The Use of ICT in the Chinese Classroom: A Singapore Perspective

Abstract

The Chinese language (CL) curriculum for Singapore primary schools proposed in 2004 highlights two pedagogical changes: the modular approach and the integration of ICT. The modular approach puts students into three different groups (or modules, including bridging/reinforcement, core and enrichment) with an aim at catering to students’ diverse learning needs. To respond to differentiated learning as initiated in the new curriculum, differences in the type of ICT and the frequency of ICT use in actual teaching practice are expected. This paper endeavors to provide a detailed picture of ICT integration in the Chinese lessons in Singapore primary schools. 207 Primary two Chinese lessons in 20 schools were observed, and teachers’ teaching practices were coded by applying the Singapore Chinese Pedagogy Coding Scheme. The preliminary results showed that no significant differences of ICT usage were found across the three modules, which implies that Chinese teachers’ use of ICT has not met the needs of differentiated learning as designated in the Modular Curriculum.