchers in engaging students with mobile learning. The purpose of this study is to investigate how preschool principals, teachers and parents in Singapore perceive the values of using smart mobile devices for learning in preschools, and what are their perceptions toward the potential use of mobile devices as learning tools in preschools and if Bring Your Own Device (BYOD) model is implemented, what are their opinions and concerns towards this new initiative. rnThis study used questionnaire survey and interview to collect relevant information for the investigation. Its findings would capture true experiences showcasing the actual and potential use of smart mobile devices for learning by pre-schoolers. The critical role that preschool principals, teachers and parents should play in integrating these smart mobile devices in their daily activities for learning were discussed and emphasized.
Keywords: Preschool, Mobile Devices, Pre-schoolers, Preschool education.
Integrating mobile devices into the classroom: A qualitative case study of a faculty learning community
by Devshikha Bose, Patrick R. Lowenthal
Abstract: Despite the pedagogic affordances of mobile devices, many instructors are not prepared to effectively integrate them into their courses. Boise State University has developed a program to support faculty in the innovative use of mobile devices in the classroom. This qualitative case study documents instructors experiences and perceptions of integrating mobile devices in their courses. Themes under investigation were the impact of mobile devices on teaching practice, student learning, and course learning outcomes. Results indicate that instructors used mobile devices to create content, communicate, store, and share information. Assignments were modified to take advantage of mobile devices, digital fluency was increased, and assessment strategies were altered. Instructors reported an increase in students digital fluency, communication, and active learning. Perceived impact on course learning outcomes, though, was mixed. Implications of this study are discussed, including recommendations for faculty development and ideas for instructional integration of mobile devices.
Keywords: mobile learning; mobile devices; digital fluency; faculty development; technology integration; student learning; instructor perceptions; impact of mobile devices; qualitative case study; integrating mobile devices; perceived student gains; impact on learning outcomes; faculty learning community; ipads; social presence.
Viability of using Twitter to support peer instruction in teacher education
by Tian Luo, Danielle Dani, Li Cheng
Abstract: This paper reports on a case study in which Twitter served as a backchannel to mediate and support the peer-teaching activity in a face-to-face teacher education course. Surveys and interviews were utilized to understand the effectiveness of the Twitter integration and students' perceived learning in a Twitter-supported peer teaching environment. Tweets were used to determine how preservice teachers used Twitter to support peer instruction. Most students were able to use the Twitter platform to produce and retrieve peer feedback, while some encountered technical difficulties. Our current analysis suggests the Twitter-based peer feedback was moderately successful in this peer teaching activity. There exists a large variability of students perceptions towards Twitter as a tool to support the delivery and reception of peer feedback.
Keywords: microblogging; Twitter; feedback; peer instruction; Web 2.0; social media.
Investigating the barriers affecting integration of ICT for teaching and learning in schools
by Kai Shi Ng
Abstract: This article identifies three barriers to the integration of ICT for teaching and learning in schools. The first order barriers identified are external factors which affect teachers. This includes the lack of adequate infrastructure, leadership, organisational, technical and administrative support, time to plan and execute the lesson as well as students competency. Second order barriers are intrinsic factors affecting teachers integration of ICT. They include beliefs about teaching and learning conventional classroom practices and the readiness to accept changes. They are more difficult to deal with as the process of eliminating these barriers often involve a challenge to personal and deeply rooted thinking. Studies (Chai et al., 2013, Chin-Chung Tsai and Ching Sing Chai, 2012) suggested that the presence of a third order barrier is the reason why removal of first and second order barriers did not result in successful ICT integration. This third order barrier is teachers lack of design thinking to tackle the wicked problem of ICT integration. This article concludes with suggested strategies to overcome the third order barrier and a proposed research study.
Keywords: ICT integration; teaching and learning; barriers to ICT integration; third order barrier; design thinking; wicked problem; Singapore;.