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<title>Technology – SingTeach | Education Research for Teachers | Research within Reach</title>
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<title>Differentiated Instruction and Station Rotation in Science Lessons</title>
<link>https://singteach.nie.edu.sg/2025/01/16/differentiated-instruction-and-station-rotation-in-science-lessons/?utm_source=rss&utm_medium=rss&utm_campaign=differentiated-instruction-and-station-rotation-in-science-lessons</link>
<comments>https://singteach.nie.edu.sg/2025/01/16/differentiated-instruction-and-station-rotation-in-science-lessons/#respond</comments>
<dc:creator><![CDATA[Teh Wei Lin]]></dc:creator>
<pubDate>Thu, 16 Jan 2025 04:24:53 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[Collaborative learning]]></category>
<category><![CDATA[Secondary school]]></category>
<category><![CDATA[Teacher practices]]></category>
<category><![CDATA[Teacher voices]]></category>
<category><![CDATA[Science]]></category>
<category><![CDATA[Differentiated instruction]]></category>
<category><![CDATA[Technology]]></category>
<category><![CDATA[Curriculum design]]></category>
<category><![CDATA[Science practical]]></category>
<category><![CDATA[Blended learning]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=24120</guid>
<description><![CDATA[Contributed by Mr Chan Sau Siong, Ms Norazlin Binte Normin, Mr Joseph Lim, Ms Synth-Di Tan and Ms […]]]></description>
<content:encoded><![CDATA[<p><strong><i>Contributed by Mr Chan Sau Siong, Ms Norazlin Binte Normin, Mr Joseph Lim, Ms Synth-Di Tan and Ms Deborah Roshni Rajaratnam from <a href="https://www.rgs.edu.sg/" target="_blank" rel="noopener">Raffles Girls’ School (Secondary)</a> for <a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener">SingTeach Virtual Staff Lounge</a></i></strong></p>
<p><b><i>Raffles Girls’ School (RGS) has embraced differentiated instruction for several years, recognizing its importance in accommodating diverse learning styles, abilities and interests within a classroom. With the rise of home-based learning and the increased use of personal devices during lessons, RGS seeks to further integrate blended learning with differentiated instruction to enhance student agency in learning.</i></b></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-1024x667.jpg" alt="" class="aligncenter wp-image-24121 size-large" width="640" height="417" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-1024x667.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-300x195.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-768x500.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-1536x1000.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-2048x1333.jpg 2048w" sizes="(max-width: 640px) 100vw, 640px" /></p>
<h1>Defining Differentiated Instruction and Blended Learning</h1>
<p><i>Differentiated instruction</i> is a teaching approach that tailors teaching methods, content and assessments to meet the individual needs of students. By acknowledging that learners have varying strengths, weaknesses and preferences, teachers employ strategies like flexible grouping, personalized learning paths and varied assessment methods. The goal is to create an inclusive learning environment where each student can engage with the material at their own pace and level, fostering a more effective and supportive educational experience (Tomlinson & Mood, 2015).</p>
<p><i>Blended learning</i> combines traditional face-to-face teaching with online learning tools and resources. This approach leverages digital platforms, such as video lectures and interactive modules, to complement classroom teaching (Graham <i>et al.</i>, 2019). Blended learning caters to diverse learning styles by offering opportunities for self-paced learning, individualized instruction and collaborative activities, ultimately enhancing engagement, accessibility and the overall quality of education.</p>
<p>Both differentiated instruction and blended learning aim to cultivate student agency by providing a flexible learning environment that empowers students to take control of their educational journey.</p>
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<p><b>Action Research Question </b></p>
<p>The primary research question is: How can station rotation be leveraged for differentiated instruction? Secondary questions include exploring how students learn under this lesson design and their learning experiences.</p>
</div>
</div>
<h6></h6>
<h1>Creation and Implementation of Action Plan</h1>
<p>Teachers from different disciplines and levels, including Lower Secondary Science, Chemistry, and Biology, designed diverse lessons using station rotation (Tucker, 2022). To understand students’ learning experiences, the following data collection tools were used:</p>
<ul>
<li>Evidence of learning: Pre-lesson and post-lesson quizzes.</li>
<li>Focused group discussions (FGD): Small group discussions to gather qualitative insights.</li>
<li>Field observations: Conducted by third parties to provide an external perspective.</li>
<li>Teacher reflections: Teachers’ personal reflections on the lesson’s effectiveness.</li>
</ul>
<p> </p>
<h1>Lesson Design & Results</h1>
<h4><em>1. Paper Chromatography (Lower Secondary Science Year 1)</em></h4>
<p><em>Objectives</em></p>
<ul>
<li style="list-style-type: none;">
<ul>
<li style="list-style-type: none;">
<ul>
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<li>Theory Knowledge: Understand the theory behind paper chromatography, interpret chromatograms and calculate Rf values.</li>
<li>Practical Skills: Correctly set up a paper chromatography experiment and avoid common mistakes.</li>
</ul>
</li>
</ul>
</li>
</ul>
</li>
</ul>
<p> </p>
<p><i>Lesson Design</i></p>
<p style="padding-left: 40px;">Lesson was designed using a station rotation model incorporating differentiated instruction (DI) strategies:<i></i></p>
<p style="padding-left: 40px;">Teacher-led station: Teacher explains the theory and practical setup of paper chromatography based on the readiness of students.</p>
<p style="padding-left: 40px;">Hands-on station: Small group, student-led scientific investigation task reinforcing, and extending learning. Tasks are scaffolded with optional/compulsory challenges based on readiness and interest.</p>
<p style="padding-left: 40px;">Online station: Small group, student-led online station where students created presentations materials or learn further materials online. </p>
<p><i>Results</i></p>
<p style="padding-left: 40px;">The lesson was conducted for four Year 1 classes with a total of 136 students. Analysis of exit card scores showed a 44.9% increase in students scoring full marks at the end of the station rotation. Excluding those with full marks, 87.6% of students improved, with 48.8% showing significant improvement.</p>
<p style="padding-left: 40px;">Student feedback indicated that hands-on learning experience, which improved understanding. The reduced scaffolding hands-on station encouraged students to recall and apply their knowledge independently. Group work allowed students to learn from peers, reinforcing understanding and clearing misconceptions.</p>
<p><i>Recommendations for Improvement</i></p>
<ul>
<li style="list-style-type: none;">
<ul>
<li style="list-style-type: none;">
<ul>
<li style="list-style-type: none;">
<ul>
<li>Align more closely with blended learning principles for greater student agency.</li>
<li>Provide more meaningful online components for online station.</li>
</ul>
</li>
</ul>
</li>
</ul>
</li>
</ul>
<p style="padding-left: 40px;">
<h4></h4>
<h4><em>2. Acid, Base and pH (Chemistry Year 3)</em></h4>
<p><i>Lesson Design</i></p>
<p style="padding-left: 40px;">The lesson used a station rotation model, with a pre-quiz to assess readiness and divide students into groups.</p>
<p style="padding-left: 40px;">Teacher-led Station: Students observed color changes of a universal indicator and plotted a pH curve during a titration experiment using a wireless sensor. Questioning varied based on readiness.</p>
<p style="padding-left: 40px;">Hands-on Station: Students tested pH with indicators and explored the role of water in ionization. Optional questions and success criteria provided differentiation by readiness and interest.</p>
<p style="padding-left: 40px;">Technology Station: Students used an ICT simulation to investigate strength and concentration differences, sharing findings with peers. Questions varied in difficulty with optional challenges.</p>
<p><i>Results</i></p>
<p style="padding-left: 40px;">Students found the lesson enjoyable due to its variety and hands-on approach. Observers noted high engagement without much teacher supervision. Collaborative learning allowed students to clarify misunderstandings with peers.</p>
<p style="padding-left: 40px;">A challenge was the clarity of questions, especially when the teacher was unavailable at certain stations.</p>
<p><i>Recommendations for Improvement</i></p>
<ul>
<li style="list-style-type: none;">
<ul>
<li style="list-style-type: none;">
<ul>
<li style="list-style-type: none;">
<ul>
<li>Allow students to engage in all three stations during curriculum time.</li>
<li>Invite students to present their learning.</li>
<li>Refine questions for clarity and provide accessible hints.</li>
<li>An online platform like <i>Padlet </i>could be used for students to seek help.</li>
</ul>
</li>
</ul>
</li>
</ul>
</li>
</ul>
<p style="padding-left: 120px;">
<p> </p>
<h4><em>3. Consolidation of Gene Expression Processes (Biology Year 4)</em></h4>
<p><i>Lesson Design</i></p>
<p style="padding-left: 40px;">The lesson adopted a station rotation model with differentiated instruction:</p>
<p style="padding-left: 40px;">Teacher-led Station: Teachers provided different activities to address students of different readiness</p>
<p style="padding-left: 40px;">Online Station: Students chose between online articles or virtual experiments, further customizing their learning path.</p>
