Integrating ICT into teaching and learning — Observations from an elementary level future school in Singapore

Abstract

This exploratory case study research describes the integration of ICT into the teaching and learning of English, mathematics and science in an elementary level future school in Singapore. The school in this case study research is the first primary level future school that was set up under the FutureSchools@Singapore program in 2008. The school's core mission is to seek innovative teaching approaches that leverage on technologies to better engage the new generation of young learners. The school has implemented a successful one-to-one program (i.e., one-to-one computer to student ratio) for all its students. The program ensures a two-to-one student-to-computer ratio for its Primary 1 students and one-to-one student-to-computer ratio for Primary 2 and 3. Computer ownership program, where students procure and own their own notebook computers, has been introduced to all Primary 4 students. The program promotes the vision for every child to own a personal learning device to support, extend and enrich their learning. Of the various learning subjects offered in the primary schools in Singapore, English Language, mathematics and science are the core academic subjects that take up a significant portion of the students' time in school. More than half of the curriculum time is devoted to these three subjects and students have English and mathematics lessons each day; there are science lessons on alternate days. The use of blogs, communication applications (e.g., online chats and email), online learning management systems (both school-based open-source and commercially available platforms); online educational games, online searches (for information) and educational related videos were commonly used to integrate ICT into the teaching and learning of the various subjects mentioned above. In 2011, 221 Primary 3 and 4 students participated in an online survey in October 2011 and in 2012, 466 Primary 3, 4 and 5 students participated in a survey in October 2012 to indicate their frequency of use for the above mentioned ICT applications. Three interesting phenomena were observed through the descriptive statistics. First, it was observed that the ICT usage rates for the various subjects (i.e., English, mathematics and science) peaked at the primary 4 level when the computer ownership program was introduced and declined in primary 5. Second, descriptive statistics analyses suggested the use of blogs, communication applications, online educational games and Internet searches, were more frequently used, as compared to the learning management systems and the use of videos in the students' learning of English, mathematics and science. The increase in the ICT usage in primary 4 could be due to the computer ownership program and the decline in use could be due to the preparation of the students for the high stake national examinations in primary 6. The descriptive statistics analyses provide interesting insights to the students ICT usage patterns that could be further explored and looked into.