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	<title>People &#8211; SingTeach | Education Research for Teachers | Research within Reach</title>
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		<title>Empowering Students for a Changing World: A Global and Social Justice Perspective</title>
		<link>https://singteach.nie.edu.sg/2025/01/21/empowering-students-for-a-changing-world-a-global-and-social-justice-perspective/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=empowering-students-for-a-changing-world-a-global-and-social-justice-perspective</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Tue, 21 Jan 2025 07:41:31 +0000</pubDate>
				<category><![CDATA[issue 91 dec 2024]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Multicultural Education]]></category>
		<category><![CDATA[People]]></category>
		<category><![CDATA[Student engagement]]></category>
		<category><![CDATA[Values education]]></category>
		<category><![CDATA[Global citizenship education]]></category>
		<category><![CDATA[Citizenship education]]></category>
		<category><![CDATA[Diversity]]></category>
		<category><![CDATA[Global citizen]]></category>
		<category><![CDATA[Pedagogy]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=24154</guid>

					<description><![CDATA[Professor Wiel Veugelers, a renowned expert on citizenship education from the University of Humanistic Studies in Utrecht, offers [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><em><a href="https://www.uvh.nl/university-of-humanistic-studies/contact/search-employees/wiel-veugelers" target="_blank" rel="noopener">Professor Wiel Veugelers</a>, a renowned expert on citizenship education from the <a href="https://www.uvh.nl/english" target="_blank" rel="noopener">University of Humanistic Studies</a> in Utrecht, offers fresh insights into the evolving concept of citizenship in today’s interconnected world. Beyond political engagement, he emphasizes the growing importance of cultural, social and environmental dimensions in shaping global citizens. Drawing on his extensive </em></strong><strong><em>research and cultural comparisons, he explores diverse approaches to global citizenship. In this excerpt from his talk at the recent joint conference by <a href="https://www.ntu.edu.sg/nie/singapore-centre-for-character-and-citizenship-education-(sccce)" target="_blank" rel="noopener">NIE’s Singapore Centre for Character and Citizenship Education</a> and <a href="https://en.snu.ac.kr/index.html" target="_blank" rel="noopener">Seoul National University</a>’s Character Education Research Center, he inspires educators to present varied perspectives while empowering students to become thoughtful, inclusive contributors to global democracy.</em></strong></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2025/01/ST91_People_4-300x300.jpg" alt="" class="aligncenter wp-image-24335" width="380" height="380" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2025/01/ST91_People_4-300x300.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/ST91_People_4-150x150.jpg 150w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/ST91_People_4-768x768.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/ST91_People_4.jpg 918w" sizes="(max-width: 380px) 100vw, 380px" /></p>
<p>&nbsp;</p>
<h1>Defining Citizenship Education</h1>
<p>As part of my membership of the Programme Advisory Committee of the International Study on Citizenship Education, the definition of citizenship education I have come up with comprises three parts.</p>
<p>Firstly, education for citizenship is about acquiring the abilities and attitudes necessary for an individual to <strong>participate</strong> in political and civic life on a local, national and global level. The second part of citizenship education is about learning to <strong>relate to others </strong>– particularly to those with different social, cultural and ethnic backgrounds. Lastly, there is the <strong>direction, or purpose</strong>, that can imply concerns for the sustainability of humanity, the planet and of democracy.</p>
<h1>Evolution of the Concept of Citizenship</h1>
<p>The concept of citizenship has changed over the past decades; I call this a deepening of the concept of citizenship. At first, citizenship was only formulated on a political level and was about political life. However, nowadays it is also about the social and cultural life, about how to live together, about what our cultural heritage is, and about things like our important books and our language. The social and cultural levels, and even our relationship with nature, have become part of citizenship over time. I refer to this as the process of deepening. Deepening means that citizenship focuses strongly on the identity development and character development of the people.</p>
<p>Traditionally, the concept of citizenship was about the nation and the region, but the concept has been broadening from the national and regional to the global level. With the broadening of the concept of citizenship, global citizenship has also grown to be a big concept that includes many aspects of our life and that also influences the identity development of young children, young people and future citizens.</p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-center" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">&#8220;At first, citizenship was only formulated on a political level and was about political life. However, nowadays it is also about the social and cultural life, about how to live together, about what our cultural heritage is, and about things like our important books and our language.&#8221;<o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">&#8211; <strong>Professor Wiel Veugelers</strong></span></em><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">, </span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">on what citizenship means today</span></em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"><o:p></o:p></span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div>
<p><o:p></o:p></span></p>
<h1>Different Types of Global Citizenships</h1>
<p>After doing some research projects on global citizenship education, studying the literature and doing some empirical studies, I have been able to distinguish three difference types of global citizenship.</p>
<p>First, we have an open global citizenship. This is a neoliberal market ideology of openness, open to the world and other cultures, and very market oriented. It’s not very easy to find real philosophers of this kind of global citizenship.</p>
<p>Next, we have a moral global citizenship. This type of citizenship is about appreciating diversity, enhancing humanity, and taking care of the world, and is a moral call for a better world for all of us. This is articulated in particular by Martin Nussbaum and by David Hansen of Columbia University.</p>
<p>The third one is what I call a socio-political global citizenship. The moral global citizenship has been criticized due to not being political enough, and that global citizenship should also challenge power relations and ask for social justice. As such, the socio-political global citizen is more oriented to change power relations. This type of citizenship tends to be influenced by people like Paulo Freire and Chantal Mouffe.</p>
<h1>Research and Findings on Global Citizenship</h1>
<p>In an interview with 10 Dutch teachers, I presented the different orientations of global citizenship to them and asked them about what they thought.</p>
<p>These teachers found an open and more global citizenship important, but not so much a socio-political citizenship. Several teachers said that they know values are always embedded in social and political relations, but they preferred to focus on the moral level and were reluctant to focus explicitly on political values and on more transformative ideas, in particular.</p>
<p>The more I thought about it, the more I felt I could understand them. In the Netherlands, and many other countries, it is not common to speak a lot about social and political power relations. They do not play much part in the formal curriculum and are not commonly practiced in schools. As such, individual teachers end up not paying much attention to social and political power relations. However, it is my opinion that teachers should still show that the socio-political global perspective is still a part of global citizenship education. I do not ask them to support this idea, but to at least pay attention to it.</p>
<p>In another research I conducted, I used my moral and citizenship students from the University of Humanistic Studies in Utrecht and reached out to students from the citizenship education programme at Yogyakarta State University. I then asked these two groups of students about how important they find the three different orientations of global citizenship, articulating more on the socio-political global citizenship aspect.</p>
<p>Based on my findings, the Dutch and Indonesian students did not have many differences in their opinion of open global citizenship and moral global citizenship. Interestingly, I found that the Indonesian students were far more socio-politically oriented than the Dutch students. While the Dutch students wanted to stay more on the moral level, the Indonesian students wanted to go beyond and focus on the socio-political level.</p>
<p>This shows the importance of operationalizing global citizenship. Often, many people say that the Western people are more aligned with global citizenship than those from the global south. However, my findings showed that the Indonesian students were more politically engaged than the Dutch students. As such, it really highlights the importance of articulating what you mean by global citizenship and global citizenship education.</p>
<h1>Developing Global Citizens</h1>
<p>To develop global citizens, we can look into the different elements of democracy.</p>
<p>First, we have the freedom of speech that allows people to develop autonomy. Next is that active participation and engagement in political life, civil society and in the community. Lastly, we can gather individuals from all levels of society to foster deliberation and dialogue and build consensus with one another.</p>
<p>Developing global citizens in this manner can help to make society larger, richer and more inclusive by giving everyone a chance to participate in democracy and in society. However, it is important to realize that people have different ideas and practices of democracy.</p>
<p>It is also important to note that the educational ideologies of each society shape and influence the global society.</p>
<p>Overall, it is important to have a pedagogical strategy for global citizenship education. I think it is very important that teachers show different perspectives in all kinds of ways, show that the political aspect is indeed part of citizenship education, and focus on the values embedded in social and political power relations. Lastly, teachers should show different perspectives without taking a strong political stance, thus giving the students the democracy and possibility to articulate their own position.</p>
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		<title>A Progressive Approach to Student Assessment</title>
		<link>https://singteach.nie.edu.sg/2024/10/17/a-progressive-approach-to-student-assessment/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=a-progressive-approach-to-student-assessment</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Thu, 17 Oct 2024 07:22:48 +0000</pubDate>
				<category><![CDATA[issue 90 sep 2024]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Progressive Education]]></category>
		<category><![CDATA[People]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Peer assessment]]></category>
		<category><![CDATA[Alternative assessment]]></category>
		<category><![CDATA[Student progress]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Student-involved assessment]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23781</guid>

					<description><![CDATA[One of the key characteristics of student-involved assessment is the shift in focus from traditional, teacher-driven evaluations to [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><b>One</b><b> </b><b>of</b><b> </b><b>the</b><b> </b><b>key</b><b> </b><b>characteristics</b><b> </b><b>of</b><b> </b><b>student-involved</b><b> </b><b>assessment</b><b> </b><b>is</b><b> </b><b>the</b><b> </b><b>shift</b><b> </b><b>in </b><b>focus from traditional, teacher-driven evaluations to collaborative, reflective and dynamic assessments where students play an active role. </b></em><em><b>This</b><b> </b><b>aligns</b><b> </b><b>closely</b><b> </b><b>with</b><b> </b><b>the</b><b> </b><b>core</b><b> </b><b>principles</b><b> </b><b>of</b><b> </b><b>progressive</b><b> </b><b>education</b><b> </b><b>which </b><b>emphasizes a learner-centred approach, the value of the learning process and collaborative learning. <a href="https://dr.ntu.edu.sg/cris/rp/rp01511" target="_blank" rel="noopener">Dr Wong Hwei Ming</a>, Assistant Centre Director at NIE’s <a href="https://www.ntu.edu.sg/nie/crpp" target="_blank" rel="noopener">Centre for Research in Pedagogy &amp; Practice</a>, <a href="https://www.ntu.edu.sg/nie/research/office-of-education-research" target="_blank" rel="noopener">Office of Education Research</a>, shares with us insights from her research on student-involved assessment and feedback, as well as her reflections on the relationship between student-involved assessment and progressive pedagogies.</b></em></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-169x300.jpeg" alt="" class="alignright wp-image-23810 " width="327" height="580" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-169x300.jpeg 169w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-577x1024.jpeg 577w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-768x1364.jpeg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-865x1536.jpeg 865w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-1153x2048.jpeg 1153w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-scaled.jpeg 1441w" sizes="(max-width: 327px) 100vw, 327px" /></p>
<h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW37352676 BCX0"><span class="NormalTextRun SCXW37352676 BCX0">C</span><span class="NormalTextRun SCXW37352676 BCX0">an</span><span class="NormalTextRun SCXW37352676 BCX0"> you share</span><span class="NormalTextRun SCXW37352676 BCX0"> </span><span class="NormalTextRun SCXW37352676 BCX0">what the </span><span class="NormalTextRun SCXW37352676 BCX0">d</span><span class="NormalTextRun SCXW37352676 BCX0">efinition</span><span class="NormalTextRun SCXW37352676 BCX0"> of </span><span class="NormalTextRun SCXW37352676 BCX0">student-involved assessment and feedback</span><span class="NormalTextRun SCXW37352676 BCX0"> is, and some examples of those?</span></span><span class="EOP SCXW37352676 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></h1>
<p>Student-involved assessment and feedback refers to the involvement of students in the assessment and feedback process, where they actively participate in various ways such as:</p>
<ul>
<li style="list-style-type: none;">
<ul>
<li>Evaluating their own work (self-assessment against a set of criteria)</li>
<li>Setting learning goals for improvement</li>
<li>Reflecting on their learning (experience) and revising their work based on the criteria</li>
<li>Assessing their classmates’ work (peer assessment based on the same set of criteria)</li>
<li>Providing and receiving formative feedback to improve performance and work towards their goals</li>
</ul>
</li>
</ul>
<p>&nbsp;</p>
<p>From 2020 to 2022, I conducted a study that focused on how to build teachers’ and students’ capacities in student-involved assessment in primary classrooms and also explored how to better engage primary school teachers and students in this area. The study revealed that by involving students in the assessment process, it empowers them to take ownership of their learning, understand the assessment criteria and use feedback to improve their work. It also showed that student- involved assessment can provide teachers with the necessary pedagogical tools to engage their students further. Additionally, it highlighted that providing meaningful feedback helps students stay on track academically while sustaining their motivation and enthusiasm for learning (Wong et al., 2023a). It also affords them the opportunity to engage more deeply with the concept of what it means to manage their own learning (Wong, 2023b).</p>
<h1>From your point of view, why is student-involved assessment considered a progressive pedagogy in teaching and learning?</h1>
<p>Student-involved assessment aligns neatly with the core principles of progressive education which emphasizes student-centred learning, active learning and engagement, critical thinking and self-regulation, collaboration and the development of skills relevant to students’ lives in and outside of school. Let me explain further.</p>
<p>Student-involved assessment embodies student- centred learning as it actively engages students in the assessment (and feedback) process, allowing them to take ownership of their learning. It shifts the emphasis om teacher-centred assessment to one where students play a greater and critical role in assessing their own learning and that of their peers based on a set of criteria.</p>
<p>Self-assessment allows students to critically review their own work and make decisions on their progress as well as areas of improvement. This not only nurtures their self-regulation and self-management skills, but also increases their engagement with the learning process. Peer assessment gives them the opportunity to learn how to critically assess their classmates’ work and appreciate different perspectives. It fosters collaborative learning and builds a community of learners among themselves in the class. Both forms of assessments provide students with a deeper understanding of the topic they are working on and further develop their analytical skills.</p>
<p>The skills honed through self-assessment and peer assessment are not only relevant in the classroom but are also essential life skills that students can apply in various personal and professional contexts beyond school.</p>
<h1>How does student-involved assessment give students empowerment and agency in their learning?</h1>
<p>Student-involved assessment empowers and gives students agency by allowing them a more involved and active role in their learning process. Students’ sense of ownership over their learning is nurtured as they shift from being passive recipients of knowledge to active participants who set their own learning goals.</p>