<p style="padding-left: 40px;">Hands-on Station: Students created animations to demonstrate understanding, addressing scenario ambiguities with creative materials.</p>
<p><i>Results</i></p>
<p style="padding-left: 40px;">A total of 76% of students showed improved understanding of gene expression, with 19% maintaining their scores and 4% regressing. The lesson effectively supported student-centered learning, revealing misconceptions through collaborative animations.</p>
<p style="padding-left: 40px;">Students appreciated the combination of hands-on and online learning, finding it memorable and engaging. Collaborative activities allowed for peer feedback and self-checking.</p>
<p><i>Recommendations for Improvement</i></p>
<ul>
<li style="list-style-type: none;">
<ul>
<li style="list-style-type: none;">
<ul>
<li style="list-style-type: none;">
<ul>
<li>Provide more freedom in station selection, offering recommendations rather than directed placement.</li>
<li>Allocate more time for creating animations to enhance quality.</li>
<li>Maintain differentiation to ensure all students have a basic understanding.</li>
</ul>
</li>
</ul>
</li>
</ul>
</li>
</ul>
<h1></h1>
<h1></h1>
<h1>Conclusion</h1>
<p>In conclusion, the integration of differentiated instruction with blended learning has shown positive results in enhancing student engagement and understanding across various science disciplines. The lessons were well-received, with students appreciating the diverse activities and personalized learning paths. Recommendations for improvement focus on refining lesson designs to further support student agency and engagement, ensuring clarity and depth of content, and optimizing the balance between teacher-led and student-directed learning experiences.</p>
<p><b>References</b></p>
<p>Graham, C. R., Borup, J., Short, C. R., & Archambault, L. (2019). <i>K-12 blended teaching: A guide to personalized learning and online integration</i>. EdTechBooks. https://edtechbooks.org/k12blended</p>
<p>Tomlinson, C. A., & Moon, T. R. (2015). <i>Differentiated instruction: The differentiated classroom, second edition & assessment and student success in a differentiated classroom</i>. ASCD.</p>
<p>Tucker, C. R. (2022). <i>The complete guide to blended learning: Activating agency, differentiation, community, and inquiry for students</i>. Solution Tree Press.</p>
]]></content:encoded>
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</item>
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<title>Future-Ready Education: Evolving Pedagogies, Building Partnerships</title>
<link>https://singteach.nie.edu.sg/2024/07/21/future-ready-education-evolving-pedagogies-building-partnerships/?utm_source=rss&utm_medium=rss&utm_campaign=future-ready-education-evolving-pedagogies-building-partnerships</link>
<comments>https://singteach.nie.edu.sg/2024/07/21/future-ready-education-evolving-pedagogies-building-partnerships/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Sun, 21 Jul 2024 03:11:36 +0000</pubDate>
<category><![CDATA[issue 89 jun 2024]]></category>
<category><![CDATA[Issues]]></category>
<category><![CDATA[Redesigning Pedagogy International Conference]]></category>
<category><![CDATA[Future-Ready]]></category>
<category><![CDATA[Editorial Note]]></category>
<category><![CDATA[Collaborative partnerships]]></category>
<category><![CDATA[Technology]]></category>
<category><![CDATA[Theory-practice nexus]]></category>
<category><![CDATA[Teacher education]]></category>
<category><![CDATA[Teaching practices]]></category>
<category><![CDATA[Pedagogy]]></category>
<category><![CDATA[Lifelong learning]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23390</guid>
<description><![CDATA[In an era defined by rapid technological progress and evolving societal norms, the role of education in preparing […]]]></description>
<content:encoded><![CDATA[<p><em><strong>In an era defined by rapid technological progress and evolving societal norms, the role of education in preparing future-ready teachers and students has become more critical. Classroom practices must increasingly be grounded in education research to ensure a robust foundation for understanding how students learn and to address diverse learning needs. The tenth edition of NIE’s <a href="https://www.ntu.edu.sg/nie/research/redesigning-pedagogy-international-conference-2024" target="_blank" rel="noopener">Redesigning Pedagogy International Conference (RPIC)</a> brings together educators, school leaders, researchers and policymakers from around the globe to network, share new ideas and insights, and collaborate for the future of education. In this Big Idea article, Conference Convenors of RPIC 2024 <a href="https://dr.ntu.edu.sg/cris/rp/rp01476" target="_blank" rel="noopener">Professor Kenneth Poon</a> and <a href="https://dr.ntu.edu.sg/cris/rp/rp01470" target="_blank" rel="noopener">Dr Dennis Kwek</a> share more about what being future-ready means, and how collaborative partnerships can foster innovations and development of new solutions to educational challenges.</strong></em></p>
<div id="attachment_23391" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-23391" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_TheBigIdea_featured-image.png" alt="" class="wp-image-23391" width="600" height="360" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_TheBigIdea_featured-image.png 1000w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_TheBigIdea_featured-image-300x180.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_TheBigIdea_featured-image-768x461.png 768w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-23391" class="wp-caption-text">From left: Dr Dennis Kwek and Professor Kenneth Poon</p></div>
<h1>Concept of Future-Readiness</h1>
<p>The concept of future-readiness in education does not only lie within the boundaries of classroom instruction but extends to fostering lifelong learning habits, developing critical thinking and problem-solving skills, and preparing students to adapt to a rapidly changing world.</p>
<p>“Being future-ready refers to equipping learners with the skills, knowledge and mindsets necessary to thrive in an unpredictable and ever-changing future,” Professor Poon, who is also Dean of Office of Education Research at National Institute of Education (NIE), Singapore, says. “As an institute of teacher training, it becomes very critical that we first equip our educators, seasoned and new, with the technological fluency, global competence, emotional intelligence and also career adaptability skills for them to be able to effectively nurture the next generation of compassionate leaders.”</p>
<p>This holistic approach to teacher education ensures that our educators are not only proficient in the latest educational technologies but also adept at fostering a globally aware mindset among students.</p>
<p>“Educators can stay updated with the latest educational research and pedagogical strategies by engaging in continuous professional learning through seminars, online courses and education conferences where a myriad of speakers <span>– </span>sometimes international ones <span>– </span>can share insights into what has worked for them,” Dr Dennis Kwek, who is also Centre Director of <a href="https://www.ntu.edu.sg/nie/crpp" target="_blank" rel="noopener">Centre for Research in Pedagogy and Practice</a> at NIE, adds.</p>
<h1>Reimagining Holistic Education in Singapore</h1>
<p>At the NIE’s flagship biennial Redesigning Pedagogy International Conference that aims to gather like-minded individuals in education, teachers, researchers and policymakers share innovative ideas, discuss the latest research findings, collaborate on best practices, and explore new approaches to teaching and learning that can enhance educational outcomes.</p>
<p>“We invite three international keynote speakers, focusing on the areas of teacher education, research-practice partnerships and artificial intelligence in education,” Dennis shares. “Given their expertise in these areas, we hope that their sharing of the whats, whys and hows can provide our participants with insights into best practices and innovative strategies. These speakers bring a wealth of knowledge and experience from various educational contexts, offering perspectives that we hope can help us critically evaluate, broaden and refine our own approaches.”</p>
<p>Singapore Minister for Education Mr Chan Chun Sing, at the opening address of the 3-day education conference, says that there is a need to reimagine how education is delivered and reassess what counts as success in education.</p>
<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;">“The teacher’s role becomes more of the facilitator for discovery rather than a didactic transmission of information.”<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;"> Minister Chan</span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">, on the role teachers play today</span></em></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div>
<p></span></p>
<p>Centering on the theme “Growing future-ready teachers and learners: Collaborative research for education change”, Minister Chan shares with close to 1,000 conference delegates: “Education must transcend the mere acquisition of knowledge because knowledge is increasingly commoditized and ever changing. Instead, education must be about the acquisition of skills and dispositions for lifelong learning, especially those that distinguish us from machines and algorithms.”</p>
<p>He also emphasizes the importance of developing students holistically beyond just content knowledge. This means that teachers must facilitate the development of students’ skills in critical thinking, creativity, emotional intelligence and adaptability. “The teacher’s role becomes more of the facilitator for discovery rather than a didactic transmission of information,” Minister Chan says.</p>
<h1>Harnessing Technological Integration in Education</h1>
<p>As part of being future-ready, it becomes clear that harnessing technological integration in education is paramount. It not only enhances classroom instruction but also empowers teachers to create dynamic and personalized learning environments.</p>
