The Singapore Ministry of Education conducted a smallscale pilot study in Y2003 to find out how engaged learning was interpreted and translated into practice by teachers and the role of ICT in facilitating engaged lea...The Singapore Ministry of Education conducted a smallscale pilot study in Y2003 to find out how engaged learning was interpreted and translated into practice by teachers and the role of ICT in facilitating engaged learning. For this study, 6 teachers were involved, of which 2 were English language teachers. A case study methodology incorporating an intervention element was adopted. The analysis of the collected data, in the form of pre-lesson interview, lesson observations/videotaping and post-lesson interviews, surfaced teachers'understanding and implementation of engaged learning in the classroom context. This paper focuses on the 2 case studies in which one primary and secondary English language teachers were observed for the way they designed and implemented ICT-based English lessons to promote engaged learning. Although the insights generated by the 2 case studies are legitimate in their own instances, they may be used to sensitize those involved in professional development to five interdependent factors that influence the way ICT may be used to promote engaged learning in the EL classroom.展开更多
文摘The Singapore Ministry of Education conducted a smallscale pilot study in Y2003 to find out how engaged learning was interpreted and translated into practice by teachers and the role of ICT in facilitating engaged learning. For this study, 6 teachers were involved, of which 2 were English language teachers. A case study methodology incorporating an intervention element was adopted. The analysis of the collected data, in the form of pre-lesson interview, lesson observations/videotaping and post-lesson interviews, surfaced teachers'understanding and implementation of engaged learning in the classroom context. This paper focuses on the 2 case studies in which one primary and secondary English language teachers were observed for the way they designed and implemented ICT-based English lessons to promote engaged learning. Although the insights generated by the 2 case studies are legitimate in their own instances, they may be used to sensitize those involved in professional development to five interdependent factors that influence the way ICT may be used to promote engaged learning in the EL classroom.