<p>Through self-assessment, students develop critical thinking and reflective skills when they analyse and identify their strengths and areas of improvement. Peer assessment also enhances these skills and in addition, fosters collaboration and communication skills through the provision of feedback to their classmates. When students are involved in assessing their own work and their classmates’ work, they take on responsibility for their own learning, while gaining independence and confidence.</p>
<p>Students become more engaged and motivated when they see the results of their efforts, which further encourages a deeper commitment to their studies. When students are engaged in peer assessment, a sense of community and shared responsibility are encouraged, collaboration is strengthened and communication skills are also enhanced.</p>
<p>Student-involved assessment transforms students into empowered, active, motivated and reflective learners who are deeply involved in their learning journey, making it a more meaningful and personalized learning experience.</p>
<h1>Which areas of assessment do you think merit further attention and research? Why are they important?</h1>
<p>My research into student-involved assessment has shown that when implemented properly, it has the potential to empower students, develop their critical thinking, increase their sense of ownership and responsibility in learning, as well as enhance communication and collaboration skills through peer assessment.</p>
<p>However, further research is needed. For example, studies can be conducted to explore the various factors which can affect the uptake of student-involved assessment by students and in turn, its effectiveness. These factors include student self-efficacy and confidence, student motivation and engagement, social and cultural influences, among others. By understanding these factors, we can gain insights into how to better design and implement student-involved assessment that cater to diverse needs, thus increasing uptake and making the assessment, feedback and learning processes more impactful and meaningful for the students. Longitudinal research on student-involved assessment could also provide valuable insights into the long-term impact on student learning.</p>
<p><b>References</b></p>
<p>Wong, H. M., Rahmat, F. A., Safii, L., Tan, K., Sun, B. Q., Chng, M., &amp; Lee, J. (2023a). <i>Building Teachers’ and Students’ Capacities in Student-Involved</i><i> Assessment in Primary Classrooms. </i>Project Closure Report (ERFP), National Institute of Education. Singapore.</p>
<p>Wong, H. M. (2023b). <i>Student-involved</i><i> </i><i>assessment</i><i> </i><i>in</i><i> </i><i>primary</i><i> </i><i>classrooms:</i><i> Engaging teachers and students </i>(Research Brief Series No. 23-004). National Institute of Education (Singapore). https://hdl.handle.net/10497/25617</p>
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			</item>
		<item>
		<title>Moving Beyond the Hype of AI in Education</title>
		<link>https://singteach.nie.edu.sg/2024/07/21/moving-beyond-the-hype-of-ai-in-education/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=moving-beyond-the-hype-of-ai-in-education</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Sun, 21 Jul 2024 02:07:33 +0000</pubDate>
				<category><![CDATA[issue 89 jun 2024]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[AI in education]]></category>
		<category><![CDATA[Ethical AI]]></category>
		<category><![CDATA[People]]></category>
		<category><![CDATA[Redesigning Pedagogy International Conference]]></category>
		<category><![CDATA[Technology]]></category>
		<category><![CDATA[ICT Integration]]></category>
		<category><![CDATA[Pedagogy]]></category>
		<category><![CDATA[Evidence-based practices]]></category>
		<category><![CDATA[Human-machine synergy]]></category>
		<category><![CDATA[ChatGPT]]></category>
		<category><![CDATA[Generative AI]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23304</guid>

					<description><![CDATA[The rise of generative AI has been touted as the next great, transformative tech that will revolutionize education, [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong>The rise of generative AI has been touted as the next great, transformative tech that will revolutionize education, but how much of that is hype, and how much is, or will be reality? At the recent <a href="https://www.ntu.edu.sg/nie/research/redesigning-pedagogy-international-conference-2024" target="_blank" rel="noopener">Redesigning Pedagogy International Conference (RPIC) 2024</a>, <a href="https://profiles.ucl.ac.uk/52201-mutlu-cukurova" target="_blank" rel="noopener">Professor Mutlu Cukurova</a> from the <a href="https://www.ucl.ac.uk/" target="_blank" rel="noopener">University College London</a> provides international insights about AI, delving deeper into these questions and sharing more about his vision of a future in which humans and AI systems co-exist synergistically to enrich educational experiences. This article is based on his keynote address titled “Beyond the Hype of AI in Education to Visions for the Future” at the RPIC 2024.</strong></em></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_People_MutluCukurova-300x200.jpg" alt="" class="alignnone wp-image-23558" width="500" height="333" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_People_MutluCukurova-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_People_MutluCukurova-1024x683.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_People_MutluCukurova-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_People_MutluCukurova-1536x1024.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_People_MutluCukurova-2048x1365.jpg 2048w" sizes="(max-width: 500px) 100vw, 500px" /></p>
<h1>Defining Artificial Intelligence</h1>
<p>How do we define Artificial Intelligence (AI) today? Modern AI, including recent advancements in generative pre-trained transformers, or GPTs, can be conceptualized in three ways: externalizing, internalizing, or extending human cognition.</p>
<p>In the externalization of cognition, certain human tasks are defined, modeled and replaced by AI as a tool. These are most of the tools we see today. In the second conceptualization, AI models can help humans change their representation of thought through the internalization of these models. In the third conceptualization, AI models can extend human cognition as part of tightly coupled human and AI systems, where the emergent intelligence is expected to be more than the sum of each agent’s intelligence.</p>
<h1>AI: Hype vs Reality</h1>
<h4><em>Can AI Predict All Aspects of Human Learning?</em></h4>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-right" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;">“But the challenge is even bigger than this <span>– </span>is it always possible to explain or predict all aspects of human learning and competence development?”<o:p></o:p></span></p>
<p><span class="st"><b><i><span style="font-family: 'Georgia',serif; color: #333333;">–</span></i></b></span><strong><i><span style="font-family: 'Georgia',serif; color: #333333;"> Professor Mutlu</span></i></strong><i><span style="font-family: 'Georgia',serif; color: #333333;"><em> </em></span></i><em>asks</em></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></div>
<p></span></p>
<p>According to the second conceptualization of AI, AI can be seen as computational models of learning phenomena for humans to internalize and change their representational thought. We can use the data derived to build machine learning classifications of success in learning environments.</p>
<p>For the last decade, my team at University College London (UCL) has been focusing on open-ended learning environments and designing analytics as well as AI solutions that support teachers and learners in such constructivist learning environments. For instance, we have been investigating students engaged in solving open-ended design problems and collecting multiple modalities of data to model their collaborative interactions.</p>
<p>The ultimate goal of such prediction models is to directly intervene in the practice of teaching and learning based on the predictions. However, using AI that directly intervenes presents  significant challenges. These issues broadly relate to the threat against human agency, the accuracies of predictions in social contexts, and the normativity issue of not being able to decide what is good or bad in a complex social learning situation. These also include well-documented issues of algorithmic bias, transparency, hallucinations of these models, and the accountability of AI tools’ decisions. But the challenge is even bigger than this <span>– </span>is it always possible to explain or predict all aspects of human learning and competence development?</p>
<p>AI was coined as a term in the Dartmouth College summer school proposal in 1956 based on the conjecture that every aspect of learning or any other future of intelligence can in principle be so precisely described that a machine or any other tool can be built to simulate it. Since then, we have lived under the impression that if only we could find them, there would be formulas and models to predict all aspects of human learning. However, it may be that some aspects of learning just come through the slow experience of living those learning moments. This makes the time spent on them more meaningful, as we can’t just jump ahead to get the answer with predictions telling us what the most productive next step would be in such complex social constructivist learning environments.</p>
<h4><em>AI Models as Objects to Think about Learning</em></h4>
<p>On the other hand, if we take the second conceptualization of AI as computational models for humans to internalize, they can be considered as opportunities to describe the learning processes in more precision rather than aiming for the potential impossible task of predicting the future. At UCL, we aim to use these models to describe lived learning experiences in a detailed and precise manner to make these experiences more reasonable for teachers and learners. We use these models to create specific and precise feedback opportunities to improve the awareness of students’ lived experiences and to keep them more motivated to engage in the future.</p>
<p>Teachers and learners find such feedback extremely valuable in terms of increasing their awareness of their lived experiences and others’ awareness in complex social constructivist learning activities. The accountability of this awareness tends to influence their engagement with learning experiences and potentially regulate their behaviours. Therefore, making the lived experiences of learning more visible and explicit with computational models still holds significant value regardless of any prescriptive advice from predictive models.</p>
<h1>A Vision for the Future</h1>
<p>If we map the three conceptualizations of AI based on Shneiderman’s co-ordinates (see Figure 1), perhaps most traditional education technology could be considered to have very low allowance on human agency and very low automation built into them.</p>
<div id="attachment_23305" style="width: 650px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23305" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_People_Cukurova-framework-1024x568.png" alt="" class="wp-image-23305 size-large" width="640" height="355" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_People_Cukurova-framework-1024x568.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_People_Cukurova-framework-300x166.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_People_Cukurova-framework-768x426.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_People_Cukurova-framework.png 1203w" sizes="(max-width: 640px) 100vw, 640px" /><p id="caption-attachment-23305" class="wp-caption-text"><em>Figure 1</em>. Cukurova’s (2024) framework on the future of AI in Education based on Shneiderman’s co-ordinates. From: “The Interplay of Learning, Analytics, and Artificial Intelligence in Education: A Vision for Hybrid Intelligence,” by M. Cukurova, 2024, arXiv:2403.16081 [cs.CY (https://arxiv.org/pdf/2403.16081).</p></div>
<p>We have yet to see substantial work in the third conceptualization of AI, that is human cognition being extended with AI in tightly coupled human-AI hybrid intelligence systems, the last corner on the framework that indicates high automation and high human agency. At best, the current complementary paradigm in AI education is to make a better match of what humans can do and what AI can do with the problems to be tackled at hand in order to be able to improve productivity. These approaches aim to improve productivity rather than human intelligence per se. More commonly, we give our agency to an AI system to complete a task, expecting to improve performance and task completion. We must be judicious in selecting the tasks we delegate to AI as overreliance could lead to atrophy of critical competencies in the long term. </p>
<p>To achieve human-AI hybrid intelligence systems, we need AI models that interact fluidly with us, understand our interests dynamically, and change accordingly. Current progress with Open AI GPT for Omni model is a step in the right direction, yet current AI systems still lack the ability to update their models based on real-time interaction data. Rather than pushing their predictions to us, human-AI hybrid intelligence systems would require interactions where AI encourages us to reach our own conclusions by enabling us with relevant information for the task at hand. I hope to see more of these in our community in the future.</p>
<p>Although we have significant technical progress in AI in recent years, real-world pedagogical adoption by practitioners and impact of AI in education are dependent on many other factors including technical infrastructure, school governance, pedagogical culture, teacher training, and assessment structures to count a few. AI solutions in education are not only closed engineering systems but part of a large socio-technical ecosystem. Therefore, based on decades of research in AI in education, I assert that AI tools alone are unlikely to democratize or revolutionize education. Change in education systems is likely to happen gradually, and it is our responsibility as key stakeholders to steer it towards an intentional, evidence-informed and human-centered direction.</p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-center" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;">&#8220;Change in education systems is likely to happen gradually, and it is our responsibility as key stakeholders to steer it towards an intentional, evidence-informed and human-centered direction.&#8221;<o:p></o:p></span></p>
<p><em><span style="font-family: 'Georgia',serif; color: #333333;">&#8211; <strong>Professor Mutlu</strong></span></em><strong><i><span style="font-family: 'Georgia',serif; color: #333333;">, </span></i></strong><em><span style="font-family: 'Georgia',serif; color: #333333;">on the role key stakeholders play</span></em></p>
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<p></span></p>
<p><a href="https://www.youtube.com/watch?v=wqocVqinjys&amp;ab_channel=NIESINGAPORE" target="_blank" rel="noopener"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_People_MutluCukurova_online-content-2-300x57.png" alt="" class="alignnone wp-image-23554" width="400" height="76" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_People_MutluCukurova_online-content-2-300x57.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_People_MutluCukurova_online-content-2.png 623w" sizes="(max-width: 400px) 100vw, 400px" /></a></p>
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		<title>Adolescence: Exploring the Second Window of Opportunity and Risk</title>
		<link>https://singteach.nie.edu.sg/2024/07/21/adolescence-exploring-the-second-window-of-opportunity-and-risk/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=adolescence-exploring-the-second-window-of-opportunity-and-risk</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Sun, 21 Jul 2024 02:05:18 +0000</pubDate>
				<category><![CDATA[issue 89 jun 2024]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Adolescence]]></category>
		<category><![CDATA[Education research]]></category>
		<category><![CDATA[People]]></category>
		<category><![CDATA[Secondary school]]></category>
		<category><![CDATA[Redesigning Pedagogy Conference]]></category>
		<category><![CDATA[Education research in Singapore]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23332</guid>

					<description><![CDATA[The adolescent years are important for several reasons as they represent a period of significant changes that shape [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><i>The adolescent years are important for several reasons as they represent a period of significant changes that shape an individual&#8217;s future. Dean of <a href="https://www.ntu.edu.sg/nie/research/office-of-education-research" target="_blank" rel="noopener">Office of Education Research at NIE</a> and Conference Convenor of <a href="https://www.ntu.edu.sg/nie/research/redesigning-pedagogy-international-conference-2024" target="_blank" rel="noopener">Redesigning Pedagogy International Conference (RPIC) 2024</a>, <a href="https://dr.ntu.edu.sg/cris/rp/rp01476" target="_blank" rel="noopener">Professor Kenneth Poon</a>, seeks to bring forth certain factors that may impact the growth and development of adolescents in Singapore through a recently launched MOE-commissioned research project <span>–</span> called <a href="https://dreams.rdc.nie.edu.sg/" target="_blank" rel="noopener">DREAMS</a> <span>–</span> that follows 7,000 adolescents throughout their 4-year journey in secondary schools. This article is based on his keynote address titled “DREAMS, a Longitudinal Study of Adolescents in Secondary Schools: Insights from Students in Secondary One” at the RPIC 2024.</i></strong></p>
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<p style="text-align: justify;"><span style="font-size: 14px;">Prof Kenneth Poon shares more about his research interests, the DREAMS <span style="font-size: 14px;">research </span></span></p>
<p style="text-align: justify;"><span style="font-size: 14px;"><span style="font-size: 14px;">project, as well as NIE&#8217;s pivotal role in nurturing future-ready educators.</span></span></p>
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<h1>The Importance of Adolescence</h1>
<p>The focus of today&#8217;s sharing is to link with our conference theme of “cultivating future-ready learners”, specifically by considering what can be done within secondary schools. It is important for us to provide every young person with an education. This is part of Singapore&#8217;s commitment to the UNCRC, the United Nations Convention on the Rights of the Child. Moreover, in Singapore, there is also a strong imperative to optimize the potential of every individual, especially as we near a state of full employment.</p>
<p>At NIE, we have several programmes and research studies that investigate the development of children. There are a good number of measures that we have put in to support children in early childhood. Instead, what I want to do today is to talk about the second window of opportunity, that is adolescence.</p>