<p>Minister Chan says, “Edtech recognizes that each student is unique. Our aspiration is to proliferate personalized learning systems at scale to cater to individual learners, their diverse learning objectives, and the unique learning contexts which they are in.”</p>
<p>Understanding the concerns of many educators, he affirms that artificial intelligence tools will not replace teachers. “Their professional judgement has to be the first and last mile to bridge what technology provides us and what our students need.”</p>
<p>As technology becomes more integrated into teaching, teachers face greater responsibility in discerning when, how and for whom to utilize it effectively. Mastering this new skill set is essential for their ongoing professional development. For example, with high-ability students, advanced technology can offer significant advantages by stretching their capabilities. However, for high-need students, prioritizing interpersonal engagement is crucial to establish socio-emotional foundations before introducing suitable technology solutions.</p>
<h1>The Role of Collaborative Partnerships</h1>
<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;">“When educators are actively involved in the research process, the insights generated are more likely to be practical, contextually relevant and readily implementable in classrooms.”<o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">– </span></em><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">Dennis, </span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">on the importance of educators being actively involved in research work</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>To this end, it is crucial for teachers not to work in isolation but to actively seek partnerships and collaborate on research. Teachers can benefit from diverse perspectives and collective expertise that enhance their teaching practices through collaborative efforts.</p>
<p>“In this evolving educational landscape, collaborative research plays a pivotal role,” Professor Poon who is also leading a large commissioned project on adolescent development in Singapore says. “By engaging in collaborative research, teachers can share insights and strategies, learn from each other’s experiences, and develop evidence-based practices.”</p>
<p>Additionally, this collective effort that brings together diverse stakeholders can help create a dynamic and responsive education system that can adapt to new challenges and opportunities. By leveraging the strengths and expertise of individuals such as educators, researchers, policymakers and even industry professionals, collaborative partnerships create a synergistic effect that can lead to significant improvements in educational outcomes.</p>
<p>“One of the primary benefits of collaborative partnerships is the enhancement of teacher professional learning,” Dennis says. Through meaningful collaborations with universities and research institutions, teachers ensure continuous professional growth, acquiring deep knowledge and new skills necessary to address students’ diverse needs effectively.</p>
<p>Additionally, collaborative research enhances the relevance and applicability of research findings. “When educators are actively involved in the research process, the insights generated are more likely to be practical, contextually relevant and readily implementable in classrooms,” Dennis adds. This ensures that research has a direct and positive impact on teaching and learning practices.</p>
<p>Achieving all these goals, however, poses a multifaceted journey for teachers, filled with challenges and opportunities for growth. “If we can do all these, teaching will be a much more challenging, and yet much more fulfilling profession for our teachers in our system,” Minister Chan affirms at the end of his address. </p>
<p><a href="https://singteach.nie.edu.sg/2024/07/19/adolescence-exploring-the-second-window-of-opportunity-and-risk/" target="_blank" rel="noopener"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_TheBigIdea_online-content-2-300x53.png" alt="" class="alignnone wp-image-23603" width="400" height="70" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_TheBigIdea_online-content-2-300x53.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_TheBigIdea_online-content-2.png 736w" sizes="(max-width: 400px) 100vw, 400px" /></a></p>
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<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&utm_medium=rss&utm_campaign=moving-beyond-the-hype-of-ai-in-education</link>
<comments>https://singteach.nie.edu.sg/2024/07/21/moving-beyond-the-hype-of-ai-in-education/#respond</comments>
<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[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>
<category><![CDATA[AI in education]]></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, […]]]></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>
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<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>
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<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>
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<p><span style="font-family: 'Georgia',serif; color: #333333;">“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.”<o:p></o:p></span></p>
<p><em><span style="font-family: 'Georgia',serif; color: #333333;">– <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><a href="https://www.youtube.com/watch?v=wqocVqinjys&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>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&utm_medium=rss&utm_campaign=navigating-the-future-of-education-perspectives-on-ai-integration</link>
<comments>https://singteach.nie.edu.sg/2024/04/29/navigating-the-future-of-education-perspectives-on-ai-integration/#respond</comments>
<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[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>
<category><![CDATA[AI in education]]></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 […]]]></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><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>
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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>
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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>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&utm_medium=rss&utm_campaign=teachers-as-collaborative-designers-of-learning</link>
<comments>https://singteach.nie.edu.sg/2023/07/05/teachers-as-collaborative-designers-of-learning/#respond</comments>
<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[Technology]]></category>
<category><![CDATA[Blended learning]]></category>
<category><![CDATA[Virtual learning]]></category>
<category><![CDATA[Teachers' Conference]]></category>
<category><![CDATA[ICT]]></category>
<category><![CDATA[Collaboration]]></category>
<category><![CDATA[Digital teaching]]></category>
<category><![CDATA[Pedagogy]]></category>
<category><![CDATA[People]]></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, […]]]></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>Using ICT-Enhanced Peer Review Process to Improve Students’ Narrative Writing</title>
<link>https://singteach.nie.edu.sg/2023/04/13/using-ict-enhanced-peer-review-process-to-improve-students-narrative-writing/?utm_source=rss&utm_medium=rss&utm_campaign=using-ict-enhanced-peer-review-process-to-improve-students-narrative-writing</link>
<comments>https://singteach.nie.edu.sg/2023/04/13/using-ict-enhanced-peer-review-process-to-improve-students-narrative-writing/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Thu, 13 Apr 2023 06:19:41 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[Technology]]></category>
<category><![CDATA[Chinese language]]></category>
<category><![CDATA[Peer assessment]]></category>
<category><![CDATA[ICT]]></category>
<category><![CDATA[Peer Work]]></category>
<category><![CDATA[Language Ed]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21499</guid>
<description><![CDATA[Contributed by Ms Neo Jia Hui, from Raffles Girls’ School, for SingTeach Virtual Staff Lounge The implementation of […]]]></description>
<content:encoded><![CDATA[<p><b><i>Contributed by Ms </i></b><b><i>Neo Jia Hui, from </i></b><a href="https://www.rgs.edu.sg/"><b><i>Raffles Girls’ School</i></b></a><b><i>, for</i></b><b> </b><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><i>SingTeach</i></b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b> </b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><i>Virtual Staff Lounge</i></b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b> </b></a><b></b></p>
<p><i>The implementation of the new Chinese syllabus in 2021 places a strong emphasis on self-directed learning. With the introduction of iPads as student personal learning devices at Raffles Girls’ School, the school’s Year 1 Higher Chinese Language team has been incorporating the use of online platforms and iPads in the teaching of process writing and peer review to improve students’ narrative writing skills.</i></p>
<div id="attachment_21502" style="width: 460px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21502" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_NeoJiahui-300x237.jpg" alt="" class="wp-image-21502" width="450" height="356" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_NeoJiahui-300x237.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_NeoJiahui-1024x809.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_NeoJiahui-768x607.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_NeoJiahui.jpg 1379w" sizes="(max-width: 450px) 100vw, 450px" /><p id="caption-attachment-21502" class="wp-caption-text">2022 Y1HCL team (from left to right): Ms Neo Jia Hui, Mr Chua Han Hui, Mdm Lee Szer Yuen and Ms Lin Yao.</p></div>
<h1>The ICT-Enhanced Peer Review Process</h1>
<p>The narrative writing process, as taught to the Year 1 Higher Chinese Language (Y1HCL) cohort, consists of 3 main steps:</p>
