Dear Friends
Let me know if you are in London on the 15 June 2015 and would like to join us or present a paper.
There is no charge for joining us, of course.
Jude
Quodlibetal Questions on Education
Colloquium at UCL Institute of Education (IOE), London
by members of National Institute of Education(NIE), Singapore/Visiting Academics at UCL IOE
This year's theme: "Education and Media"
Date: 15th June 2015 (Monday)
Venue: IOE, London, room 936
Schedule
Session 1 Chair: Jude Chua
10:00 Welcome and remarks by Chair
10:05 - 10:55 Dr Zachary Walker (NIE/IOE VA) -
Authentic Technology and Media Integration in Schools: A Mixed-Methods Case Study
by
Zachary Walker
This mixed-methods case study explored the role of a Digital Literacy Coach (DLC) in the design and exploration of personalized interventions with three experienced, primary-level, non-technologically proficient teachers. Traditional barriers to Information Communication Technology (ICT) integration are considered and solutions are presented. At the institution where this research took place, the development of ICT expertise is usually facilitated by the provision of one-time training courses. Preliminary data indicated a strong consensus that time was the most significant barrier to technology integration; therefore, to successfully integrate technology into teacher practices the interventions had to focus purely on utilising student class time and non-student contact time during the school day. Findings from the case study show a significant positive change in teacher behavior, indicating that the interventions explored were effective and could be applied in other teaching contexts.
Session 2 Session Chair: Jennifer Yeo
11:00-11:45 Jason Loh (NIE/IOE VA) -
Curricular innovation for the purpose of marketization:
A case of over adaptation
The central focus of this paper is to explore how two primary schools implemented Singapore's national literacy reform programme. The study involved a case study approach by which teachers' perceptions and behaviours were analysed for two units of study. Data collection methods for the study comprised classroom observation, interviews and artefact analysis. The research questions were: To what extent should adaptation be permitted in school settings? Can fidelity of use be maintained without violating the autonomy of teachers? The main findings from the study were as follows: School A was positively oriented towards the national literacy reform programme, and implemented the programme with a fidelity-oriented mutual adaptation perspective. School B, on the other hand, was somewhat negatively disposed towards the reform programme. Due to its need to market itself as the school of choice within the neighbourhood and within its cluster of comparable schools, it made huge alterations to the national literacy reform programme, with an eye towards the examination. The implication of the study: Adaptation cannot be merely a way of avoiding fidelity to a curriculum that has been scrupulously crafted to develop the 21st century competencies in the pupils. (191 words)
12:00-13:00 Break for Lunch
Session 3 Session Chair: Jason Loh
13:00-13:45 Dr Jennifer Yeo (NIE/IOE VA) -
Challenges Students Faced in Producing a Scientific Explanation
Generating scientific explanation, especially causal explanation, is an important learning goal in school science learning. Yet students' explanations tend to be teleological. The objective of this study is to identify the challenges students face in producing one. Yeo and Gilbert (2014) showed that a scientific explanation consists of three features: function, form, and level (of precision, abstractness and complexity). Using a multimodal analysis approach, the features of successful and unsuccessful case examples of student-produced explanations in Dynamics were examined. Findings show that students' unsuccessful explanations could be attributed to their naive reasoning (precision), problems in integrating representations from different domains (coherence) and the level of conceptualization (abstractness). However, there is some consistency in these explanations with what is acceptable as scientific knowledge. These findings suggest that perhaps students' scientific explanations could be seen as a continuum rather than a dichotomy between successful and unsuccessful explanations. Shifting students' explanations from unsuccessful to successful would require them to evaluate their thinking and reasoning in the construction of their explanations in the light of the three features of scientific explanations.
Session 4 Session Chair: Zachary Walker
14:00-14:45 Jude Chua Soo Meng (NIE/IOE VA) -
Designing the law with Leica: educological responses on the textolatry of Natural Law and Natural Rights (1980)
John Finnis' classic Natural Law and Natural Rights (1980) makes the case that jurisprudence (or what is legal theory or philosophy of law) is about the Design of the law, informed by a normative criteria, the natural law. As a landmark text, Natural Law and Natural Rights explicates what is called a central case methodology used to significally Design what law is and unpacks for its reader the precepts of the natural law pointing to the choice-worthiness of basic goods. However, the text suffers from a weak textolatry and this frustrates the educational process of showing the natural law and of teaching jurisprudence understood as Design theory. An educological response points to the use of the camera to augment the process of showing the natural law and of teaching legal students (or at any rate, social theorists or readers of legal theory) how to Design the law. (150 words)
Session 5 Session Chair: Jason Loh
15:00-15:45 Prepared Reactions by All Colloquium Participants (10 min each)
Session 6 (Optional) Session Chair: Zachary Walker
16:00-16:45 [Empty Slot for Guest Participant/Presenter - please contact [log in to unmask]<mailto:[log in to unmask]> if you are interested to join us and give a paper
We welcome you, and would be delighted for you to participate]
Closing Remarks: by Jude Chua
[Description: cid:image001.jpg@01CCF2D6.B1BC42D0]
CHUA Soo Meng Jude PhD FRHistS FCOT FCollT Novak Award (2003)
| Associate Professor (Philosophy)| Sub Dean, Research Degrees | Programme Leader, IoE-NIE Dual Award EdD | Graduate Studies and Professional Learning (GPL) & Policy and Leadership Studies (PLS) Academic Group | National Institute of Education, NIE7-03-60, 1 Nanyang Walk, Singapore 637616
Tel: (65) 6790-3374 GMT+8h | Fax: (65) 6896-9151 | Email: [log in to unmask]<mailto:[log in to unmask]> | Web: www.nie.edu.sg<http://www.nie.edu.sg/>
and Honorary Professorial Consultant, Raffles Institution, Singapore.
also occasionally Visiting Research Scholar, Blackfriars Hall, Oxford and Visiting Academic at the Institute of Education, London
Associate Editor, Journal of Markets and Morality
Check out this Colloquium: Quodlibetal Questions on Education at IOE, London<http://ioeniecolloquium.wordpress.com/>
An Institute of Nanyang Technological University
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