<p>In adolescence, there is a window of not only opportunity, but also risk. These occur in conjunction with the physical and sexual maturation of the young person, with the physical changes we see in our children as they traverse the hump of adolescence. There are also physical changes in the brain, such as in cortical dopamine development. Less clearly or physically observable are the changes in sleep and circadian regulation patterns, the increased tendence to explore novelty and excitement, and the changed motivation for status, prestige, and respect. You will see the young person being more sensitive to comparison with others, to the reorientation of attention towards their peers. These can be said to encapsulate the turbulent changes of adolescence and have an impact on outcomes as well.</p>
<p>These changes usually occur at the time the young person enters secondary school. We see the young person with greater demands placed upon them, their development, and the care of what happens now and beyond school. As I previously mentioned, the young person also focuses more on self-agency, is influenced by their parents less, and experience changes in their relationships.</p>
<h1><span><span class="ui-provider a b c d e f g h i j k l m n o p q r s t u v w x y z ab ac ae af ag ah ai aj ak" dir="ltr"><strong>Important Factors Affecting Adolescent Development</strong></span></span></h1>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“There are some changes in recent years that adolescents must confront. It is important to investigate these events because they influence the development of young people, as we are beginning to further understand from international research.”<o:p></o:p></span></p>
<p><span class="st"><b><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">–</span></i></b></span><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"> Professor Poon</span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">, on the importance of investigating the adolescent years</span></em></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div>
<p><o:p></o:p></span></p>
<p>There are some changes in recent years that adolescents must confront. It is important to investigate these events because they influence the development of young people, as we are beginning to further understand from international research.</p>
<p>There is a lot of talk about screen time, and it is important for us to take a step back and realize that the youths engage in quite high levels of screen time now. Of course, this <b>increase in screen time</b> certainly offers some risk, but also some opportunities as well. The first aspect deals with the reality of young people having more screen time these days, and we need to consider what this means for our youths. The young person may experience a reality that is not only based on the physical embodied relationships that they have. They can also have relationships with people they might not have met in person. That might influence how they develop their sense of identity. It’s no longer only about the home, or only about the school. With access to the internet, we see young people who are exposed to a variety of viewpoints and perspectives.</p>
<p>As for the second aspect, let’s think back to a couple of years before: to the <b>pandemic</b>. During that point in time, we saw a dip in the quality of life and the well-being of people across all ages and countries. Our understanding from both international and local research is that this quality of life and well-being rebounds. However, research has indicated that the well-being our youth did not return to baseline levels after the rebound, and we don’t quite know why. This is something for us to further explore: What is going on and how can our young people be supported in this area?</p>
<p>The third aspect is the <b>pace and scope of the technological changes</b> we are seeing these days. Our young people are increasingly having interactions with artificial intelligence and with different ways of learning. To reiterate, I am talking about this from a neutral perspective. How is that affecting how they learn? How is that affecting how they interact with their peers? This is an area we don’t know much about and are just beginning to have a think about.</p>
<p>Last, the fourth aspect – the impact of <b>climate change</b>. There are direct and indirect effects of climate change. There are acute and chronic effects, as well as longer-term impacts. How exactly are these effects impacting our young people? We know that some youths experience climate-related anxiety, but we’re not sure as to who the ones affected are and how they are being affected.</p>
<p>If we think about it all, the period of adolescence is a window that presents us with the opportunity to do something. There is a lot more that we do not know about young people than we thought. Our young people are all generally in secondary schools too, so there is a lot more that we can do from a public policy standpoint. It is with this in mind that makes it important to investigate how young people develop.</p>
<h1>Introducing the DREAMS Study</h1>
<p>We have a study currently in progress that we affectionally call <a href="https://dreams.rdc.nie.edu.sg/" target="_blank" rel="noopener">DREAMS</a>, “Drivers, Enablers, and Pathways of Adolescent Development in Singapore”. DREAMS is a 4-year longitudinal study with a mixed-method design.</p>
<p>We chiefly collect our data using surveys that we send out to students. Each participant completes the core survey containing short questions about the key constructs that we are interested in. In addition, each participant also completes one of three other forms that will allow us to have a further look at certain aspects that we think are important. We also hold qualitative interviews and focus group discussions with some subgroups of the student participants. Our participants joined the study when they were in Secondary One and they are currently in Secondary Two.</p>
<p>There are four things we are interested in finding out about from this project. First, what are the outcomes and pathways of development? Second, what factors contribute to development and how do they contribute to development? The third thing that we are keen on understanding is to know more about adolescents with different pathways. While we are interested in our young people at risk, we are even more interested in our young people who are resilient. Last, we want to know why certain factors have an impact on development, and what we can do about it. This is especially important for us as we think about interventions, particularly interventions that can be conducted within schools.</p>
<p>Moving ahead, what we want to do is to gain a better understanding of adolescent developmental pathways. We have only collected data from one time point as of now. To further understand these pathways, we need to identify groups, subgroups, and factors contributing to changes in developmental pathways. Lastly, and importantly, we are very interested in unpacking the social environment of youths.</p>
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<p><b>What is DREAMS</b></p>
<p>DREAMS (short for Drivers, Enablers, and Pathways of Adolescent Development in Singapore) follows an estimated 7,000 adolescents from Secondary 1 to Secondary 4/5, exploring educational choices, student experience and adolescent development in Singapore. The project aims to inform policy and practice, aiming not only for a happier and healthier Singaporean secondary school experience but also an empowering and enriching one, ensuring each student&#8217;s full potential is realiszd.</p>
<p>Led by NIE Professor Kenneth Poon, and co-led by Drs Melvin Chan and Trivina Kang, DREAMS consists of seven projects, investigating a key area of adolescent development:</p>
<ul>
<li>School and career aspirations;</li>
<li>Self-identity and agency;</li>
<li>Social and relational contexts;</li>
<li>Mental health, well-being, lifestyle;</li>
<li>Longitudinal child development;</li>
<li>Special needs education; and</li>
<li>Impact of financial disadvantage</li>
</ul>
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<p>To learn more about DREAMS, go to: <a href="https://dreams.rdc.nie.edu.sg/">https://dreams.rdc.nie.edu.sg/</a></p>
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<p><a href="https://www.youtube.com/watch?v=2rKASSlhUrs&amp;ab_channel=NIESINGAPORE" target="_blank" rel="noopener"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_People_KP_link-2-300x55.png" alt="" class="alignnone wp-image-23636" width="400" height="74" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_People_KP_link-2-300x55.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_People_KP_link-2.png 623w" sizes="(max-width: 400px) 100vw, 400px" /></a></p>
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		<title>Navigating the Future of Education: Perspectives on AI Integration</title>
		<link>https://singteach.nie.edu.sg/2024/04/29/navigating-the-future-of-education-perspectives-on-ai-integration/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=navigating-the-future-of-education-perspectives-on-ai-integration</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Mon, 29 Apr 2024 02:46:18 +0000</pubDate>
				<category><![CDATA[issue 88 mar 2024]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[AI in education]]></category>
		<category><![CDATA[People]]></category>
		<category><![CDATA[Ethical AI]]></category>
		<category><![CDATA[Technology]]></category>
		<category><![CDATA[Teacher education]]></category>
		<category><![CDATA[Student learning]]></category>
		<category><![CDATA[Artificial Intelligence]]></category>
		<category><![CDATA[Virtual environment]]></category>
		<category><![CDATA[AI]]></category>
		<category><![CDATA[Human-machine synergy]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23200</guid>

					<description><![CDATA[In today’s dynamic education landscape, the emergence of generative Artificial Intelligence (GAI) heralds unprecedented opportunities and challenges, reshaping [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong>In today’s dynamic education landscape, the emergence of generative Artificial Intelligence (GAI) heralds unprecedented opportunities and challenges, reshaping pedagogical paradigms and redefining the roles of educators. As the quest for human–AI synergy accelerates, educators navigate ethical considerations, embrace technological advancements, and champion inclusive learning environments. In this article, NIE <a href="https://dr.ntu.edu.sg/cris/rp/rp01417" target="_blank" rel="noopener">Associate Professor Tan Seng Chee</a> from the <a href="https://www.ntu.edu.sg/nie/about-us/academic-groups/Learning-Sciences-Assessment" target="_blank" rel="noopener">Learning Sciences and Assessment Academic Group</a> and who is also an active researcher in the field of educational technology for schools, sheds some light on the evolving landscape of AI integration in the Singapore education landscape.</strong></em></p>
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<p><iframe loading="lazy" width="560" height="315" src="//www.youtube.com/embed/z8UN-0cmU2g?si=lu6LOlk-XYVTPAAr" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" referrerpolicy="strict-origin-when-cross-origin" allowfullscreen="allowfullscreen"></iframe></p>
<p><span is="qowt-word-run" qowt-eid="E322" id="E322" class="qowt-font5-Arial">A/P Tan</span><span is="qowt-word-run" qowt-eid="E323" id="E323" class="qowt-font5-Arial"> </span><span is="qowt-word-run" qowt-eid="E324" id="E324" class="qowt-font5-Arial">discusses</span><span is="qowt-word-run" qowt-eid="E325" id="E325" class="qowt-font5-Arial"> A</span><span is="qowt-word-run" qowt-eid="E326" id="E326" class="qowt-font5-Arial">I</span><span is="qowt-word-run" qowt-eid="E327" id="E327" class="qowt-font5-Arial"> in education and the various courses NIE is offering on this topic</span><span is="qowt-word-run" qowt-eid="E328" id="E328" class="qowt-font5-Arial">.</span></p>
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<h4><span is="qowt-word-run" qowt-eid="E334" id="E334" class="qowt-font5-Arial">How do you see artificial intelligence</span><span is="qowt-word-run" qowt-eid="E335" id="E335" class="qowt-font5-Arial"> (AI)</span><span is="qowt-word-run" qowt-eid="E336" id="E336" class="qowt-font5-Arial">, particularly generative AI, shaping the future of teacher education and professional development?</span></h4>
<p>The development of artificial intelligence (AI) can be traced back to the 1950s, marked by phases of promise and disillusionment. However, at the turn of the millennium, advancements in big data, computational power, and sophisticated algorithms have reignited enthusiasm for the use of AI, particularly with the emergence of generative AI (GAI) in the last decade. This resurgence in interest has prompted discussions around the potential promises and pitfalls of AI, including concerns about job displacement. Yet, it’s crucial to recognize that the true competition may not lie between humans and machines, but between those who can harness the power of AI effectively and those who do not.</p>
<p>For teachers, the threat is not so much about AI replacing teachers, but whether they can harness the power of AI to enhance their teaching and students’ learning. Teachers, who are shaping the future generations, will need to embrace the reality of AI’s growing presence in society and develop a realistic vision of what AI can or cannot do. They need to equip themselves with the knowledge and skills to leverage AI in transformative ways to enhance teaching and learning experiences, while at the same time, be mindful of the ethical issues and limitations of AI. Moreover, teachers play a pivotal role in preparing students for an AI-driven future. Their attitudes towards AI and ethical considerations in its use can profoundly influence how well-prepared their students are for the challenges and opportunities ahead.</p>
<p>In essence, embracing AI in teacher education and professional development isn’t merely about dispelling the fear of job displacement, but rather, about empowering teachers to adapt and innovate in ways that enrich educational outcomes and equip students with the skills necessary for success in an AI-enhanced world.</p>
<h4><span is="qowt-word-run" qowt-eid="E353" id="E353" class="qowt-font5-Arial">How do you define the concept of human</span><span is="qowt-word-run" qowt-eid="E354" id="E354" class="qowt-font5-Arial">–AI</span><span is="qowt-word-run" qowt-eid="E355" id="E355" class="qowt-font5-Arial"> synergy and what implications does it have for educators and learners?</span></h4>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“In the learning context, one critical consideration is that machines should never take away the critical aspects of learning.”<o:p></o:p></span></p>
<p><span class="st"><b><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">–</span></i></b></span><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"> Seng Chee</span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">, on the role of machines in student learning</span></em></p>
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<p>Human–AI synergy, some call it human–AI collaboration or human–AI alliance, means clarifying the partnership roles of machines and humans so that this human–AI system can address complex challenges to the ultimate benefit of humans. This requires an understanding of what machines do best, for example, machine can crunch data, structured or unstructured, visible or embedded, within a short period of time, which can provide real-time feedback to the human. As well, we need to know which essential roles of human teachers and students that cannot be replaced.</p>
<p>NIE Associate Professor Quek Choon Lang, for example, has explored the use of a virtual reality (VR) environment to provide feedback to users about their presentation skills. The VR system can generate feedback about the rate of speech, use of filler words, gestures, or even distribution of eye-gazing patterns on the audience. It also requires an understanding of what humans do best, for example, in showing care and concern, in meta-level thinking such as reflecting on the strategies used in a particular teaching situation.</p>
<p>In the learning context, one critical consideration is that machines should never take away the critical aspects of learning. For instance, if the objective of a lesson is to develop the students’ ability to brainstorm ideas, and to think laterally for more ideas, then even though generative AI is very good at doing this, it should not rob the students of the opportunity to develop this specific skill. Machines, however, can be used as a scaffold, by stimulating students’ creativity by suggesting one or two ideas as a starting point.</p>
<p>In a learning context, we need to differentiate between using GAI as a tool or as a scaffold. As a tool, it can be used by the students at all times. As a scaffold, we want to remove the use of GAI at some point so that the students can develop the ability to perform a task independently.</p>
<h4>As AI continues to advance rapidly, what do you believe are the ethical considerations that educators should keep in mind when utilizing AI technologies in their practice?</h4>
<p>There are numerous ethical issues related to the use of AI for education. What I describe here is not exhaustive. First, data privacy and security issues. This includes practices like whether consent is sought from the students about the use of their data and whether these data are protected from unauthorized access. Second, the trustworthiness of the AI algorithm and system. The term “AI hallucination” was used to describe a phenomenon in which AI generate content that is not accurate, for example, by fabricating a citation of a research report that does not exist. Reducing such AI hallucinations is an active area of work for many researchers. Third, fairness and equity issues. Students should not be treated unfairly or discriminated against because of inherent bias in an AI system. For example, if an AI system developed in another cultural context was used to predict at-risk students, it might lead to biased predictions unless it has been finetuned and verified with the appropriate set of data.</p>
<p>Researchers such as Muhammad Ali Chaudhry, Multu Cukurova and Rose Luckin have developed an <a href="https://osf.io/bstcf/download" target="_blank" rel="noopener">AI Transparency Framework</a> and related AI transparency to other ethical AI dimensions. The <a href="https://www.ai-in-education.co.uk/" target="_blank" rel="noopener">Institute for Ethical Al in Education</a> has also developed the <a href="https://www.ai-in-education.co.uk/resources/the-institute-for-ethical-ai-in-education-the-ethical-framework-for-ai-in-education" target="_blank" rel="noopener">Ethical Framework for AI in Education</a>.</p>
