KARTHI VIDHYALAYA
KARTHI VIDHYALAYA
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
| http://www.karthividhyalaya.com/ |
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
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