A framework for developing pre‐service teachers’ competencies in using technologies to enhance teaching and learning

This paper presents a framework for developing pre‐service teachers’ competencies in using technologies to enhance teaching and learning. It focuses on building the capacity of teacher education institutions (TEI) based on six strategic dimensions: (1) vision and philosophy; (2) program; (3) professional learning of deans, teacher educators and support staff; (4) ICT plan, infrastructure, resources and support; (5) communications and partnerships; and (6) research and evaluation. This paper describes each of these six strategic dimensions and synthesizes these in the overall framework for developing pre‐service teachers’ competencies in generating technology‐enhanced teaching and learning.     

Impact case studies: what accounts for the need for numbers in impact evaluation?

ABSTRACT

The UK Research Excellence Framework (REF) introduced impact as an indicator in the evaluation of higher education research quality in 2014. Impact case studies (ICS) are the basis of this evaluation. ICS use narrative explanations of how research causes ‘benefits to society’. This article analyses the evolving roles of the ICS and the relationships of ICS with various stakeholders. It draws on insights from legitimacy theory, Porter’s analysis of the social meaning of objectivity, and the insight from economist Alan Goodhart on the dysfunctional transformation of indicators into targets. It highlights the challenges to ICS evaluators and shows how a spiral of mistrust can both undermine but also cause demand for numbers. It explores whether impact narratives represent an escape from dominant research evaluation metrics and concludes that they do not.     

Relationship of play and language patterns among Singaporean pre‐school children in homes and classrooms

This paper reports the findings of a study aimed at investigating the relationship between Singaporean preschool children's play and language patterns. Observations of 56 children (aged between 4.0 and 6.0 years) from middle and lower‐middle income families at play in a standardised setting in their classrooms and in their homes were videotaped and analysed using two play measures and five language measures. Analysis of parental data revealed positive attitudes towards child play and high involvement in children's play. High Caldwell HOME scores revealed homogeneity in home environments for stimulating child learning and cognitive development. Few significant differences as a function of age, sex or SES were found. Correlational data demonstrated the utility of specific play and language measures. Higher levels of play and higher levels of language were correlated.     

Spirit of the game: Empowering students as designers in schools?

The aim of this paper and the one which follows is to explore how the potential of computer games may be taken up in schools to support learning engagement among students. It is not the intention of the papers to dismiss existing classroom practices or overlook accounts of innovative practices in schools; the papers' aim is to provide educators who are interested in exploring the use of computer games in schools with information and ideas about how these games may be effectively used to engage students in their learning. This paper questions whether the empowerment of students to create games for one another based on the school curriculum may address the insignificance of computer games in the sociocultural setting of the school. Both papers have been commissioned by Microsoft (Asia‐Pacific) under the Partners‐In‐Learning Initiative. Under this initiative, Microsoft establishes partnerships with ministries of education, national and local government bodies, and other stakeholders to empower students and teachers to realize their full potential, mediated by information and communication technologies.     

Entry and competitive dynamics in the mobile telecommunications market

We propose an extension of the Gans-Stern [Gans, J.S., Stern, S., 2003. The product market and the market for “ideas”: commercialization strategies for technology entrepreneurs. Research Policy 32 (2), 333-350] framework that includes entry by existing firms. An incumbent firm possessing complementary assets and strong appropriability is in a formidable position [Teece, D.J., 1986. Profiting from technological innovation: implications for integration, collaboration, licensing, and public policy. Research Policy 15 (6), 285-305]. However, a de alio entrant can leverage complementary assets to enter along a new technological trajectory, and then develop appropriability. We illustrate how several mobile telecommunications firms (Ericsson, Nokia and Samsung) pursued this strategy to catch up with the market leader (Motorola). We also identify several shortcomings in Motorola's approach: it was too inward-looking in developing technologies, but ironically not inward-looking enough in exploiting its most valuable patents.     

Nurturing Giftedness Through the Mentor‐Link Programme

Recognising that gifted students need to interact with mentors to achieve their potential, the Chinese High School (CHS) in Singapore launched the Mentor‐Link (M‐L) programme to guide its gifted students in their projects. Gifted students are given the opportunity to interact and share mutual interests and passions with scientists in professional and tertiary institutions. The M‐L programme is structured by guidelines on the roles of students, teacher advisors, mentors and evaluation of projects. Over the last two years, students have done some good projects in the areas of Applied Science, Biology, Innovation, Defence Science, Robotics and Mathematics. Mentoring has provided the CHS gifted programme with an opportunity to deal with the heterogeneity of talents in gifted students and enhance their potential.     

Shared book reading behaviours of children with Down Syndrome before and after participation in the MultiLit reading tutor program: an exploratory study

This exploratory study compares the shared book reading behaviours of five school aged children with DS (aged 11 years 6 months to 15 years 6 months) before and after participation in an intervention which included selected components of the MultiLit Reading Tutor Program. The program was delivered 1:1 to participants each week over a 12 week period. Analysis of the average performance across the group revealed that the proportion of reading errors relative to the number of words read from preintervention to postintervention were significantly reduced. Significant improvement was also seen in shared book reading fluency following intervention. Individual case study data is also presented. Postintervention, reading errors per minute were reduced for two participants (P4 and P5). Reading dysfluencies per minute decreased for two participants (P1 and P5) while all participants improved in shared book reading fluency. Preliminary results suggest that children with DS can generalise skills taught in the MultiLit Reading Tutor Program to shared book reading, although variability regarding changes in literacy abilities postintervention was observed.