<h4>What advice would you give to educators who may feel apprehensive or uncertain about incorporating AI into their teaching practice?</h4>
<p>Reiterating what I said earlier, the threat is not so much about AI replacing teachers, but whether teachers can harness the power of AI to enhance their teaching and students’ learning. The emergence of new technology has often caused anxiety, uncertainty, fear and frustration. My collaborator and NIE’s graduate Dr Wang Xinghua has also developed an AI Readiness Scale for teachers. This scale evaluates teachers’ readiness in the use of AI for education by assessing their perception on their knowledge, skills, and visions and whether they feel threatened by AI.</p>
<p>One way to overcome these feelings and emotions is to develop the basic foundational knowledge and skills of handling new technology and to have a realistic vision of what it can do, its limitations, and how we maintain the agency for human good.</p>
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<p is="qowt-word-para" qowt-lvl="undefined" qowt-entry="undefined" qowt-eid="E431" id="E431" class="x-scope qowt-word-para-0"><strong><span is="qowt-word-run" qowt-eid="E432" id="E432" class="qowt-font5-Arial">Four Ways AI Technologies Can Benefit Teacher Education Programmes </span></strong></p>
<p is="qowt-word-para" qowt-lvl="undefined" qowt-entry="undefined" qowt-eid="E433" id="E433" class="x-scope qowt-word-para-3"><span is="qowt-word-run" qowt-eid="E434" id="E434" class="qowt-font5-Arial">There are a few ways that AI technologies can benefit teacher education programmes, that </span><span is="qowt-word-run" qowt-eid="E437" id="E437" class="qowt-font5-Arial">is</span><span is="qowt-word-run" qowt-eid="E439" id="E439" class="qowt-font5-Arial"> depicted in </span><span is="qowt-word-run" qowt-eid="E440" id="E440" class="qowt-font5-Arial">the</span><span is="qowt-word-run" qowt-eid="E441" id="E441" class="qowt-font5-Arial"> diagram</span><span is="qowt-word-run" qowt-eid="E442" id="E442" class="qowt-font5-Arial"> below</span><span is="qowt-word-run" qowt-eid="E443" id="E443" class="qowt-font5-Arial"> </span><span is="qowt-word-run" qowt-eid="E444" id="E444" class="qowt-font5-Arial">and illustrated with examples using generative AI</span><span is="qowt-word-run" qowt-eid="E445" id="E445" class="qowt-font5-Arial">.</span></p>
<p is="qowt-word-para" qowt-lvl="undefined" qowt-entry="undefined" qowt-eid="E433"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/04/ST88_People_Sidebox-300x85.png" alt="" class="alignnone wp-image-23227" width="520" height="147" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/04/ST88_People_Sidebox-300x85.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/04/ST88_People_Sidebox-768x217.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/04/ST88_People_Sidebox.png 977w" sizes="(max-width: 520px) 100vw, 520px" /><qowt-page named-flow="FLOW-1"></qowt-page></p>
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<p is="qowt-word-para" qowt-lvl="undefined" qowt-entry="undefined" qowt-eid="E462" id="E462" class="x-scope qowt-word-para-3"><span is="qowt-word-run" qowt-eid="E463" id="E463" class="qowt-font5-Arial">A.</span><span is="qowt-word-run" qowt-eid="E465" id="E465" class="qowt-font5-Arial" qowt-runtype="qowt-tab"> </span><span is="qowt-word-run" qowt-eid="E466" id="E466" class="qowt-font5-Arial">One of the most common applications of generative AI is to support teachers in generating ideas or content for teaching.</span><span is="qowt-word-run" qowt-eid="E467" id="E467" class="qowt-font5-Arial"> </span><span is="qowt-word-run" qowt-eid="E468" id="E468" class="qowt-font5-Arial">Teachers can consult <em>ChatGPT</em> to generate teaching ideas, lesson plans, quizzes and so on. Increasingly, there are other platforms that build on generative AI and can facilitate teaching. For example, <a href="https://educationcopilot.com/" target="_blank" rel="noopener">Education Copilot</a> contains tools and templates that can help teachers generate lesson plans, handouts, project outlines and so on. </span><a href="https://www.classpoint.io/" target="_blank" rel="noopener"><span is="qowt-word-run" qowt-eid="E470" id="E470" class="qowt-font5-Arial">ClassPoint</span></a><span is="qowt-word-run" qowt-eid="E472" id="E472" class="qowt-font5-Arial">, a teaching tool with PowerPoint allows teachers to engage their students during the lessons through pre-planned quizzes, and it has an AI tool that can generate quizzes on the fly based on the content of a particular slide. <a href="https://www.canva.com/" target="_blank" rel="noopener">Canva</a>, a presentation tool, features a Magic Studio that can generate presentation slides, </span><span is="qowt-word-run" qowt-eid="E474" id="E474" class="qowt-font5-Arial">images</span><span is="qowt-word-run" qowt-eid="E476" id="E476" class="qowt-font5-Arial"> </span><span is="qowt-word-run" qowt-eid="E477" id="E477" class="qowt-font5-Arial">or posters.</span></p>
<p is="qowt-word-para" qowt-lvl="undefined" qowt-entry="undefined" qowt-eid="E478" id="E478" class="x-scope qowt-word-para-3" named-flow="FLOW-8"><span is="qowt-word-run" qowt-eid="E479" id="E479" class="qowt-font5-Arial">B.</span><span is="qowt-word-run" qowt-eid="E481" id="E481" class="qowt-font5-Arial" qowt-runtype="qowt-tab"> </span><span is="qowt-word-run" qowt-eid="E482" id="E482" class="qowt-font5-Arial">Teachers can also use generative AI to scaffold students’ learning. This requires some level of technical development. For example, using prompt designs, teachers can “instruct” ChatGPT to interact with students in some pre-conceived approaches. The Learning Sciences and Assessment </span><span is="qowt-word-run" qowt-eid="E483" id="E483" class="qowt-font5-Arial">A</span><span is="qowt-word-run" qowt-eid="E484" id="E484" class="qowt-font5-Arial">cademic </span><span is="qowt-word-run" qowt-eid="E485" id="E485" class="qowt-font5-Arial">G</span><span is="qowt-word-run" qowt-eid="E486" id="E486" class="qowt-font5-Arial">roup </span><span is="qowt-word-run" qowt-eid="E487" id="E487" class="qowt-font5-Arial">at NIE </span><span is="qowt-word-run" qowt-eid="E488" id="E488" class="qowt-font5-Arial">has developed the </span><span is="qowt-word-run" qowt-eid="E490" id="E490" class="qowt-font5-Arial">TeacherGAIA</span><span is="qowt-word-run" qowt-eid="E492" id="E492" class="qowt-font5-Arial"> Chatbot that enables student self-directed learning and self-assessment. I am leading a project team supported by the </span><span is="qowt-word-run" qowt-eid="E494" id="E494" class="qowt-font5-Arial">Incentivising</span><span is="qowt-word-run" qowt-eid="E496" id="E496" class="qowt-font5-Arial"> ICT-Use Innovations Grant (I3G) and we have developed several chatbots, including one called Care-Lyn that supports students’ knowledge building about sustainability issues. For example, during a field trip, a student intrigued with a specific plant, </span><span is="qowt-word-run" qowt-eid="E498" id="E498" class="qowt-font5-Arial">animal</span><span is="qowt-word-run" qowt-eid="E500" id="E500" class="qowt-font5-Arial" named-flow="FLOW-9"> or object, can capture and upload an image to Care-Lyn, and it will generate relevant background information about the object and suggest related sustainability issues. Care-Lyn helps to support students’ idea generation in their exploration of the environment.</span><span is="qowt-word-run" qowt-eid="E513" id="E513" class="qowt-font5-Arial"></span></p>
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<p is="qowt-word-para" qowt-lvl="undefined" qowt-entry="undefined" qowt-eid="E501" id="E501" class="x-scope qowt-word-para-3"><span is="qowt-word-run" qowt-eid="E502" id="E502" class="qowt-font5-Arial">C.</span><span is="qowt-word-run" qowt-eid="E505" id="E505" class="qowt-font5-Arial" qowt-runtype="qowt-tab"> </span><span is="qowt-word-run" qowt-eid="E506" id="E506" class="qowt-font5-Arial">Teachers learning about AI or developing AI readiness. This means developing teachers’ knowledge about how AI works, a realistic vision of what it can do and what it cannot do, the ability to leverage AI for teaching and learning, and not being threatened by AI and paying the opportunity cost. Also critical is the understanding of ethical and transparency issues surrounding the use of AI for education, for example, whether the system has inherent biases, and whether the information generated is accurate.</span></p>
<p is="qowt-word-para" qowt-lvl="undefined" qowt-entry="undefined" qowt-eid="E507" id="E507" class="x-scope qowt-word-para-3"><span is="qowt-word-run" qowt-eid="E508" id="E508" class="qowt-font5-Arial">Generative AI can also be used to develop learning companions for teachers. For example, we are developing a learning companion for teachers to learn about knowledge building, and to help teachers design a lesson with knowledge building. Using prompt design, we leverage the power of GPT and other Large Language Models to work as a guide to teachers. This system called Knowledge Building Learning Companion for Teachers (KB LCT), interacts with teachers in a conversational manner, allows teachers to ask questions about knowledge building principles, develop lessons based on knowledge building principles, and brainstorm potential obstacles and ways to overcome challenges when the teachers are ready to implement their lesson plans.</span></p>
<p is="qowt-word-para" qowt-lvl="undefined" qowt-entry="undefined" qowt-eid="E509" id="E509" class="x-scope qowt-word-para-3"><span is="qowt-word-run" qowt-eid="E510" id="E510" class="qowt-font5-Arial">D.</span><span is="qowt-word-run" qowt-eid="E512" id="E512" class="qowt-font5-Arial" qowt-runtype="qowt-tab"> </span><span is="qowt-word-run" qowt-eid="E513" id="E513" class="qowt-font5-Arial">Generative AI can also support teachers in their design of a lesson. For example, KB LCT supports teachers in their design of knowledge building lessons. Unlike the use of generative AI to generate lesson plans (as explained in #A), KB LCT asks a teacher to describe a lesson design and provides feedback on the lesson design based on knowledge building principles. It also has the option to let the teacher know the common challenges the teacher might face with a knowledge building lesson, and the strategies that can be employed to address these challenges.</span></p>
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		<title>Understanding Food Resilience in Singapore</title>
		<link>https://singteach.nie.edu.sg/2024/01/09/understanding-food-resilience-in-singapore/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=understanding-food-resilience-in-singapore</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Tue, 09 Jan 2024 02:41:41 +0000</pubDate>
				<category><![CDATA[issue 87 dec 2023]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[People]]></category>
		<category><![CDATA[Environmental education]]></category>
		<category><![CDATA[Food and Nutrition]]></category>
		<category><![CDATA[Sustainability education]]></category>
		<category><![CDATA[Food resilience]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[Food and Consumer Education]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=22748</guid>

					<description><![CDATA[Renowned as a food paradise on an international scale, Singapore is home to countless cuisines ranging from street [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><em>Renowned as a food paradise on an international scale, Singapore is home to countless cuisines ranging from street food and heritage dining spots to glamourous celebrity restaurants. According to the Singapore Food Agency, <a href="https://www.sfa.gov.sg/food-farming/sgfoodstory/our-singapore-food-story#:~:text=Singapore%20currently%20imports%20more%20than,well%20for%20us%20thus%20far." target="_blank" rel="noopener">Singapore currently imports more than 90% of our food from more than 180 countries</a>. While this has placed us in first place in the Global Food Security Index for the second year running in 2019, we are also vulnerable to emerging threats such as climate change and biodiversity loss. <a href="https://dr.ntu.edu.sg/cris/rp/rp01485" target="_blank" rel="noopener">Dr Johannah Soo</a>, Lecturer of Food and Consumer Sciences at NIE’s <a href="https://www.ntu.edu.sg/nie/about-us/academic-groups/natural-sciences-and-science-education" target="_blank" rel="noopener">Natural Sciences &amp; Science Education Academic Group</a>, shares with us her views and findings from her research project on food resilience in Singapore, as well as what more can be done to change society’s perspectives on living sustainably.</em></strong></p>
<h1><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_People_DrJohannahSoo_crop1-169x300.jpg" alt="" class="alignright wp-image-22833" width="219" height="390" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_People_DrJohannahSoo_crop1-169x300.jpg 169w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_People_DrJohannahSoo_crop1-576x1024.jpg 576w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_People_DrJohannahSoo_crop1-768x1366.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_People_DrJohannahSoo_crop1-864x1536.jpg 864w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_People_DrJohannahSoo_crop1-1152x2048.jpg 1152w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_People_DrJohannahSoo_crop1-scaled.jpg 1439w" sizes="(max-width: 219px) 100vw, 219px" />What is food resilience and why is it important especially for the younger generation?</h1>
<p>Food resilience looks at how communities and families adapt to food availability, as well as cope with food crises and uncertainties related to the global supply and demand of food. It is closely related to food security, which looks at the availability of food, where the food is sourced from, as well as the resilience and reliability of food distribution networks at a societal level. Food security also considers the consumers’ affordability of food, food quality and safety, as well as the country’s sustainability and adaptation to impact of climate change.</p>
<p>According to the <a href="https://www.sfa.gov.sg/publications/sgfs" target="_blank" rel="noopener">Singapore Food Statistics 2022 report</a> (Singapore Food Agency, 2022), Singapore imports 90% of our food and 40% of our water. Singapore’s local agri-food sector only produces about 29% of eggs, 8% of vegetables and 4% of seafood <span>– </span>far from being sufficient to support local demands. Since we demand food to be imported and are susceptible to external drivers such as the endemic COVID-19 and geopolitical unrest, we are not food secure. For example, food prices have increased sharply in the last few years, creating a lot of stress on consumers. Hence, this poses a threat to household or individual food resilience.</p>
<p>Household food resilience can be measured from two aspects, <em>Awareness</em> and <em>Preparedness</em>. Awareness refers to having the knowledge on food imports such as impacting factors that contribute to food availability and cost, and the environmental sustainability of the food we consume. Preparedness means the ability to adopt readiness in the event of a food crisis and having access to public and private assistance.</p>
<p>Having a good knowledge of what food resilience is and being ready are important, especially to the younger generation. With the fast depletion of resources and an increasing world population, we need to educate everyone to be cautious of our food consumption. This is especially challenging for Singapore given our limited land and resources for food production. Additionally, as a highly urbanized country with little local agricultural production, people in Singapore may have been less exposed to the agriculture industry. Thus, we also need to accelerate the process of finding new methods to mitigate the situation, such as by employing new agricultural technologies to improve the yield and health of animals and crops.</p>
<h1>What sparked your interest in this area?</h1>
<p>Being a Home Economist, I have a mission! We must be an ambassador to advocate sustainable living via the most critical consumption, which is food. Humans need to drink and eat as these are our basic needs and it is important that we consume wisely. My field of study and research revolve around consumers’ perception and behaviours, from sensory evaluations and perception of Genetically Modified Food to sustainable food consumption.</p>
<h1>Can you share some findings from your research in food resilience?</h1>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-right" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“Nothing is too little to be thrown away <span>– </span>every bit adds up. In 2022, Singapore generated 813,000 tonnes of food waste.”<o:p></o:p></span></p>
<p><span class="st"><b><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">–</span></i></b></span><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"> <span>Johannah</span></span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">, on the urgency of reducing food wastage in Singapore</span></em></p>
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<p><o:p></o:p></span></p>
<p>Before the COVID-19 endemic, I conducted a survey on 600 participants and the results showed that consumers generally want to consume more sustainably. However, they were not keen or able to do certain things such as growing their own food, engage in barter trade, or plan meals according to their dietary guidelines. Many also reported that they had expired food in their pantry and were not buying environmentally-friendly food.</p>
<p>Another study on food waste among secondary and tertiary students showed that the main reason for not finishing the food they ordered and throwing them away was because they did not like the food served. Some lower secondary students reported that they were concerned about their weight and hence refused to finish their serving. The students did not feel “guilty” nor responsible about throwing away unfinished food since only a small amount of food was left.</p>
<p>Nothing is too little to be thrown away <span>– </span>every bit adds up. In 2022, Singapore generated 813,000 tonnes of food waste (Statista Research Department, 2023). Additionally, by not consuming a balanced diet at growing ages, it may lead to health issues or disordered eating in the long run. More could be done to educate students on these misconceptions, including learning more about meal planning, proper food storage and how to eat in moderation, which in turn will help to reduce food wastage.</p>