<p> </p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-881x1024.png" alt="" class="alignnone wp-image-21523" width="585" height="680" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-881x1024.png 881w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-258x300.png 258w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-768x893.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-1322x1536.png 1322w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-1762x2048.png 1762w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop.png 2047w" sizes="(max-width: 585px) 100vw, 585px" /></p>
<p> </p>
<h1>Reflections of Teachers</h1>
<p>In 2022, the Y1HCL team of teachers embarked on an action research on the effectiveness of using technology in peer review. Based on the feedback from teachers and students, the team reflected on the peer review process and would like to share some takeaways from using ICT tools in peer review.</p>
<h4>Simplifying the Process While Giving Students Choices</h4>
<p style="padding-left: 40px;">The ICT-enhanced peer review process posed challenges for both teachers and students. Teachers gave feedback that the peer review process can be simplified, as some students found it cumbersome and confusing to convert Google Documents into PDF before they can use their Apple Pencil to annotate. Teachers then have to spend more time in addressing this problem. Some students also share that they prefer to be given a choice to either type or write out their first draft and final submission as some wanted more practice in handwriting an entire essay.</p>
<p style="padding-left: 40px;">Based on the feedback, we have learnt that to leverage technology in promoting greater efficiency as well as catering to the needs of different students, we should simplify the process of writing essays and peer review by using only one to two ICT tools or platforms. For example, for students who prefer to type, they can type their first draft and provide peer review via Google Document. For students who prefer to write by hand, they can choose to handwrite their first draft, scan it as a PDF document and provide peer review using Apple Pencil. This will minimize the need for students to toggle with different platforms and convert each document.</p>
<h4>Making Use of ICT Tools to Visualize Content</h4>
<p style="padding-left: 40px;">Many students gave positive feedback on the use of Apple Pencil during the peer review process. Using the Apple Pencil to annotate allows them to use different font colours and symbols to visualize the different content and descriptions, strengths and areas for improvement clearly. To better facilitate this process, clear and standardized instructions should be given, such as using green to underline sentences with grammatical errors, and/or using blue to highlight character thoughts and feelings, etc.</p>
<h4>Giving Targeted and Constructive Feedback</h4>
<p style="padding-left: 40px;">To better help students in giving targeted comments, good feedback samples must be provided. Prior to the peer review, teachers can give students more time to practice on giving feedback through platforms like Student Learning Space (SLS). This allows students to learn and put their skills into practice at their own time and pace before the actual peer review. More class time should also be given to teachers to better guide the peer review process.</p>
<p> </p>
<h1>Conclusion</h1>
<p>This action research serves as a great opportunity for the Y1HCL teachers to reflect on our current peer review process and share our takeaways. We will continue to explore and improve on our current processes, and use ICT tools as an enabler to make the peer review process more self-directed and efficient for students.</p>
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<title>Implications of ChatGPT on Education – The Teacher’s Perspective</title>
<link>https://singteach.nie.edu.sg/2023/03/11/implications-of-chatgpt-on-education-the-teachers-perspective/?utm_source=rss&utm_medium=rss&utm_campaign=implications-of-chatgpt-on-education-the-teachers-perspective</link>
<comments>https://singteach.nie.edu.sg/2023/03/11/implications-of-chatgpt-on-education-the-teachers-perspective/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Sat, 11 Mar 2023 15:20:38 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[Pedagogy]]></category>
<category><![CDATA[Technology]]></category>
<category><![CDATA[Student learning]]></category>
<category><![CDATA[Future of Teaching and Learning]]></category>
<category><![CDATA[Artificial Intelligence]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21364</guid>
<description><![CDATA[Contributed by Chan Kuang Wen and Tan Jing Long, from Raffles Institution (Junior College) and Temasek Junior College, […]]]></description>
<content:encoded><![CDATA[<p><strong><i><span lang="EN-SG">Contributed by<span> <b><span lang="EN">Chan Kuang Wen</span></b><span lang="EN"> and <b>Tan Jing Long</b></span></span></span></i><i><span lang="EN-SG">,<span> from <span lang="EN">Raffles Institution (Junior College) and Temasek Junior College, respectively</span></span></span><span lang="EN">, for</span><span lang="EN"> </span></i><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener"><span lang="EN-MY">SingTeach Virtual Staff Lounge</span></a></strong></p>
<p><i><span lang="EN">ChatGPT. You may not know what exactly it is but you must have seen or heard what it can do. For starters, ChatGPT is a machine learning model which interacts in a conversational way (Ramponi, 2022). The dialogue format makes it possible for ChatGPT to answer follow-up questions, challenge incorrect premises and even admit its mistakes. Such a powerful tool has naturally created significant cause for concern over plagiarism (Chia, 2023) and its disruption to classroom teaching (Lim, 2022). This begs the question: is ChatGPT a threat to education? Or does it spell the future of education?</span></i></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Photo-300x150.png" alt="" class="aligncenter wp-image-21384" width="600" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Photo-300x150.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Photo-1024x512.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Photo-768x384.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Photo-1536x768.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Photo-2048x1024.png 2048w" sizes="(max-width: 600px) 100vw, 600px" /></p>
<p><span lang="EN">It is unlikely that ChatGPT or any other AI language model would cause teachers to become jobless. AI can assist teachers in tasks such as grading papers and creating plans, but it is not capable of replacing the human element of teaching, which includes the ability to form connections with students and provide emotional support. Additionally, AI cannot provide the same level of creativity, spontaneity, and adaptability that a human teacher can. Therefore, it is more likely that AI will augment and assist teachers rather than replace them.</span></p>
<p><span lang="EN">Sounds like a disclaimer? The above paragraph is a verbatim response by ChatGPT to the prompt, “I am a teacher. Will I be rendered jobless by you?” What is impressive is not only the nuance and criticality displayed in its response, but its apparent self-awareness.</span></p>
<p><span lang="EN">Indeed, ChatGPT is a powerful chatbot that can be used as a learning companion to students. For one, it could substitute search engines. Before ChatGPT, search engines such as Google acted as assistants to students, by organizing the vast Internet into a directory of most relevant information. However, students need to click through the links and extract whatever information fit for their purposes. With ChatGPT however, it allows students to obtain a fit-for-purpose answer almost immediately. Furthermore, ChatGPT is able to contextualize each answer to preceding prompts.</span></p>
<h1><span lang="EN">The Reliability of ChatGPT</span></h1>
<p><span lang="EN">To what extent is ChatGPT a good learning companion to students? We stress tested ChatGPT on two subjects. When asked a quintessential essay question in Economics (Fig. 1), it proposed a robust list of distinct points which students could potentially substantiate.</span></p>
<div id="attachment_21367" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21367" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_1-300x234.png" alt="" class="wp-image-21367" width="600" height="469" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_1-300x234.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_1-768x600.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_1.png 975w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-21367" class="wp-caption-text">Figure 1. ChatGPT’s response when it was asked an Economics essay question.</p></div>
<p><span lang="EN">We went a little further for Math and prompted ChatGPT to solve two equations which did not have unique solutions (Fig. 2, Fig. 3). To our amazement, ChatGPT seemingly understood a deeper mathematical concept and was able to make a general statement about the existence of solutions, rather than just solving the equations. </span></p>
<p><div id="attachment_21372" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21372" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_2-300x94.png" alt="" class="wp-image-21372" width="600" height="188" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_2-300x94.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_2-768x241.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_2.png 975w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-21372" class="wp-caption-text">Figure 2. ChatGPT’s response when asked to solve a Math problem with infinite solutions.</p></div> <div id="attachment_21376" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21376" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_3-300x140.png" alt="" class="wp-image-21376" width="600" height="279" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_3-300x140.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_3-768x358.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_3.png 975w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-21376" class="wp-caption-text">Figure 3. ChatGPT’s response when asked to solve a Math problem with no solution.</p></div></p>