<p>Another way that the public can help to reduce food waste is to utilize tap water. While many may opt to purchase and drink bottled mineral water, drinking from the tap is generally safe in Singapore. These purchased bottles will add to the amount of waste. Lastly, there is a lack of consumers’ knowledge on food storage. For example, “best-before” dates provide an idea of how long the food will last before they lose quality, and they may not necessarily indicate that the food has spoiled. If stored properly, most food products still can be consumed after the “best-before” date.</p>
<p>These results inform us of the urgency to correct misconceptions in consumption, nutrition and health, as well as a need to increase consciousness of their actions.</p>
<h1>How can we make society, including students, more aware of issues concerning food security?</h1>
<p>To increase awareness and in turn, improve preparedness, is more than giving sound information. It takes a lot of effort to change the mindset and habits of consumers. This is a matter of having the right values and beliefs towards sustainable consumption, which will influence their intention and posit actual behaviours.</p>
<p>Environmental studies are already integrated into multiple subjects across various levels and many schools are actively working on environment-related projects for their Applied Learning Programme (ALP). More specifically, sustainable consumption is already included in the upper secondary subject, “Nutrition and Food Science”. Additionally, starting 2024, a new subject titled “Food and Consumer Education” will be made compulsory for lower secondary students from almost all mainstream schools.</p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_People_DrJohannahSoo_crop2-300x200.jpg" alt="" class="alignnone wp-image-22834" width="450" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_People_DrJohannahSoo_crop2-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_People_DrJohannahSoo_crop2-1024x683.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_People_DrJohannahSoo_crop2-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_People_DrJohannahSoo_crop2-1536x1024.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_People_DrJohannahSoo_crop2-2048x1365.jpg 2048w" sizes="(max-width: 450px) 100vw, 450px" /></p>
<h1>What is the role schools can play in educating our young learners about food security?</h1>
<p>Through subjects such as “Food and Consumer Education”, “Nutrition and Food Science”, as well as others, there is an urgent need to educate our young learners about food security. Schools are the most direct channel to reach out to our young ones, especially in their formative years and youth, so that they will get sound values and information. In turn, these values will lead them to be responsible adults and live sustainably.</p>
<p><strong>References</strong></p>
<p>Singapore Food Agency. (2022). <em>Singapore Food Statistics 2022</em>. Retrieved from: https://www.sfa.gov.sg/docs/default-source/publication/sg-food-statistics/singapore-food-statistics-2022.pdf</p>
<p>Statista Research Department. (2023). <em>Total volume of food waste generated in Singapore from 2013 to 2022</em>. Statista. Retrieved from: https://www.statista.com/statistics/961794/volume-food-waste-generated-singapore/</p>
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		<title>Character and Citizenship Education in Singapore</title>
		<link>https://singteach.nie.edu.sg/2023/10/11/character-and-citizenship-education-in-singapore/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=character-and-citizenship-education-in-singapore</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Wed, 11 Oct 2023 04:11:12 +0000</pubDate>
				<category><![CDATA[issue 86 sep 2023]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Singapore Centre for Character and Citizenship Education]]></category>
		<category><![CDATA[People]]></category>
		<category><![CDATA[21st century competencies]]></category>
		<category><![CDATA[Character and Citizenship Education]]></category>
		<category><![CDATA[Active citizenship]]></category>
		<category><![CDATA[Values in education]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=22335</guid>

					<description><![CDATA[Character and Citizenship Education (CCE) has been present in Singapore’s education system since before the nation’s independence. While [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong>Character and Citizenship Education (CCE) has been present in Singapore’s education system since before the nation’s independence. While the curriculum has evolved and transformed over the decades, the main goals of CCE remain the same. It has been a key to the holistic development of Singaporean students’ values, character, social-emotional well-being and citizenship dispositions. Ms Loh Wee Cheng, Divisional Director of Student Development Curriculum Division 1 at the Ministry of Education, shares with us the significance and uniqueness of CCE in Singapore’s context, the key principles which form the foundation of CCE, as well as her thoughts on the newly-launched Singapore Centre for Character and Citizenship Education and its potential to bring CCE to greater heights.</strong></em></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/10/ST86_People_Ms-Loh-Wee-Cheng.png" alt="" class="alignright wp-image-22437" width="276" height="407" /></p>
<div style="font-weight: 400;">
<h1>What is the significance of Character and Citizenship Education (CCE) in the context of Singapore’s education system? How does it contribute to the holistic development of students?</h1>
<p paraid="481864549" paraeid="{fedf3655-a88e-404d-90a8-d9fd3d9f97b2}{141}"><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>CCE is at the heart of education in Singapore</span><span>.</span><span> </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="771146694" paraeid="{fedf3655-a88e-404d-90a8-d9fd3d9f97b2}{151}"><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>If you have visited the</span><span> Ministry of Education’s</span><span> </span><span>(</span><span>MOE</span><span>)</span><span> Heritage Gallery in recent years, you may have come across some artefacts relating to the history of </span><span>CCE</span><span> in Singapore. In 1959, </span><span>MOE</span><span> published a syllabus for </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>Ethics</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span> that aimed to inculcate ethical values and lay the foundation to nurture students into self-respecting individuals and good citizens. </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="144580463" paraeid="{fedf3655-a88e-404d-90a8-d9fd3d9f97b2}{181}"><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>After Singapore</span><span>’s</span><span> independen</span><span>ce</span><span>, </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>Civics</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span> replaced </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>Ethics</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span> in 1967 as a compulsory subject. As a young nation, it was apt for us to focus on patriotism and civic consciousness then. Over the decades,</span><span> since our nation-building years, various </span><span>programmes</span><span> and initiatives such as</span><span> </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>Education for Living</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>, </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>Good Citizen</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>, </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>Being and Becoming</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>, </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>Religious Knowledge</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>, </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>Civics and Moral Education</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>,</span><span> </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>Social</span><span>&#8211;</span><span>Emotional Learning</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>, </span><span>as well as</span><span> </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>National Education</span><span> </span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>were implemented which contributed </span><span>to</span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span> </span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>the</span><span> development of character and citizenship dispositions, and life skills</span><span> in our </span><span>students.</span><span>   </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="648865815" paraeid="{a6ae13d2-8dda-4947-8239-c344f3b1b6c6}{8}"><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>While the emphases may have shifted with every review cycle, the main goals of CCE </span><span>remain unchanged</span><span>. </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>How do we equip our students with </span><span>sound values, </span><span>knowledge</span><span> and life skills? How do we develop good character in our students and to prepare them to be citizens, rooted to Singapore and play an active role in improving the lives of others?</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span> </span><span>As educators, t</span><span>hese questions</span><span> </span><span>remain</span><span> just as important and </span><span>relevant</span><span> today</span><span>.</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="1953608654" paraeid="{a6ae13d2-8dda-4947-8239-c344f3b1b6c6}{44}"><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span>Chinese</span><span>,</span><span> Malay</span><span>,</span><span> Indian</span><span>,</span><span> </span><span>Eurasian and many o</span><span>thers</span><span> –</span><span> </span><span>e</span><span>very Singaporean child grows up knowing the major ethnic groups here. As a multiracial, </span><span>multireligious</span><span> and multicultural nation, we cannot take our state of peace, </span><span>stability</span><span> and harmony for granted. This is why in </span><span>Singapore,</span><span> schools are </span><span>a valued space</span><span> to integrate our multicultural community with an emphasis on shared values and to nurture active and committed citizens who are rooted to our nation. This is why we hold steadfast</span><span> to</span><span> the idea of </span><span>“</span><span>schools being a common space</span><span>”</span><span>.</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></p>
<h1 paraid="1953608654" paraeid="{a6ae13d2-8dda-4947-8239-c344f3b1b6c6}{44}"><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}">Could you highlight some key principles or values that form the foundation of CCE in Singapore? Why do we keep hearing that every lesson is a CCE lesson and every teacher is a CCE teacher? </span></h1>
<h1 paraid="1953608654" paraeid="{a6ae13d2-8dda-4947-8239-c344f3b1b6c6}{44}"></h1>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/10/Figure-1.-Character-and-Citizenship-Education-2021-Curriculum-Framework-1024x741.jpg" alt="" class="aligncenter wp-image-22416" width="515" height="373" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/10/Figure-1.-Character-and-Citizenship-Education-2021-Curriculum-Framework-1024x741.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/10/Figure-1.-Character-and-Citizenship-Education-2021-Curriculum-Framework-300x217.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/10/Figure-1.-Character-and-Citizenship-Education-2021-Curriculum-Framework-768x556.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/10/Figure-1.-Character-and-Citizenship-Education-2021-Curriculum-Framework.jpg 1098w" sizes="(max-width: 515px) 100vw, 515px" /></p>
<p style="text-align: center;"><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW141973027 BCX8"><span class="NormalTextRun SCXW141973027 BCX8">Figure 1. CCE 2021 Curriculum Frame</span></span></p>
<div style="font-weight: 400;">
<div style="font-weight: 400;">
<p>An important feature of CCE2021 is its implementation as a school-wide curriculum that helps students develop a strong identity, manage their relationships effectively and make healthy and good choices. This means that CCE is enacted not only during CCE lessons, but also encompasses the culture that every school aspires to foster <span>–</span> a caring and enabling school environment. It is a place where teachers care for their young charges and desire to help every learner develop their potential regardless of their background and starting point.</p>
<p>Every educator in Singapore knows that CCE lessons provide a powerful opportunity for meaningful discussions and learning of important values and skills. This foundational know-how has to be taught and reinforced through our daily interactions with our students, their participation in school life through co-curricular activities (CCAs), community service and other student development experiences. What often helps students internalize their learning are their personal reflections, sense-making and applying what they have learnt in authentic situations.</p>
<p>Hence the adage: “Every teacher a CCE teacher”. As CCE teachers, each and every one of us plays a pivotal role:</p>
<ol>
<li>When we rally our class to show care for a classmate who was absent due to a family bereavement <span>–</span> this is when they learn empathy, compassion, and the importance of supporting one another through difficult times.</li>
<li>When we design learning experiences to take our students out of their comfort zone <span>–</span> think outdoor camps where they shower words of encouragement to a teammate who is hesitant to take the first step before a looming rock-wall.</li>
<li>When we deliberately inject obstacles into group tasks so that students have no choice but to “be creative and think out of the box” and consider alternatives.</li>
<li>When we prepare our young charges for a visit to an unfamiliar setting such as a seniors’ activity centre <span>–</span> where the lesson is not just to know, recognize and practise patience, respect, and empathy, but to also make a connection to others who are different from themselves. </li>
</ol>
<p>&nbsp;</p>
<p>If I have to use language familiar to educators, I would say that our syllabus documents summarize these principles – that guide the teaching and enactment of CCE – very succinctly:</p>
<ul>
<li style="list-style-type: none;">
<ul style="list-style-type: square;">
<li>Student-Centricity: We place students at the heart of all our efforts in CCE and seek to understand their needs and interests when designing learning experiences, focusing on student engagement and voice.</li>
<li>Intentionality: We design and carry out learning experiences within and outside the classroom with intentionality, and do not leave learning of values, social-emotional (SE) competencies and citizenship dispositions to chance.</li>
<li>Coherence: The educational experience that we provide in our schools for our students needs to facilitate the development of character and citizenship dispositions and SE well-being, in a coherent way across the total curriculum.</li>
</ul>
</li>
</ul>
</div>
<h1></h1>
<h1>Can you share more about MOE’s CCE2021 endeavour, and what are some synergies between SCCCE’s work and CCE2021 endeavour?</h1>
<p>There are so many questions the SCCCE can explore and facilitate conversations around:</p>
<ul>
<li style="list-style-type: none;">
<ul style="list-style-type: square;">
<li>In today’s VUCA (volatility, uncertainty, complexity and ambiguity) world that is threatened by geopolitics and partisan interests, what are the values that we hold dear, and which hold us together, not only as a nation, but as a member of the global community?</li>
<li>In a world of woke culture and social justice where our young clamour to be heard, how do we guide them to build trust and understanding, to navigate differences and exercise their agency in a constructive way?</li>
<li>Knowing that they will face the demands and stressors of modern-day life, how can our young continually build up their internal reservoir of purpose and resilience, and thrive?</li>
</ul>
</li>
</ul>
<p>&nbsp;</p>
<p>SCCCE has the potential of developing CCE as a cross-disciplinary field of study. In my mind, it probably is the first in the world. The setting up of SCCCE reinforces our intentionality to strengthen character, well-being, and citizenship dispositions in our education endeavours for all our learners. Our aspiration is for the SCCCE to strengthen the nexus of research, policy and practice, where its research can inform the work of policymakers, curriculum designers, school leaders and teachers.</p>
<p>And of course, true to the purpose of NIE, the SCCCE will be a hub for teachers’ professional development in CCE whether you are a student-teacher just starting on your journey or a seasoned educator.</p>
<div style="font-weight: 400;">
<h1>What is so unique about CCE as a field of study?</h1>
<p class="p1"><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-right" style="color:#999999"></span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“Hence, CCE is not a single discipline in the traditional sense, but a distinct cross-disciplinary field of knowledge that focuses on synergizing key aspects of child and youth development, character development, SE well-being, and citizenship dispositions to inform how we can better facilitate the holistic development of our children.” </span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">&#8211;<em><strong>Ms Loh Wee Cheng</strong></em><em><strong>, </strong>on CCE as a cross-disciplinary field of knowledge</em></span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div>
<p></span></p>
</div>
</div>
<div style="font-weight: 400;">
<div style="font-weight: 400;">
<div style="font-weight: 400;">
<p>When the whole is bigger than the sum of its parts.</p>
<p>When my colleagues<sup>1</sup> were conceptualizing the set-up of the Singapore Centre for Character and Citizenship Education (SCCCE) at the National Institute of Education, we first had to unpack the concept of CCE. In essence, this is what I learned from them: CCE is not a single “discipline” in the traditional sense; CCE 2021 was a brave attempt to draw connections between the concepts of values, character, citizenship dispositions, SE competencies, well-being and resilience and future-readiness; many of which have both philosophical and psycho-social dimensions.</p>
<p>In a secular state like Singapore that is culturally and socially diverse and at the cross-roads of the East and the West, there is no single philosophical perspective or psychological theory that can fully address the various dimensions of child and youth development.</p>