<p><span lang="EN">Whilst it is impressive to see that ChatGPT can provide students with accurate and realistic answers, this raises two immediate questions: (i) Is ChatGPT <i>always</i> accurate?, and (ii) Will students grow to become over-reliant on ChatGPT that they cannot solve problems on their own?</span><span lang="EN"></span></p>
<p><span lang="EN">The first question raises two fundamental limitations of ChatGPT. First, ChatGPT delivers on well-posed close-ended questions, i.e., questions which are factual and premised on a factual assumption. However, when asked a question which is presupposed on erroneous facts, it can generate an incorrect response, even confidently. In the following example in Figure 4, ChatGPT confidently answered the question even though the question was incorrect (i.e., cis-butene has a lower melting point than trans-butene whereas ChatGPT supplied an explanation to the contrary). If students are over-reliant on using ChatGPT as a search engine and do not verify their answers, they run into the possibility of learning the wrong facts, or worse still, inculcating misconceptions which may be very difficult to unlearn.</span></p>
<div id="attachment_21378" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21378" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_4-300x204.png" alt="" class="wp-image-21378" width="600" height="407" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_4-300x204.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_4-768x521.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_4.png 975w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-21378" class="wp-caption-text">Figure 4. ChatGPT’s response when asked an incorrect question.</p></div>
<p><span lang="EN">ChatGPT does not only occasionally produce a technically inaccurate answer with confidence; it also has the capacity to invent an entire fictitious argument (Smith, 2023) or mechanism which eludes detection from a non-expert. This dangerous phenomenon is known as “hallucination” (“Hallucination [artificial intelligence]”, 2023), and can produce factually inaccurate text which may pass off as credible. Crucially, it implies that the output generated by ChatGPT has to be checked, most of the time, by none other than the user himself/herself.</span></p>
<p><span lang="EN">Second, there is a large variance in the quality of answers supplied by ChatGPT – it occasionally has difficulty in providing new responses (Earley, 2023) to repeated open-ended prompts, especially in providing meaningful details. Consequently, this reduces the re-usability of ChatGPT as a tool.</span></p>
<h1><span lang="EN">How Useful Is ChatGPT to Educators?</span></h1>
<p><span lang="EN">Notwithstanding the above, ChatGPT has manifold use cases for educators.<b> </b>For one, it can generate captivating lesson plans and help us overcome <i>writer’s block</i>. For instance, if I want to create an escape room activity to teach about Hamlet (Fig. 5), ChatGPT offers a quick storyline for the task. We can then adapt the storyline to suit our needs. In addition, by adding phrases such as “for high school students”, ChatGPT can give age-appropriate lesson ideas.</span></p>
<div id="attachment_21380" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21380" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_6-300x183.png" alt="" class="wp-image-21380" width="600" height="366" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_6-300x183.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_6-768x468.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_6.png 975w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-21380" class="wp-caption-text">Figure 5. ChatGPT’s response when asked to design an escape room activity for Hamlet.</p></div>
<p><span lang="EN">Another use case for ChatGPT is its use in the classroom – as a generator of sample students’ responses to tutorial questions, such as essay questions, which students can critique. The advantage of an artificially generated response is that students can be objective in their critique without worrying about the emotional response their peer may have if that essay were to be written by a peer. This creates a safe space and an authentic learning context, especially since writing is much more iterative and collaborative in the real world.</span></p>
<p><span lang="EN">Much of what is written about ChatGPT for teachers is based on user experiments, but what about its nuts and bolts? ChatGPT is a chatbot built on a massive mathematical model, fitted on vast swathes of human text available on the Internet; it predicts the most likely words or sentence that is likely to occur next, given the previous. While ChatGPT has learnt the basic statistical structure of language and appears to be able to reason with the user, simple but carefully designed experiments (</span><span lang="EN">Han <i>et al.</i>, 2022)</span><span lang="EN"> (e.g. </span><span lang="EN"><a href="https://towardsdatascience.com/testing-gpt-3-on-elementary-physics-unveils-some-important-problems-9d2a2e120280">this set of elementary Physics questions</a></span><span lang="EN"> [Sphere, 2022]) reveal that ChatGPT is unable to comprehend logic, or more generally, more complex cognitive tasks of language. Nevertheless, it is worth noting that ChatGPT has been refined with substantial human user input from the preceding model.</span><span lang="EN"> </span></p>
<h1><span lang="EN">Future Possibilities</span></h1>
<p><span lang="EN">We believe that the impact of ChatGPT on education has been exaggerated. As a divergent tool, i.e., for brainstorming or open-ended search, ChatGPT works excellent. However, ChatGPT ought not to be allowed as a writing tool in students’ assignments or assessments. While in classical research, students may paraphrase researchers’ arguments and cite accordingly, traceability is impossible with ChatGPT, made worse by ChatGPT’s ability to cook up fictitious citations.</span></p>
<p><span lang="EN">ChatGPT will only become more powerful – its modalities may extend beyond text and code –but that only reinforces the importance of the human. Once, well-written text provided circumstantial evidence to good scholarship. However, what appears now as well-written text in fact may not have been verified at all. Users of ChatGPT, if untrained or derelict, may pose more of a harm than a good. While the bounds of ethical and appropriate use of ChatGPT in an assignment remains to be determined, one thing is for sure: as students have greater discretion in moral decisions, teachers need to double down on character education.</span></p>
<p><span lang="EN">Some have likened ChatGPT to the invention of a calculator. Like the impact a calculator had on arithmetic, students’ writing abilities may inevitably deteriorate. While we may retreat to closed-book pen-and-paper assessment, perhaps, ChatGPT best epitomizes, and catalyzes, the paradigm shift in 21st century work-readiness from problem-solving to problem-posing.</span></p>
<h1><span lang="EN">References</span></h1>
<p><span lang="EN">Han, S., Schoelkopf, H., Zhao, Y., Qi, Z., Riddell, M., Benson, L., Sun, L., Zubova, E., Qiao, Y., Burtell, M., Peng, D., Fan, J., Liu, Y., Wong, B., Sailor, M., Ni, A., Nan, L., Kasai, J., Yu, T., Zhang, R., Joty, S., Fabbri, A. R., Kryscinski, W., Lin, X. V., Xiong, C, and Radev, D. . (2022, September 2). FOLIO: Natural Language Reasoning with First-Order Logic. </span><span lang="EN"><a href="https://arxiv.org/abs/2209.00840">https://arxiv.org/abs/2209.00840</a></span><span lang="EN"></span></p>
<p><span lang="EN">Chia, O. (2023, January 6). Teachers v ChatGPT: Schools face new challenge in fight against plagiarism. <i>The Straits Times</i>. </span><span lang="EN"><a href="https://www.straitstimes.com/tech/teachers-v-chatgpt-schools-face-new-challenge-in-fight-against-plagiarism">https://www.straitstimes.com/tech/teachers-v-chatgpt-schools-face-new-challenge-in-fight-against-plagiarism</a></span><span lang="EN"></span></p>
<p><span lang="EN">Ealey, S. (2023, January 25). <i>ChatGPT: Insightful, Articulate, Inconsistent, and Wrong. A Game Changer?</i> Customer Think. </span><span lang="EN"><a href="https://customerthink.com/chatgpt-insightful-articulate-inconsistent-and-wrong-a-game-changer/">https://customerthink.com/chatgpt-insightful-articulate-inconsistent-and-wrong-a-game-changer/</a></span><span lang="EN"></span></p>
<p><span lang="EN">Hallucination (artificial intelligence). (2023, February 24). In <i>Wikipedia</i>. </span><span lang="EN"><a href="https://en.wikipedia.org/wiki/Hallucination_(artificial_intelligence)">https://en.wikipedia.org/wiki/Hallucination_(artificial_intelligence)</a></span><span lang="EN"></span></p>
<p><span lang="EN">Lim, V. F. (2022, December 16). ChatGPT raises uncomfortable questions about teaching and classroom learning. <i>The Straits Times. </i></span><span lang="EN"><a href="https://www.straitstimes.com/opinion/need-to-review-literacy-assessment-in-the-age-of-chatgpt"><i>https://www.straitstimes.com/opinion/need-to-review-literacy-assessment-in-the-age-of-chatgpt</i></a></span><i><span lang="EN"> </span></i></p>
<p><span lang="EN">Ramponi, M. (2022, December 23). <i>How ChatGPT actually works</i>. Assembly AI. </span><span lang="EN"><a href="https://www.assemblyai.com/blog/how-chatgpt-actually-works/">https://www.assemblyai.com/blog/how-chatgpt-actually-works/</a></span><span lang="EN"></span></p>
<p><span lang="EN">Smith, N. (2023, January 31). <i>Why does ChatGPT constantly lie?</i> Noahpinion. </span><span lang="EN"><a href="https://noahpinion.substack.com/p/why-does-chatgpt-constantly-lie">https://noahpinion.substack.com/p/why-does-chatgpt-constantly-lie</a></span><span lang="EN"></span></p>
<p><span lang="EN">Sphere, L. (2022, January 8). <i>Testing GPT-3 on Elementary Physics Unveils Some Important Problems</i>. Towards Data Science. </span><span lang="EN"><a href="https://towardsdatascience.com/testing-gpt-3-on-elementary-physics-unveils-some-important-problems-9d2a2e120280">https://towardsdatascience.com/testing-gpt-3-on-elementary-physics-unveils-some-important-problems-9d2a2e120280</a></span><span lang="EN"></span></p>
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<title>Digital and Media Literacy</title>
<link>https://singteach.nie.edu.sg/2022/10/21/digital-and-media-literacy/?utm_source=rss&utm_medium=rss&utm_campaign=digital-and-media-literacy</link>
<comments>https://singteach.nie.edu.sg/2022/10/21/digital-and-media-literacy/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Fri, 21 Oct 2022 06:56:17 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 82 sep 2022]]></category>
<category><![CDATA[Technology]]></category>
<category><![CDATA[Digital literacy]]></category>
<category><![CDATA[Media literacy]]></category>
<category><![CDATA[ICT]]></category>
<category><![CDATA[Digital media use]]></category>
<category><![CDATA[Editorial]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=20734</guid>
<description><![CDATA[Digital media and technology increasingly permeate every aspect of our lives. In fact, for many of us, it […]]]></description>
<content:encoded><![CDATA[<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_TheBigIdea_Csilla-scaled-e1666341722788-222x300.jpg" alt="" class="alignright wp-image-20745" width="296" height="400" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_TheBigIdea_Csilla-scaled-e1666341722788-222x300.jpg 222w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_TheBigIdea_Csilla-scaled-e1666341722788-757x1024.jpg 757w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_TheBigIdea_Csilla-scaled-e1666341722788-768x1039.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_TheBigIdea_Csilla-scaled-e1666341722788-1135x1536.jpg 1135w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_TheBigIdea_Csilla-scaled-e1666341722788-1514x2048.jpg 1514w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_TheBigIdea_Csilla-scaled-e1666341722788.jpg 1542w" sizes="(max-width: 296px) 100vw, 296px" /></p>
<p>Digital media and technology increasingly permeate every aspect of our lives. In fact, for many of us, it is now difficult to imagine how we could work, play, oversee our finances or manage our social relationships without the array of digital tools and services available to us. Yet it is also true that technology has a tendency to develop faster than we have the time to appraise its impact on our young (and old), on our communities, on our environment. The anxieties we feel around losing out in the technological race may compel us to let technology drive social change, instead of starting with developing sustainable principles for how we can leverage technology to maximize human development. Our perspective on the exact role or place of technology in our social world is important because it will shape what counts as progress, how we measure it, and who shares its benefits. Ultimately, the stance we take toward technology today will shape our imagination of possible futures. Digital and media literacy are crucial vehicles in this process as they can set the tone for how we see digital media and technology intertwine with our social fabric.</p>
<p>In this issue of <em>SingTeach</em>, contributors discuss digital and media literacy from a perspective that <strong>foregrounds the social</strong>. The Big Idea introduces digital and media literacy as a complex and deeply contextual <strong>practice</strong> and advocates a holistic approach for its development that engages students, teachers as well as parents. NIE Assistant Professor Victor Lim Fei’s research has documented some of the ways in which this may be done, and in his article, he explains why it is so important for teachers to develop digital and media literacy through multimodal composition, digital play, as well as a focus on metalanguage. Associate Professor Antero Garcia from Stanford University in the USA broadens the social lens even further and invites us to think about digital citizenship: How can digital and media literacy facilitate civic identities in our online practices, and what can teachers do in this regard? We can see this idea put into educational practice through Serangoon Garden Secondary School’s Applied Learning Programme (ALP) on <a href="https://www.sgs.edu.sg/academic-exellence/applied-learning-programme/" target="_blank" rel="noopener"><em>Researching Society through Media Literacy</em></a>. Ms Tan Shu Fen, Head of Humanities and Mr Mohamed Imran, Head of Design and Technology, co-leaders of this interdisciplinary ALP, explain how the programme is geared toward addressing societal issues through design-based collaboration while also fostering complex digital and media literacies. Teck Whye Primary School’s <a href="https://teckwhyepri.moe.edu.sg/our-niche-programmes/media-whiz-kids/#:~:text=The%20'Media%20Whiz%20Kids'%20(,to%20authentic%20and%20meaningful%20contexts." target="_blank" rel="noopener"><em>Media Whiz Kids</em></a> programme similarly tackles technology, design and communication from a complex and interdisciplinary point of view. Miss Gan Yeh Li, ICT Subject Head, and Mdm Nurul Huda Misman, a Senior Teacher in the English department, explain the holistic approach behind <em>Media Whiz Kids</em> and why it is successful in developing media literate youth.</p>
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<title>Putting Multiliteracies into Practice in the Classroom</title>
<link>https://singteach.nie.edu.sg/2022/10/20/putting-multiliteracies-into-practice-in-the-classroom/?utm_source=rss&utm_medium=rss&utm_campaign=putting-multiliteracies-into-practice-in-the-classroom</link>
<comments>https://singteach.nie.edu.sg/2022/10/20/putting-multiliteracies-into-practice-in-the-classroom/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Thu, 20 Oct 2022 09:04:57 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 82 sep 2022]]></category>
<category><![CDATA[English language]]></category>
<category><![CDATA[Multiliteracies]]></category>
<category><![CDATA[Multimodality]]></category>
<category><![CDATA[Technology]]></category>
<category><![CDATA[Digital literacy]]></category>
<category><![CDATA[Media literacy]]></category>
<category><![CDATA[Multimodal literacy]]></category>
<category><![CDATA[Research in Action]]></category>
<category><![CDATA[Digital teaching]]></category>
<category><![CDATA[Digital media use]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=20653</guid>
<description><![CDATA[What comes to mind when you hear the word “literacy”? Many may immediately think of the act of […]]]></description>
<content:encoded><![CDATA[<p><em><strong>What comes to mind when you hear the word “literacy”? Many may immediately think of the act of reading, writing and spelling, but with the advent of new technologies, literacy now encompasses a set of skills and strategies that go beyond traditional print media to include digital media as well. Writing, on-screen visuals and other modes often converge to communicate multiple meanings, prompting the reader to consider more than one interpretation of a text. <a href="https://dr.ntu.edu.sg/cris/rp/rp01621" target="_blank" rel="noopener">Assistant Professor Victor Lim Fei</a>, from <a href="https://nie.edu.sg/our-people/academic-groups/ell" target="_blank" rel="noopener">NIE’s English Language & Literature Academic Group</a>, talks to </strong></em><a href="https://singteach.nie.edu.sg/" target="_blank" rel="noopener"><strong>SingTeach</strong></a><em><strong> about his research projects which have a key focus on multimodal literacy.</strong></em></p>
<h1>Students’ In- and Out-of-School Literacies</h1>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_Researchin-Action_VictorLimFei-194x300.jpg" alt="" class="alignright wp-image-20667" width="227" height="350" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_Researchin-Action_VictorLimFei-194x300.jpg 194w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_Researchin-Action_VictorLimFei-664x1024.jpg 664w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_Researchin-Action_VictorLimFei-768x1185.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_Researchin-Action_VictorLimFei-995x1536.jpg 995w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_Researchin-Action_VictorLimFei-1327x2048.jpg 1327w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_Researchin-Action_VictorLimFei.jpg 1620w" sizes="(max-width: 227px) 100vw, 227px" /></p>
<p>The age of digital interconnectivity has seen children and adolescents of today well adept at consuming, creating and sharing content across different social media platforms. Playing digital games and building virtual worlds can also be a means for them to socialize and interact with one another. These communicative practices are considered as “out-of-school” literacies, which refer to literacy practices used outside of school settings and are less likely taught as part of the school literacy curriculum.</p>
<p><a href="https://dr.ntu.edu.sg/cris/rp/rp01621" target="_blank" rel="noopener">Assistant Professor Victor Lim Fei</a>, from NIE, is interested in how to bridge such out-of-school literacies with what students are learning in the classroom. Defining multiliteracies as “the broadening of literacy beyond language learning to include other ways of communication, such as images, animation, sound and music”, he says that it is also about engaging students about their out-of-school experiences.</p>
<p>“A multiliteracies learning experience will thus have students engaging not just critically and cognitively with knowledge, but also emotionally and creatively through various ways of expression, performance and making,” he says.</p>