<p>As such, the learning and developmental needs of the child both as an individual and as a member of society are fundamental in our design of the CCE curriculum. This involves seeing character and citizenship education as two sides of the same coin; nurturing good character to developing individuals and citizens who are willing to apply sound values, social and emotional as well as civic competencies as they strive to understand themselves, the community they live in and its needs, and what they can do to address those needs.</p>
<p>Hence, CCE is not a single discipline in the traditional sense, but a distinct cross-disciplinary field of knowledge that focuses on synergizing key aspects of child and youth development, character development, SE well-being, and citizenship dispositions to inform how we can better facilitate the holistic development of our children.</p>
<p>There are so many questions the SCCCE can explore and facilitate conversations around:</p>
<ul>
<li style="list-style-type: none;">
<ul style="list-style-type: square;">
<li>In today’s VUCA (volatility, uncertainty, complexity and ambiguity) world that is threatened by geopolitics and partisan interests, what are the values that we hold dear, and which hold us together, not only as a nation, but as a member of the global community?</li>
<li>In a world of woke culture and social justice where our young clamour to be heard, how do we guide them to build trust and understanding, to navigate differences and exercise their agency in a constructive way?</li>
<li>Knowing that they will face the demands and stressors of modern-day life, how can our young continually build up their internal reservoir of purpose and resilience, and thrive?</li>
</ul>
</li>
</ul>
<p>&nbsp;</p>
<p>SCCCE has the potential of developing CCE as a cross-disciplinary field of study. In my mind, it probably is the first in the world. The setting up of SCCCE reinforces our intentionality to strengthen character, well-being, and citizenship dispositions in our education endeavours for all our learners. Our aspiration is for the SCCCE to strengthen the nexus of research, policy and practice, where its research can inform the work of policymakers, curriculum designers, school leaders and teachers.</p>
<p>And of course, true to the purpose of NIE, the SCCCE will be a hub for teachers’ professional development in CCE whether you are a student-teacher just starting on your journey or a seasoned educator.</p>
<h1>What is our end-goal for CCE? How can teachers find out how students have learned and developed through CCE2021?</h1>
<p>“Assessment in CCE” is not an easy concept. Similar to how we grow and mature over time, the development of character and citizenship dispositions of our students will also take time to reach various milestones. As our students grow, we as educators can help them in several ways:</p>
<ol style="list-style-type: upper-alpha;">
<li>How are we enabling students to make sense of their learning experiences? Have we given time to dialogue with their peers? Are they ready to reflect on their own or do they need some scaffolding?</li>
<li>How are we enabling students to gain a better sense of their own growth and progress? Is it through self-assessment, peer feedback or teacher advice? Probably a combination, depending on the age of your students.</li>
<li>As they become better at this, how do we nudge them to stretch for a higher goal? So that beyond the schooling years, they will have the resilience and drive to keep growing and learning to become their best selves in life.</li>
</ol>
<p>&nbsp;</p>
<p>Indeed, our founding Prime Minister Mr Lee Kuan Yew said it very well back in 1979:</p>
<p>“The litmus test of a good education is whether it nurtures citizens who can live, work, contend and co-operate in a civilized way. Is he loyal and patriotic? Is he, when the need arises, a good soldier, ready to defend his country, and so protect his wife and children and his fellow citizens? Is he filial, respectful to his elders, law-abiding, humane and responsible? Does he take care of his wife and children, and his parents? Is he a good neighbour and a trust-worthy friend? Is he tolerant of Singaporeans of different races and religions? Is he clean, neat, punctual and well-mannered?”</p>
<p>The end-goal that many of us educators want for our students is for them to develop a sense of purpose in life, to discover how their strengths, talents and interests can be meaningfully applied, be it in the family, community, nation and beyond.</p>
</div>
</div>
</div>
<p paraid="1312529431" paraeid="{24736a57-cc15-4c9d-8099-03910264009b}{250}">
<div style="font-weight: 400;">
<div style="font-weight: 400;">
<p paraid="700221398" paraeid="{d0e762a9-c864-4103-be49-aa49139ac502}{19}"><b><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><span>Reference</span><span>s</span></span></b></p>
</div>
<div style="font-weight: 400;">
<p paraid="256242713" paraeid="{d0e762a9-c864-4103-be49-aa49139ac502}{27}"><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><span>Student Development Curriculum Division</span><span>. (2020). </span></span><i><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><span>Character &amp; Citizenship Education (CCE) Syllabus Secondary</span></span></i><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><span>. Ministry of Education</span><span>. </span></span><a href="https://www.moe.gov.sg/-/media/files/secondary/syllabuses/cce/2021-character-and-citizenship-education-syllabus-secondary.pdf" target="_blank" rel="noreferrer noopener"><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><span data-ccp-charstyle="Hyperlink">https://www.moe.gov.sg/-/media/files/secondary/syllabuses/cce/2021-character-and-citizenship-education-syllabus-secondary.pdf</span></span></a></p>
<p paraid="256242713" paraeid="{d0e762a9-c864-4103-be49-aa49139ac502}{27}"><sup><span>[1]</span></sup> <span style="font-size: 14px;">I would like to acknowledge my SDCD1 colleagues, notably Master Specialists Dr Thavamalar Kanagaratnam, Dr Dennis Kom and Dr Jeffrey Chan, Lead Specialist, Ms Ng Hwee Chien, as well as Senior Specialist, Mr Sim Swee Cheong and several others who contributed to the conceptualizing of the Singapore Centre for CCE and the concepts within CCE. </span></p>
</div>
</div>
</div>
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		<title>Teachers as Collaborative Designers of Learning</title>
		<link>https://singteach.nie.edu.sg/2023/07/05/teachers-as-collaborative-designers-of-learning/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=teachers-as-collaborative-designers-of-learning</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Wed, 05 Jul 2023 04:05:07 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 85 jun 2023]]></category>
		<category><![CDATA[ICT]]></category>
		<category><![CDATA[Collaboration]]></category>
		<category><![CDATA[Digital teaching]]></category>
		<category><![CDATA[Pedagogy]]></category>
		<category><![CDATA[People]]></category>
		<category><![CDATA[Technology]]></category>
		<category><![CDATA[Blended learning]]></category>
		<category><![CDATA[Virtual learning]]></category>
		<category><![CDATA[Teachers' Conference]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21740</guid>

					<description><![CDATA[There is no denying that digital technologies have, and will continue to, revolutionize the way we live, work, [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong>There is no denying that digital technologies have, and will continue to, revolutionize the way we live, work, and learn. <a href="https://iris.ucl.ac.uk/iris/browse/profile?upi=DMLAU06" target="_blank" rel="noopener">Professor Diana Laurillard</a>, Professor of Learning with Digital Technologies from the <a href="https://www.ucl.ac.uk/ioe/ioe-ucls-faculty-education-and-society" target="_blank" rel="noopener">University College London Institute of Education</a>, United Kingdom, agrees, and opines that with digital technologies becoming a significant part of education, teachers should be given the creative work of designing new digital pedagogies. In her keynote address at the recent Teachers’ Conference and ExCEL Fest 2023, she shares with teacher participants the importance of teachers taking on the role of learning designers who come together to share and test new e-pedagogies. Below is an edited transcript of Professor Laurillard’s keynote address.</strong></em></p>
<h1>Five Types of Active Learning</h1>
<p>Let’s first consider the five different types of active learning <span>– </span>learning through inquiry, discussion, practice, collaboration and production <span>– </span>and the role e-pedagogies play in improving learning.</p>
<p><em>Learning through inquiry</em> involves exploring contrasting ideas and ways of representing them. The Internet has provided a fantastic opportunity for teachers to explore the different ways of representing a subject matter, for instance, scientific concepts. Images, some of which could be interactive, could transform a teacher’s presentation, or a student’s exploration to improve their understanding.</p>
<p><em>Learning through discussion</em> usually involves a teacher asking the class to answer certain questions, but how many students normally respond? Perhaps only one or two students will. By using <em>Menti.com</em>, an online platform, every student can now be asked to contribute and respond.</p>
<p>In <em>learning through practice</em>, digital models can be used by students to explore and understand pedagogic concepts. UCL has developed a “number beads” digital game (see Figure 1), which has also been used in a number of primary schools in Singapore. The aim is to help students with low numeracy skills to understand how numbers make up other numbers. The main task for students is to join a string of number beads to make up a whole number. An important feature of this digital game is that it does not inform students that what they have done is right or wrong; instead, a correct combination would earn them a purple star (of which they have to collect 10). It enables them to learn from the game’s feedback. The process tries to capture the students’ natural way of exploring the world. Learning through practice with meaningful feedback is vital for students to be able to understand the fundamental concepts.</p>
<div id="attachment_21909" style="width: 610px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-21909" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-1_new-300x179.png" alt="" class="wp-image-21909" width="600" height="358" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-1_new-300x179.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-1_new-1024x611.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-1_new-768x458.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-1_new-1536x916.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-1_new.png 1920w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-21909" class="wp-caption-text">Figure 1. Professor Laurillard shares more about the “number beads” digital game developed by UCL.</p></div>
<p><em>Learning through collaboration</em> can be done using a <em>Padlet</em> wall. Students can collaborate by sharing and commenting on what they know about a topic while the teachers can use a number of different tools on Padlet.</p>
<p>In <em>learning through production</em>, teachers find out what students have learned and how they can apply that knowledge whether through a worksheet, essay, or diagram. Whatever technologies the teachers use for their own presentation, for example <em>PowerPoint</em>, can also be used by the students as well.</p>
<p>All these are examples in which e-pedagogy supports the different types of active learning. So how can teachers optimize the way they use all these digital methods?</p>
<h1>The Learning Designer</h1>
<p>Learning design involves analysing the lesson plan from the learners’ point of view and asking: “What is the learner doing to learn?” Learning design is a way of making pedagogic ideas very explicit. It is important because it enables teachers to innovate by designing activities for learning in some detail, building on the teachers’ knowledge, and then applying them to new pedagogies. The <a href="https://www.ucl.ac.uk/learning-designer/" target="_blank" rel="noopener"><em>Learning Designer</em></a> (see Figure 2) is a free online design tool developed to support online learning. It provides a structure for developing a sequence of learning activities to achieve the outcomes teachers have defined. It allows teachers to either adapt an existing learning design or create their own.</p>
<div id="attachment_21910" style="width: 610px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-21910" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-2_new-300x179.png" alt="" class="wp-image-21910" width="600" height="358" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-2_new-300x179.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-2_new-1024x610.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-2_new-768x458.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-2_new-1536x915.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-2_new.png 1920w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-21910" class="wp-caption-text">Figure 2. Professor Laurillard talks more about the Learning Designer.</p></div>
<h4><em>Optimizing the Learning Designer</em></h4>
<p>How can teachers optimize Learning Designer? One way to do this is to embed the most useful digital tools within it. For example, teachers can set up <em>Google Docs</em> to collect the students’ ideas. To get students to collaborate, they can set up a <em>Miro Board</em> so each group of students can present and share their work. A group forum can be set up on <em>Moodle</em> so that everyone can view each other’s work, discuss and refine their work further.</p>
<h4><em>Evaluation</em></h4>
<p>The teacher’s Learning Designer can be evaluated, either by peers or by the students. For student evaluation, students can be encouraged to comment on the teacher’s learning design. For instance, a student may comment that that they need more time to discuss. It is very important for the teacher to know how the learning design has been experienced by the students.</p>
<h4><em>Teacher Collaboration</em></h4>
<p>Teachers can attend courses on massive open online course (MOOC) platforms, such as <a href="https://www.futurelearn.com/courses/blended-and-online-learning-design" target="_blank" rel="noopener"><em>FutureLearn</em></a> (see Figure 3). FutureLearn, available at no cost for teachers, focuses on blended and online  learning design. The course exercises are based on using the Learning Designer and contributed learning designs from participants are curated for teachers to explore and exchange ideas for good ways of supporting learners.</p>
<p>Teachers can learn how to be involved in the process of contributing, peer reviewing, revising, and then sharing their learning designs. This is how we can gradually build teachers’ collective design knowledge on how to design e-pedagogies.</p>
<div id="attachment_21911" style="width: 610px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-21911" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-3_new-300x178.png" alt="" class="wp-image-21911" width="600" height="356" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-3_new-300x178.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-3_new-1024x607.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-3_new-768x456.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-3_new-1536x911.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-3_new.png 1920w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-21911" class="wp-caption-text">Figure 3. Professor Laurillard shares more about FutureLearn, an online learning platform that offers courses on blended and online learning design.</p></div>
<h1>Why Are E-Pedagogies Important?</h1>
<p>So why are e-pedagogies important for teaching and learning? We’ll look at two examples of e-pedagogy learning designs that help teachers to improve their own workload as well as understand how they can benefit students.</p>
<h4><em>Peer Learning</em></h4>
<p>Peer learning a significant pedagogy that is very much underrated but works well for students online. In peer learning, the task for each student is to review and give feedback on each other’s work according to the teacher’s rubric, and then use the feedback he/she has received to work on an improved assignment for the teacher to grade. Thus, it does not actually add to the teachers’ actual workload. This form of peer learning can be run entirely online using the school’s virtual learning environment (VLE).</p>
<h4><em>Masterclass</em></h4>
<p>A masterclass is a conventional teaching method for small groups, in which the teacher helps each individual student to get detailed feedback. The process of the teacher giving individual feedback to each of those students is then made vicarious by filming the session, with the student’s consent. The video can then be run on the VLE for other students to view. Even though the students viewing the video receive no personal feedback, they benefit from understanding what the feedback is, how it is given, and may then be able to apply it for their own improvement. Again, the workload for the teacher is just one tutorial whose value is magnified by making the recording available for all students. The method could be repeated for all groups over a term, so that each student has one session of receiving personal feedback. Making use of the VLE in peer reviewing and masterclass sessions can benefit both teachers and students significantly.</p>
<h1>Support for Teachers</h1>
<p>There is no doubt that educational technologies have the potential to offer students an active learning experience. But what do teachers need to scaffold that learning experience? Well, teachers need the support to innovate collaboratively, and to share, critique and discuss their ideas. Only then can they apply and improve on those ideas with their students. Another crucial factor is time. Education leaders should ensure that teachers are given the time to do all those things because it is not just about adapting other people’s work, but it is also about being able to develop their own as well.</p>
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		<title>Singapore’s Education Research Vision</title>
		<link>https://singteach.nie.edu.sg/2023/04/18/singapores-education-research-vision/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=singapores-education-research-vision</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Tue, 18 Apr 2023 20:15:45 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 84 mar 2023]]></category>
		<category><![CDATA[Teaching practices]]></category>
		<category><![CDATA[Education research in Singapore]]></category>
		<category><![CDATA[Policy and practice]]></category>
		<category><![CDATA[People]]></category>