<p>“A multiliteracies classroom will focus on not just the learning of language, but will also give attention to how meanings are made multimodally.”</p>
<h1>Multimodal Meaning-Making in the Classroom</h1>
<p>Victor explains that multiliteracies is one of the pedagogical emphases of the English Language Syllabus 2020. The first phase of his research project, which was conducted in 2019, seeks to understand how multiliteracies are currently taught in the English Language classroom in Singapore schools.</p>
<p>The study found that multimodal texts, which refer to texts that combine two or more modes such as written language, spoken language, visual, audio, gestural and spatial, were commonly used in the English Language classroom. However, they were more often used as stimulus for reading and writing, and less for the teaching of critical viewing and effective representing skills.</p>
<p>“The objective of critical viewing is to help students develop the knowledge and skills to analyse and evaluate multimodal texts that use visuals,” he explains. “Although the explicit teaching of viewing skills was observed in some lessons, less attention was given to the explicit teaching of representing skills which can involve students’ creation of multimodal artefacts.”</p>
<p>Noting that there are limited opportunities for students’ multimodal meaning-making in many of the English Language classrooms, he recommends that students should be given opportunities to construct knowledge through participating in collaborative learning activities.</p>
<p>“It is also important to use relatable learning resources, drawing on their prior knowledge and experience, and connecting what they learn in school with what they experience out of school,” he adds.</p>
<h1>Preparing Teachers for Multiliteracies Pedagogy</h1>
<p>The second phase of the project, which was implemented from 2020 to 2021, adopted a design-based research approach with a goal to build up the skills of teacher leaders who can be advocates of the teaching of multiliteracies. The research team, together with the teachers, co-designed and developed a total of six lesson packages and one assessment package on multimodal literacy learning.</p>
<p>“We introduced teachers to the learning processes of encountering, exploring, evaluating and expressing as a framework to design for multimodal literacy learning. The aim is to strengthen teacher expertise in guiding students’ interpretation of multimodal texts, as well as supporting their multimodal composing,” he comments.</p>
<p>He reflects that more needs to be done as teachers will need further support in designing meaningful learning for their students. He believes that communities of practice are useful platforms for teachers to share ideas, resources and experiences on multiliteracies learning and teaching.</p>
<p>“Such ground-up initiatives can be complemented with professional learning such as pre-service training and in-service sessions. These will create more opportunities for teachers to demonstrate their confidence and competence in applying multiliteracies pedagogies,” he adds.</p>
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<p><span style="font-family: 'Georgia',serif; color: #333333;">“Such ground-up initiatives can be complemented with professional learning such as pre-service training and in-service sessions. These will create more opportunities for teachers to demonstrate their confidence and competence in applying multiliteracies pedagogies.”<o:p></o:p></span></p>
<p><em><span style="font-family: 'Georgia',serif; color: #333333;">– </span></em><strong><i><span style="font-family: 'Georgia',serif; color: #333333;">Victor, </span></i></strong><em><span style="font-family: 'Georgia',serif; color: #333333;">on how teachers can be further supported in designing meaningful learning for their students</span></em></p>
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<h1>Metalanguage to Foster Media Literacy Skills</h1>
<p>How can schools foster media literacy and critical thinking skills? Victor emphasizes that for students to critically engage with media, they must first be supported with the resources to not only understand, but also how to think and talk about the meanings made in the multimodal texts. Introducing a metalanguage, that is language to describe language, is an important aspect of this process.</p>
<p>“Beyond understanding how meanings are made, a metalanguage also provides teachers and students with a common vocabulary to have a dialogue on the shifts and changes in meaning across forms of texts,” he remarks.</p>
<p>Equipped with a metalanguage, teachers and students can progress to analyse the texts at a deeper level. This can include questioning the point of view offered in the text and considering other possible perspectives that may have been absent, suppressed or ignored. For example, primary school students can explore alternative endings of a fairy-tale or experiment with what might have happened if the gender roles were reversed.</p>
<p>“Having a semiotic awareness of the ways meanings are made in the media text is necessary before students can identify the implicit values inherent in the text and make better judgements about the messages they are presented with,” he contends.</p>
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<div class="message-box-title">Learning through Digital Play</div>
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<p paraid="149659347" paraeid="{cd9c6cfc-2839-4a9c-bb78-40e4507a1f76}{182}"><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><span>Victor’s research paper on integrating digital play in the classroom was published</span><span> in 2020</span><span> in the international journal </span></span><i><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><span>Games and Culture</span></span></i><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><span>. The paper seeks</span><span> to develop a set of pedagogical principles </span><span>from the current approaches to multimodality </span><span>that can support teachers in selecting, evaluating and using a range of digital media, including video games, for literacy development.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":160,"335559740":360}"> </span></p>
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<p paraid="149659348" paraeid="{cd9c6cfc-2839-4a9c-bb78-40e4507a1f76}{202}"><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><span>“The research paper proposes a metalanguage, that is a language to describe the aspects of video games</span><span>.</span><span> </span><span>This metalanguage </span><span>allows teachers and students to think and talk about digital play,” he notes.</span><span> </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":160,"335559740":360}"> </span></p>
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<p paraid="149659349" paraeid="{cd9c6cfc-2839-4a9c-bb78-40e4507a1f76}{218}"><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><span>H</span><span>aving students engage with the questions derived from the metalanguage is one of the ways teachers can integrate digital play into the classroom.</span><span> For example, teachers can first </span><span>guide </span><span>s</span><span>tudents </span><span>to</span><span> recognize </span><span>the different engagement strategies that </span><span>have been</span><span> designed into the game </span><span>with the purpose of</span><span> hook</span><span>ing</span><span> </span><span>players</span><span>. </span><span>S</span><span>tudents </span><span>can</span><span> </span><span>then </span><span>play the relevant game segment </span><span>either </span><span>in class or at home. </span><span>After which</span><span>, </span><span>they</span><span> can record their gameplay videos using think-aloud verbalizations and reflections with guiding questions derived from perspective in the metalanguage. </span><span>S</span><span>tudents can subsequently discuss their recordings or play experience in class. </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":160,"335559740":360}"> </span></p>
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<p paraid="149659350" paraeid="{33340822-5dcc-42b2-a204-0b41436155de}{29}"><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><span>Before this can happen however, teachers should have at hand a good selection of digital media apps, including video games, that they can use in the classroom. </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":160,"335559740":360}"> </span></p>
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<p paraid="149659351" paraeid="{33340822-5dcc-42b2-a204-0b41436155de}{35}"><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><span>“T</span><span>o support teachers, we have developed a set of considerations for the curation of educational apps for digital play and learning</span><span>. A few </span><span>considerations </span><span>that teachers can keep in mind when selecting which app to use </span><span>include </span><span>the extent of interactivity and involvement the app offers as well as the ease of use, appeal and age appropriateness so that the curated app will be of interest and can be easily used by the child,”</span><span> </span><span>he notes.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":160,"335559740":360}"> </span></p>
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<p paraid="149659352" paraeid="{33340822-5dcc-42b2-a204-0b41436155de}{57}"><em><span data-contrast="none" xml:lang="EN-US" lang="EN-US">Read more about Victor’s research paper on digital play in the classroom </span><a href="https://repository.nie.edu.sg/handle/10497/22225" target="_blank" rel="noreferrer noopener"><span data-contrast="none" xml:lang="EN-US" lang="EN-US">here</span></a><span data-contrast="none" xml:lang="EN-US" lang="EN-US">.</span> </em></p>
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<p paraid="149659353" paraeid="{33340822-5dcc-42b2-a204-0b41436155de}{68}"><em><span data-contrast="none" xml:lang="EN-US" lang="EN-US">Read more about more about the considerations that teachers should take into account when deciding on apps to use in the classroom </span><a href="https://www.cedtech.net/download/considerations-on-the-curation-of-educational-apps-for-digital-play-and-learning-11809.pdf" target="_blank" rel="noreferrer noopener"><span data-contrast="none" xml:lang="EN-US" lang="EN-US">here</span></a></em><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><em>.</em><span> </span></span></p>
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<title>Unpacking Digital Citizenship and Digital Literacy for Student Learning</title>
<link>https://singteach.nie.edu.sg/2022/10/20/unpacking-digital-citizenship-and-digital-literacy-for-student-learning/?utm_source=rss&utm_medium=rss&utm_campaign=unpacking-digital-citizenship-and-digital-literacy-for-student-learning</link>
<comments>https://singteach.nie.edu.sg/2022/10/20/unpacking-digital-citizenship-and-digital-literacy-for-student-learning/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Thu, 20 Oct 2022 09:01:07 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 82 sep 2022]]></category>
<category><![CDATA[Professional development]]></category>
<category><![CDATA[People]]></category>
<category><![CDATA[Technology]]></category>
<category><![CDATA[Digital literacy]]></category>
<category><![CDATA[Media literacy]]></category>
<category><![CDATA[Citizenship education]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=20713</guid>
<description><![CDATA[Digital citizenship empowers us to be productive and responsible users of digital technologies while digital literacy allows us […]]]></description>
<content:encoded><![CDATA[<p><em><strong>Digital citizenship empowers us to be productive and responsible users of digital technologies while digital literacy allows us to be critical users of digital media. <a href="https://ed.stanford.edu/faculty/anterog" target="_blank" rel="noopener">Associate Professor Antero Garcia</a> – notable for his research in technology and gaming – from <a href="https://ed.stanford.edu/" target="_blank" rel="noopener">Stanford University</a> in the United States of America shares more about how teachers can integrate both skills into their teaching and their students’ learning.</strong></em></p>
<h1>What Is Digital Citizenship?</h1>
<p><img loading="lazy" width="200" height="300" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_People_Antero-Garcia-200x300.png" alt="" class="size-medium wp-image-20727 alignright" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_People_Antero-Garcia-200x300.png 200w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_People_Antero-Garcia.png 213w" sizes="(max-width: 200px) 100vw, 200px" /></p>
<p>At the risk of being a bit aloof, I’m not entirely sure I know what digital citizenship is at this present moment in the late summer of 2022. If citizenship is the state of formal affiliation with a particular territory, country, or community, in what environment does “digital citizenry” reside and what kinds of responsibilities are taken up by inhabitants in these spaces?</p>
<p>I realize this may sound like a pedantic response, so let me offer a bit more specificity: For better and worse, citizenry implies a community to which one maintains social ties. Those may not be felt deeply within a large country (such as the United States where I am writing this), and there are certainly fissures in how we connect and communicate.</p>
<p>A digital citizen is, perhaps, someone who has affiliation with others in and across digital domains and, perhaps, stewards safe and civil practices for other community members in these domains. This is about building trust, maintaining happiness, and reducing acts of harm for individuals in online spaces.</p>
<p>Oftentimes, digital spaces are seen largely as areas for the consumption of multimodal products such as texts, films, memes and social media posts. We (including my own research) point fingers at algorithms and large corporations for the insidious practices that shape what happens in these online places. However, digital citizenry requires us to recognize not just the savviness required in how we consume and curate media for ourselves and others, but also how we produce new media products <em>constantly</em>.</p>
<h1>How Can Teachers Foster Digital Citizenship in the Classroom?</h1>
<p>Fostering digital citizenship in classrooms requires considering the productive practices of students just as intentionally as their consumptive practices. It requires focusing less on singular tools and more on the kinds of holistic contexts of online engagement. It requires a recognition that, even several decades into a digital and online pivot in our daily lives, most adults have poor digital practices; our relationships with technology, distraction and online engagement continue to cause emotional, social and political fissures within our communities.</p>
<p>Knowing we are so often wrong, means that the community we kindle in our classrooms must be built on communal trust <span>– </span>that we are all working together to be better digital citizens. This work requires knowing that sometimes, often even, young people will need to lead.</p>
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<p><span style="font-family: 'Georgia',serif; color: #333333;">“Fostering digital citizenship in classrooms requires considering the productive practices of students just as intentionally as their consumptive practices. It requires focusing less on singular tools and more on the kinds of holistic contexts of online engagement.”<o:p></o:p></span></p>
<p><em><span style="font-family: 'Georgia',serif; color: #333333;">– </span></em><strong><i><span style="font-family: 'Georgia',serif; color: #333333;">Antero, </span></i></strong><em><span style="font-family: 'Georgia',serif; color: #333333;">on digital citizenship</span></em><span style="font-family: 'Georgia',serif; color: #333333;"><o:p></o:p></span></p>
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<h1>How Can Teachers Better Integrate Digital Literacy Skills into Student Learning?</h1>
<p>I worry that digital literacy skills have become an add-on to a robust and overly-assessed set of curricula in schools right now; that’s certainly what I see in many U.S. contexts. Integrating digital literacy skills means being deliberate with these practices at every stage of instruction.</p>
<p>For example, when curating which texts are read, how might students identify products in online spaces that are useful <span>– </span>since a lesson on polynomials, or the scientific method, or literary analysis, or climate change all have countless valuable texts floating amidst the random detritus of online media? How might we set up classrooms for students to help discover such gems (at least some of the time)?</p>
<p>And, returning to a theme mentioned above, having students produce rich, digital products is imperative. That essay you might assign? Why can’t it be produced as a series of explicated memes?How might you have students demonstrate their understanding of the periodic table of elements via <em>TikTok</em>? Could you re-enact a key moment in history as a set of group chat texts amongst “besties”? Again, you might be uncertain what these kinds of digital literacy skills look like for kids these days. This is why we need to ask students and create an environment where they feel safe responding and taking risks in expressing their genius.</p>
<h1>What Types of Support Do Teachers Need in this Pedagogical Shift to Include Digital Literacy?</h1>
<p>Teachers need reassurance that they won’t be penalized for following students down the roads of online engagement that they like to explore. If teachers are going to respond to the current contexts of students today, they need to know they have the safety to do so and the trust of school leaders to use their expertise.</p>
<p>Teachers also need time to learn and to explore how digital literacy practices are shifting <span>– </span>many of the assumptions about credibility and fact-checking in online contexts have changed substantially in the past few years.</p>
<p>Finally, teachers need to have the ability to communicate and create with one another. One of the best things about being a teacher is sharing a passion and expertise for learning and particular subject matter. Teachers can create curriculum, public-facing explanations, and co-constructed texts with their colleagues and students if we provide the space and environment that encourage them to do so. The teachers I work with are often hungry for the opportunity to innovate. Schools need to let teachers explore and try out new ideas alongside their students.</p>
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<p style="text-align: center;"><strong>The Do’s and Don’ts of Incorporating Digital Media (Literacy) into the Classroom</strong></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_People_Antero-Garcia_box2-240x300.png" alt="" class="wp-image-20725 aligncenter" width="480" height="600" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_People_Antero-Garcia_box2-240x300.png 240w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_People_Antero-Garcia_box2-819x1024.png 819w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_People_Antero-Garcia_box2-768x960.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_People_Antero-Garcia_box2.png 1080w" sizes="(max-width: 480px) 100vw, 480px" /></p>
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<p> </p>
<p style="margin: 0in;"><strong>Resource</strong><o:p></o:p></p>
<p style="margin: 0in;">Civic dimensions of critical digital literacies: towards an abolitionist lens</p>
<p style="margin: 0in;">A<em>ntero Garcia & Roberto Santiago de Roock</em><o:p></o:p></p>
<p style="margin: 0in;"><a href="https://www.tandfonline.com/doi/full/10.1080/1554480X.2021.1914058" target="_blank" rel="noopener">https://www.tandfonline.com/doi/full/10.1080/1554480X.2021.1914058 </a><o:p></o:p></p>
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