		<category><![CDATA[Teacher education]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21535</guid>

					<description><![CDATA[Singapore is globally recognized for its excellence in education, with students consistently scoring in international assessments. Behind this [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong>Singapore is globally recognized for its excellence in education, with students consistently scoring in international assessments. Behind this success lies a deep commitment to education research, with the Singapore government’s investment in this area to ensure that its education system remains relevant and responsive to the needs of the 21st century. Singapore&#8217;s education research agenda is driven by a vision of developing students who are critical thinkers, effective communicators, and adaptable learners, ready to thrive in a rapidly changing world. In this article, Director- General of Education Ms Liew Wei Li from the Ministry of Education, Singapore shares more about the ministry’s education research agenda.</strong></em></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_People_LiewWeiLi_featured-image-300x200.jpg" alt="" class="alignright wp-image-21556" width="450" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_People_LiewWeiLi_featured-image-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_People_LiewWeiLi_featured-image-1024x683.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_People_LiewWeiLi_featured-image-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_People_LiewWeiLi_featured-image-1536x1024.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_People_LiewWeiLi_featured-image-2048x1365.jpg 2048w" sizes="(max-width: 450px) 100vw, 450px" /></p>
<h1>Why is it important for Singapore to invest in education research?</h1>
<p>Singapore has a unique context and our education system has many unique features. In order for us to improve teaching, learning, curriculum, systems and our education outcomes, we have to conduct our own research in Singapore. This is essential as our country relies more on our people’s capability compared to other countries that have a wider range of resources.</p>
<p>The Ministry of Education (MOE) has been supporting the Education Research Funding Programme (ERFP), a research funding scheme managed by NIE’s Office of Education Research, since early 2000s. The ERFP aims to improve classroom practice, enhance student outcomes, and build organizational and teacher capacities. The new 5th Tranche (2023–2028) ERFP will start in April this year and funding is open for application to all researchers from Singapore.</p>
<h1>Can you share more about the MOE education research agenda?</h1>
<p>Education research is a wide field. MOE has developed an education research agenda (MERA) to signpost to researchers the areas of research which we consider strategic for Singapore and would best meet our students’ needs.</p>
<ul>
<li>MERA therefore takes a life course approach, encompassing the strategic priorities of four learner groups: early childhood education, general education, higher education, and adult and skills education.</li>
<li>Some of the grand challenges MOE faces straddles learner groups. Hence, MERA also articulates four horizontal “life-course” research themes, in (a) teaching and learning; (b) progression and pathways; (c) ecosystem development; and (d) optimal development and wellbeing. The infographic (shown below) articulates MERA visually.</li>
</ul>
<p>&nbsp;</p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_People_LiewWeiLi_infographic_crop_3-1024x456.jpg" alt="" class="alignnone wp-image-21603" width="820" height="365" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_People_LiewWeiLi_infographic_crop_3-1024x456.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_People_LiewWeiLi_infographic_crop_3-300x134.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_People_LiewWeiLi_infographic_crop_3-768x342.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_People_LiewWeiLi_infographic_crop_3.jpg 1497w" sizes="(max-width: 820px) 100vw, 820px" /></p>
<p>&nbsp;</p>
<h1>How does the seven priority research areas in the infographics complement each other in the whole framework?</h1>
<p>The seven priority research areas further scope the useful areas to focus on within the four horizontal research themes in MERA. Advancements in these areas can provide MOE with the knowledge needed to plan, curate and deliver more engaging and effective education experiences for our learners. Even though each area focuses on one aspect of education, connections can and must be drawn between their findings, in order to make real impact, in terms of new and better practices, programmes and policies that can change the life of our learners.</p>
<h1>What are some of the ground-level impacts that the ministry hopes to achieve from MERA?</h1>
<p>The ultimate aim must be to help our students learn more effectively and be healthy, thriving persons in a Singapore community. To achieve that aim, the research would have to help teachers teach better in a system that is continually better organized in anticipation of the future. Our schools will also provide joyful and meaningful learning experiences, tailored to the changing cohorts and times.</p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-center" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">&#8220;The ultimate aim must be to help our students learn more effectively and be healthy, thriving persons in a Singapore community. To achieve that aim, the research would have to help teachers teach better in a system that is continually better organized in anticipation of the future. Our schools will also provide joyful and meaningful learning experiences, tailored to the changing cohorts and times.&#8221;<o:p></o:p></span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div>
<p></span></p>
<h1>How do you think NIE’s research can complement MOE’s?</h1>
<p>NIE is MOE’s key partner in teacher training and development, and provides deep expertise in education research. NIE plays a critical role in achieving MOE’s goals in our research agenda. MOE consults NIE and taps on its reservoir of experience and capability. Close and complementary alignment of NIE and MOE’s research agendas is therefore a natural outcome.</p>
<p>However, the research agenda of MOE and NIE need not completely overlap. NIE is a world-renowned school of education, internationally recognized for its quality of teacher education and education research. We look to NIE for other cutting-edge and blue-sky research that will help us chart the future of education.</p>
<h1>Any word of advice for our teachers who might be interested to start their own research work in schools?</h1>
<ol>
<li>Research can be viewed as a systematic process of asking good questions, finding existing answers, and gathering new evidence.</li>
<li>Ask good questions – Research is about exercising one’s curiosity muscle. I encourage our teachers to be open and curious, and be brave to ask questions. Bouncing ideas with one another can lead to better, sharper and more pertinent questions.</li>
<li>Find existing answers – We can see further if we stand on the shoulders of giants. While all of us can come up with good questions, they are most likely related to what others have asked and investigated. I encourage our teachers to read widely and deeply. Be exposed to different areas and go deeper. Just like we need to be curious to ask good questions, we also need curiosity and openness when searching for relevant existing answers. These can come from other fields, even those not directly related to education.</li>
<li>Gather new evidence by working with others – This is the step that many teachers consider real “research”. Teachers spend much time and effort to learn and apply research theories and methodologies in order to gather new evidence rigorously. I encourage teachers to work with other like-minded people. Working together has two benefits. First, it allows us to tap the expertise and knowledge of others, especially if our partners have different skills, knowledge, experience and even dispositions. Second, it allows us to focus and specialize on one area which we are most passionate about and can contribute most to. We can gather the necessary evidence, without spreading ourselves thin, and can still focus on what we find most meaningful.</li>
</ol>
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		<title>The Power of Early Intervention</title>
		<link>https://singteach.nie.edu.sg/2023/01/12/the-power-of-early-intervention/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=the-power-of-early-intervention</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Thu, 12 Jan 2023 07:54:30 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 83 dec 2022]]></category>
		<category><![CDATA[People]]></category>
		<category><![CDATA[Special needs education]]></category>
		<category><![CDATA[Research intervention]]></category>
		<category><![CDATA[Early childhood education]]></category>
		<category><![CDATA[Early intervention]]></category>
		<category><![CDATA[Evidence-based practices]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21088</guid>

					<description><![CDATA[Research in early childhood has shown that the first few years of life – when the brains have [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong>Research in early childhood has shown that the first few years of life – when the brains have the highest level of plasticity – is a critical development period in a child’s life. For some young children with needs, early identification of what these needs are can give them a greater chance of reaching their full potential. In this article, NIE expert on early intervention (EI) <a href="https://dr.ntu.edu.sg/cris/rp/rp01592" target="_blank" rel="noopener">Assistant Professor Xie Huichao</a> from the <a href="https://nie.edu.sg/our-people/academic-groups/psychology-and-child-human-development" target="_blank" rel="noopener">Psychology and Child &amp; Human Development Academic Group</a> at NIE sheds light on some commonly misunderstood views about EI and how it can benefit children in the longer-term.</strong></em></p>
<h1><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_People_XieHuichao_2-169x300.jpg" alt="" class="alignright wp-image-21164" width="281" height="500" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_People_XieHuichao_2-169x300.jpg 169w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_People_XieHuichao_2-576x1024.jpg 576w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_People_XieHuichao_2-768x1366.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_People_XieHuichao_2-864x1536.jpg 864w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_People_XieHuichao_2-1152x2048.jpg 1152w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_People_XieHuichao_2-scaled.jpg 1440w" sizes="(max-width: 281px) 100vw, 281px" /></h1>
<h1>How would you describe early intervention (EI) and what are some of the most common misconceptions about it?</h1>
<p>EI refers to a discipline of professional services and supports for children from birth to eight years of age with or at risk of developmental delays or disabilities, and their families.</p>
<p>One of the many common misconceptions about EI is that most people tend to vision children with severe physical impairment or very strange behaviours as the only target population. In fact, most of the children receiving EI services in Singapore or any other developed countries look just like any other child. This is because many people have adopted the stereotypes of children with delays or disabilities. Typical development and atypical development are on one continuous spectrum of child development and the line in between is artificial and ambiguous.</p>
<p>Another common myth is that EI programmes for children need a completely different set of instructional strategies from non-EI programmes. In reality, almost all EI practices are also effective in teaching children who are not recipients of EI.</p>
<p>In the history of early childhood education (ECE), for example, one of the pioneers Maria Montessori first applied her pedagogies and curriculum to children with or at risk of disabilities. Given its effectiveness in teaching children – regardless of whether they have disabilities or not – the famous Montessori preschool model was eventually birthed. Today, this model is used in many preschools around the world.</p>
<h1>How can we encourage a more open-minded and receptive view towards disabilities?</h1>
<p>It would be best if the teacher training system in Singapore is reviewed and improved to ensure all Singapore school professionals are trained to support students’ learning of human diversity.</p>
<p>From early childhood to tertiary education, students’ learning of human diversity could be implemented. Learning about human diversity is not just about being a kind person, but to analyse differences among people in multiple dimensions such as language, culture, religion, values, beliefs, abilities, gender, race, body shape and more. The next generation of Singaporeans growing up with a more positive attitude towards diversity and critical thinking skills to understand the social construct of disability will be immune to these misconceptions.</p>
<p>Addressing misconceptions about disabilities requires efforts from society, not just teachers and schools. Employers and policymakers should review their employment practices and rules to first remove biases towards applicants with disabilities. The media should also do their part to represent people with disabilities in all movies, television programmes and other forms of products in a positive and empowering way.</p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">&#8220;Learning about human diversity is not just about being a kind person, but to analyse differences among people in multiple dimensions such as language, culture, religion, values, beliefs, abilities, gender, race, body shape and more.&#8221;<o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">&#8211; </span></em><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">Huichao, </span></i></strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">on learning about human diversity</span></i></p>
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<h1>Why is EI critical and how does it benefit the child?</h1>
<p>EI is critical because children’s brains have the highest level of plasticity in the earliest years of life. Research has informed us that investment in early childhood has the best return rates.</p>
<p>Early experiences affect the quality of that architecture by establishing either a sturdy or a fragile foundation for all the learning, health and behaviour that follow. In the first few years of life, more than one million new neural connections are formed every second. After this period of rapid proliferation, connections are reduced through a process called pruning, so that brain circuits become more efficient. Sensory pathways like those for basic vision and hearing are the first to develop, followed by early language skills and higher cognitive functions.</p>
<p>The brain is most flexible, or “plastic”, early in life to accommodate a wide range of environments and interactions, but as the maturing brain becomes more specialized to assume more complex functions, it is less capable of reorganizing and adapting to new or unexpected challenges.</p>
<p>For example, by the first year, the parts of the brain that differentiate sounds are becoming specialized to the language the baby has been exposed to; at the same time, the brain is already starting to lose the ability to recognize different sounds found in other languages. Although the “windows” for language learning and other skills remain open, these brain circuits become increasingly difficult to alter over time. Early plasticity means it’s easier and more effective to influence a baby’s developing brain architecture than to rewire parts of its circuitry in the adult years.</p>
<h1>What are some key components of successful EI programmes?</h1>
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<p>“For ECE and intervention professionals, they are trained to have a systematic understanding of how children learn and develop.”</p>
<p><span><b><i>–</i></b></span><strong><i> Huichao</i></strong><em>, on ECE and intervention professionals</em></p>
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<p>Effective EI has an equation: evidence-based practice plus high fidelity in implementation equates to successful EI, yielding desired outcomes on the child and family. In this equation, the first ingredient is evidence-based practice, which refers to integrating the best available research evidence with family and professional wisdom and values.</p>
<p>High fidelity in implementation means the critical components of evidence-based practices have been implemented as intended to be and adaptations are appropriate. High fidelity is defined by that the critical components of evidence-based practices have been implemented as intended to be and adaptations are appropriate. For example, a professional who has a strong standing on no physical punishment may find it difficult to work with a family who spanks their child.</p>
<p>Each family is the expert of their own child because of their wisdom pertaining to this specific child. People in the family spend the most amount of time with the child and have the most knowledge about the child. Meanwhile, each family has their own values, priorities and beliefs about what the child needs to learn and how to learn. These values and expectations should be respected and addressed in the education and intervention for their child.</p>
<p>As professionals, educators possess the discipline-specific wisdom and knowledge. For ECE and intervention professionals, they are trained to have a systematic understanding of how children learn and develop. As these professionals gain more experience in the field, they should become more and more competent in applying their discipline knowledge to the specific cases of individual children and use their knowledge and wisdom to help each child and family. Professionals are also trained with professional ethics and values, while also bringing in their own personal values to practice.</p>
<h1>What area in research on EI do you think merit further attention?</h1>
<p>An upcoming area for EI research is in implementation science. The EI literature has accumulated a large body of knowledge about what works in EI, say, evidence-based practices. But data shows a generally low application or utilization of evidence-based practices, which implementation science is aiming to address. </p>
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<p><strong><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW259619816 BCX0"><span class="NormalTextRun SCXW259619816 BCX0" data-ccp-parastyle="xmsonormal" data-ccp-parastyle-defn="{&quot;ObjectId&quot;:&quot;a92ff85e-b929-4807-8345-e10b7863eac2|150&quot;,&quot;ClassId&quot;:1073872969,&quot;Properties&quot;:[469775450,&quot;xmsonormal&quot;,201340122,&quot;2&quot;,134233614,&quot;true&quot;,469778129,&quot;xmsonormal&quot;,335572020,&quot;1&quot;,201342448,&quot;1&quot;,469777841,&quot;Calibri&quot;,469777842,&quot;Calibri&quot;,469777843,&quot;Calibri&quot;,469777844,&quot;Calibri&quot;,469769226,&quot;Calibri&quot;,335559740,&quot;240&quot;,201341983,&quot;0&quot;,134233118,&quot;true&quot;,134233117,&quot;true&quot;,469778324,&quot;Normal&quot;]}">Potentials in the</span><span class="NormalTextRun SCXW259619816 BCX0" data-ccp-parastyle="xmsonormal"> Early Intervention Landscape</span><span class="NormalTextRun SCXW259619816 BCX0" data-ccp-parastyle="xmsonormal"> in Singapore</span></span><span class="EOP SCXW259619816 BCX0" data-ccp-props="{&quot;134233117&quot;:true,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></strong></p>
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<p paraid="902137099" paraeid="{e7f9ac2b-8324-4ab4-9a30-4d6ad27ea75a}{52}"><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal" data-ccp-parastyle-defn="{&quot;ObjectId&quot;:&quot;a92ff85e-b929-4807-8345-e10b7863eac2|150&quot;,&quot;ClassId&quot;:1073872969,&quot;Properties&quot;:[469775450,&quot;xmsonormal&quot;,201340122,&quot;2&quot;,134233614,&quot;true&quot;,469778129,&quot;xmsonormal&quot;,335572020,&quot;1&quot;,201342448,&quot;1&quot;,469777841,&quot;Calibri&quot;,469777842,&quot;Calibri&quot;,469777843,&quot;Calibri&quot;,469777844,&quot;Calibri&quot;,469769226,&quot;Calibri&quot;,335559740,&quot;240&quot;,201341983,&quot;0&quot;,134233118,&quot;true&quot;,134233117,&quot;true&quot;,469778324,&quot;Normal&quot;]}">According to </span><span data-ccp-parastyle="xmsonormal">NIE Assistant Professor Xie Huichao, t</span><span data-ccp-parastyle="xmsonormal">he </span><span data-ccp-parastyle="xmsonormal">early intervention (EI)</span><span data-ccp-parastyle="xmsonormal"> landscape in Singapore is</span><span data-ccp-parastyle="xmsonormal"> currently</span><span data-ccp-parastyle="xmsonormal"> experiencing a rapid growth and change. New program</span><span data-ccp-parastyle="xmsonormal">me</span><span data-ccp-parastyle="xmsonormal">s and service models are </span><span data-ccp-parastyle="xmsonormal">being </span><span data-ccp-parastyle="xmsonormal">developed. The number of children and family receiving </span><span data-ccp-parastyle="xmsonormal">EI </span><span data-ccp-parastyle="xmsonormal">services has </span><span data-ccp-parastyle="xmsonormal">also </span><span data-ccp-parastyle="xmsonormal">increased.</span></span><span data-ccp-props="{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<p paraid="1972225182" paraeid="{e7f9ac2b-8324-4ab4-9a30-4d6ad27ea75a}{86}"><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal">“</span><span data-ccp-parastyle="xmsonormal">There are</span><span data-ccp-parastyle="xmsonormal"> however still some</span><span data-ccp-parastyle="xmsonormal"> gaps in </span><span data-ccp-parastyle="xmsonormal">EI in </span><span data-ccp-parastyle="xmsonormal">Singapore</span><span data-ccp-parastyle="xmsonormal">,</span><span data-ccp-parastyle="xmsonormal">” Hui Chao, </span><span data-ccp-parastyle="xmsonormal">who </span><span data-ccp-parastyle="xmsonormal">received her Ph.D. in special education/early intervention from the University of Oregon</span><span data-ccp-parastyle="xmsonormal"> in USA</span><span data-ccp-parastyle="xmsonormal">, shares. “</span><span data-ccp-parastyle="xmsonormal">I worked with my colleagues to have elaborated these gaps in a recent publication</span><span data-ccp-parastyle="xmsonormal"> managed by the Office of Education Research</span><span data-ccp-parastyle="xmsonormal">, </span></span><i><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal">Early Childhood Intervention: What We Know and Where We Are Headed</span><span data-ccp-parastyle="xmsonormal">.” </span></span></i><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal">(</span><span data-ccp-parastyle="xmsonormal">Xie</span><span data-ccp-parastyle="xmsonormal">, </span><span data-ccp-parastyle="xmsonormal">Nah, Yang, </span><span data-ccp-parastyle="xmsonormal">Sengalrayan</span><span data-ccp-parastyle="xmsonormal">, &amp; </span><span data-ccp-parastyle="xmsonormal">Poon, 2021.)</span></span><span data-ccp-props="{&quot;134233117&quot;:true,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<p paraid="1292834191" paraeid="{e7f9ac2b-8324-4ab4-9a30-4d6ad27ea75a}{138}"><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal">You may access and download the publication </span></span><a href="https://www.nie.edu.sg/research/publication/nie-working-paper-series" target="_blank" rel="noopener"><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal">here</span></span></a><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal">. In the section below</span><span data-ccp-parastyle="xmsonormal">, Hui Chao </span><span data-ccp-parastyle="xmsonormal">shares what the gaps are and how they can be addressed</span><span data-ccp-parastyle="xmsonormal">:</span></span><span data-ccp-props="{&quot;134233117&quot;:true,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<li paraid="1292834191" paraeid="{e7f9ac2b-8324-4ab4-9a30-4d6ad27ea75a}{138}"><strong><span class="NormalTextRun SCXW120547927 BCX0" data-ccp-parastyle="xmsonormal" data-ccp-parastyle-defn="{&quot;ObjectId&quot;:&quot;a92ff85e-b929-4807-8345-e10b7863eac2|150&quot;,&quot;ClassId&quot;:1073872969,&quot;Properties&quot;:[469775450,&quot;xmsonormal&quot;,201340122,&quot;2&quot;,134233614,&quot;true&quot;,469778129,&quot;xmsonormal&quot;,335572020,&quot;1&quot;,201342448,&quot;1&quot;,469777841,&quot;Calibri&quot;,469777842,&quot;Calibri&quot;,469777843,&quot;Calibri&quot;,469777844,&quot;Calibri&quot;,469769226,&quot;Calibri&quot;,335559740,&quot;240&quot;,201341983,&quot;0&quot;,134233118,&quot;true&quot;,134233117,&quot;true&quot;,469778324,&quot;Normal&quot;]}">Improvement in </span><span class="NormalTextRun SCXW120547927 BCX0" data-ccp-parastyle="xmsonormal">P</span><span class="NormalTextRun SCXW120547927 BCX0" data-ccp-parastyle="xmsonormal">ersonnel </span><span class="NormalTextRun SCXW120547927 BCX0" data-ccp-parastyle="xmsonormal">R</span><span class="NormalTextRun SCXW120547927 BCX0" data-ccp-parastyle="xmsonormal">esources</span></strong></li>
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<p paraid="595481517" paraeid="{e7f9ac2b-8324-4ab4-9a30-4d6ad27ea75a}{168}"><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal" data-ccp-parastyle-defn="{&quot;ObjectId&quot;:&quot;a92ff85e-b929-4807-8345-e10b7863eac2|150&quot;,&quot;ClassId&quot;:1073872969,&quot;Properties&quot;:[469775450,&quot;xmsonormal&quot;,201340122,&quot;2&quot;,134233614,&quot;true&quot;,469778129,&quot;xmsonormal&quot;,335572020,&quot;1&quot;,201342448,&quot;1&quot;,469777841,&quot;Calibri&quot;,469777842,&quot;Calibri&quot;,469777843,&quot;Calibri&quot;,469777844,&quot;Calibri&quot;,469769226,&quot;Calibri&quot;,335559740,&quot;240&quot;,201341983,&quot;0&quot;,134233118,&quot;true&quot;,134233117,&quot;true&quot;,469778324,&quot;Normal&quot;]}">As described in detail in Section 2, 4</span><span data-ccp-parastyle="xmsonormal"> </span><span data-ccp-parastyle="xmsonormal">and 6</span><span data-ccp-parastyle="xmsonormal"> of the publication </span><span data-ccp-parastyle="xmsonormal">mentioned above</span><span data-ccp-parastyle="xmsonormal">, it is critical to develop new models as well as to revise and update current models in pre-service and in-service training of ECE</span><span data-ccp-parastyle="xmsonormal"> (early childhood educators)</span><span data-ccp-parastyle="xmsonormal"> and ECI </span><span data-ccp-parastyle="xmsonormal">(early childhood intervention) </span><span data-ccp-parastyle="xmsonormal">professionals. More resources have been allocated to the training of ECI professionals, such as the Social Service Tripartite Taskforce (</span><span data-ccp-parastyle="xmsonormal">Min</span><span data-ccp-parastyle="xmsonormal">i</span><span data-ccp-parastyle="xmsonormal">stry</span><span data-ccp-parastyle="xmsonormal"> of Social and Family Development</span><span data-ccp-parastyle="xmsonormal">, 2019). </span></span><span data-ccp-props="{&quot;134233117&quot;:true,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<p paraid="560039526" paraeid="{e7f9ac2b-8324-4ab4-9a30-4d6ad27ea75a}{198}"><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal">Teachers, interventionists, therapists, psychologists, and other professionals working with young children with and without developmental needs and their families need to be equipped with evidence-based practices in supporting diverse learning needs, as well as to develop a strengths-based, capacity-building approach to service delivery. </span></span><span data-ccp-props="{&quot;134233117&quot;:true,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<p paraid="1522329726" paraeid="{e7f9ac2b-8324-4ab4-9a30-4d6ad27ea75a}{204}"><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal">As elaborated in the implications for Section 4, the provision of professional training should be more systematic to support sustainable pathways of professional development</span><span data-ccp-parastyle="xmsonormal">.</span></span><span data-ccp-props="{&quot;134233117&quot;:true,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<li paraid="856012689" paraeid="{e7f9ac2b-8324-4ab4-9a30-4d6ad27ea75a}{212}"><b><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal" data-ccp-parastyle-defn="{&quot;ObjectId&quot;:&quot;a92ff85e-b929-4807-8345-e10b7863eac2|150&quot;,&quot;ClassId&quot;:1073872969,&quot;Properties&quot;:[469775450,&quot;xmsonormal&quot;,201340122,&quot;2&quot;,134233614,&quot;true&quot;,469778129,&quot;xmsonormal&quot;,335572020,&quot;1&quot;,201342448,&quot;1&quot;,469777841,&quot;Calibri&quot;,469777842,&quot;Calibri&quot;,469777843,&quot;Calibri&quot;,469777844,&quot;Calibri&quot;,469769226,&quot;Calibri&quot;,335559740,&quot;240&quot;,201341983,&quot;0&quot;,134233118,&quot;true&quot;,134233117,&quot;true&quot;,469778324,&quot;Normal&quot;]}">Encouraging </span><span data-ccp-parastyle="xmsonormal">A</span><span data-ccp-parastyle="xmsonormal">ctive </span><span data-ccp-parastyle="xmsonormal">I</span><span data-ccp-parastyle="xmsonormal">nvolvement of </span><span data-ccp-parastyle="xmsonormal">F</span><span data-ccp-parastyle="xmsonormal">amilies</span></span></b><span data-ccp-props="{&quot;134233117&quot;:true,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></li>
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<p paraid="705957624" paraeid="{e7f9ac2b-8324-4ab4-9a30-4d6ad27ea75a}{230}"><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal">The important role of family in young children’s development and well-being can never be exaggerated.</span><span data-ccp-parastyle="xmsonormal"> </span><span data-ccp-parastyle="xmsonormal">In Singapore, parents need to be supported to play a more active role in their child’s developmental screening and subsequent assessments and interventions, especially during the transition from early childhood to primary education. </span></span><span data-ccp-props="{&quot;134233117&quot;:true,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<p paraid="472913612" paraeid="{e7f9ac2b-8324-4ab4-9a30-4d6ad27ea75a}{240}"><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal">Active involvement of families means parents are not only making the major decisions, but also </span><span data-ccp-parastyle="xmsonormal">playing the role of</span><span data-ccp-parastyle="xmsonormal"> an equal partner in the education and intervention team</span><span data-ccp-parastyle="xmsonormal">. Such involvement is critical </span><span data-ccp-parastyle="xmsonormal">in the assessment, instruction, intervention, and progress monitoring and other aspects of speciali</span><span data-ccp-parastyle="xmsonormal">z</span><span data-ccp-parastyle="xmsonormal">ed educational services for their child.</span></span><span data-ccp-props="{&quot;134233117&quot;:true,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<li paraid="2108589417" paraeid="{984de1dd-663d-49ea-b54d-cde34777c773}{3}"><b><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal">System’s </span><span data-ccp-parastyle="xmsonormal">Le</span><span data-ccp-parastyle="xmsonormal">vel </span><span data-ccp-parastyle="xmsonormal">I</span><span data-ccp-parastyle="xmsonormal">nnovations</span></span></b><span data-ccp-props="{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></li>
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<p paraid="829776108" paraeid="{984de1dd-663d-49ea-b54d-cde34777c773}{17}"><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal">Improvements are rarely sustainable without corresponding changes to the system and infrastructure. As </span><span data-ccp-parastyle="xmsonormal">discussed</span><span data-ccp-parastyle="xmsonormal"> in Section 2, moving toward</span><span data-ccp-parastyle="xmsonormal">s</span><span data-ccp-parastyle="xmsonormal"> more and more inclusive preschools in Singapore requires integrated efforts from teachers and families, but also call for supports from administrators and leaders to coordinate the </span><span data-ccp-parastyle="xmsonormal">ECE service</span><span data-ccp-parastyle="xmsonormal"> system. </span></span><span data-ccp-props="{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<p paraid="2071771740" paraeid="{984de1dd-663d-49ea-b54d-cde34777c773}{35}"><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal">The improvement of early identification also needs communication and collaborations at the system’s level, across multiple service sectors, government branches, and between service providers and families. ECI involves multiple disciplines such as healthcare, childcare, education, family services, therapy sciences and the sub-branches under each discipline.</span></span><span data-ccp-props="{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<p paraid="2078756505" paraeid="{984de1dd-663d-49ea-b54d-cde34777c773}{41}"><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal">During this period of rapid development, ECI should pay attention to systemic gaps to achieve a consistently higher quality of service delivery and more sustainable development.</span></span><span data-ccp-props="{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<p paraid="1692762727" paraeid="{984de1dd-663d-49ea-b54d-cde34777c773}{53}"><b><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal" data-ccp-parastyle-defn="{&quot;ObjectId&quot;:&quot;a92ff85e-b929-4807-8345-e10b7863eac2|150&quot;,&quot;ClassId&quot;:1073872969,&quot;Properties&quot;:[469775450,&quot;xmsonormal&quot;,201340122,&quot;2&quot;,134233614,&quot;true&quot;,469778129,&quot;xmsonormal&quot;,335572020,&quot;1&quot;,201342448,&quot;1&quot;,469777841,&quot;Calibri&quot;,469777842,&quot;Calibri&quot;,469777843,&quot;Calibri&quot;,469777844,&quot;Calibri&quot;,469769226,&quot;Calibri&quot;,335559740,&quot;240&quot;,201341983,&quot;0&quot;,134233118,&quot;true&quot;,134233117,&quot;true&quot;,469778324,&quot;Normal&quot;]}">References</span></span></b></p>
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<p paraid="1405650113" paraeid="{984de1dd-663d-49ea-b54d-cde34777c773}{59}"><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal">Xie, H., Nah, Y. H., Yang, X., </span><span data-ccp-parastyle="xmsonormal">Sengalrayan</span><span data-ccp-parastyle="xmsonormal">, B. W.</span><span data-ccp-parastyle="xmsonormal">,</span><span data-ccp-parastyle="xmsonormal"> &amp; Kenneth, K. P. (2021). Early childhood intervention: what we know and where are we headed (</span></span><i><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal">NIE Working Paper Series No</span></span></i><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-parastyle="xmsonormal">. 18). </span><span data-ccp-parastyle="xmsonormal">Singapore: National Institute of Education </span></span><a href="https://www.nie.edu.sg/research/publication/nie-working-paper-series" target="_blank" rel="noreferrer noopener"><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-charstyle="Hyperlink">https://www.nie.edu.sg/research/publication/nie-working-paper-series</span></span></a><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"></span><span data-ccp-props="{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<p paraid="2110599027" paraeid="{984de1dd-663d-49ea-b54d-cde34777c773}{82}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-charstyle="Hyperlink">Min</span><span data-ccp-charstyle="Hyperlink">i</span><span data-ccp-charstyle="Hyperlink">stry</span><span data-ccp-charstyle="Hyperlink"> of Social and Family Development. (</span><span data-ccp-charstyle="Hyperlink">March 6, </span><span data-ccp-charstyle="Hyperlink">2019). Opening speech by Mr Desmond Lee at </span><span data-ccp-charstyle="Hyperlink">T</span><span data-ccp-charstyle="Hyperlink">he </span><span data-ccp-charstyle="Hyperlink">C</span><span data-ccp-charstyle="Hyperlink">ommittee of </span><span data-ccp-charstyle="Hyperlink">S</span><span data-ccp-charstyle="Hyperlink">upply 2019. </span></span><a href="https://www.msf.gov.sg/media-room/Pages/Opening-Speech-by-Mr-Desmond-Lee-at-the-Committee-of-Supply-2019.aspx" target="_blank" rel="noreferrer noopener"><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-charstyle="Hyperlink">https://www.msf.gov.sg/media-room/Pages/Opening-Speech-by-Mr-Desmond-Lee-at-the-Committee-of-Supply-2019.aspx</span></span></a><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"></span><span data-ccp-props="{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<p paraid="1913773969" paraeid="{984de1dd-663d-49ea-b54d-cde34777c773}{109}"><b><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-charstyle="Hyperlink">Resource</span></span></b><span data-ccp-props="{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559685&quot;:720,&quot;335559738&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360,&quot;335559991&quot;:720}"> </span></p>
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<p paraid="527877089" paraeid="{984de1dd-663d-49ea-b54d-cde34777c773}{115}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span data-ccp-charstyle="Hyperlink">[Video] </span><span data-ccp-charstyle="Hyperlink">How to bring therapy into the </span><span data-ccp-charstyle="Hyperlink">classroom?</span><span data-ccp-charstyle="Hyperlink">:</span><span data-ccp-charstyle="Hyperlink"> </span><span data-ccp-charstyle="Hyperlink">https://youtu.be/Ls0wzajW19A?list=LLfJTB0Th4XNDbNq9k49yrvQ</span></span><span data-ccp-props="{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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