The interest-driven creator (IDC) theory is being developed as a group endeavor by Asian researchers to articulate a holistic learning design theory for future education in Asia. The theory hypothesizes that students, driven by "interest", can be engaged in the "creation" of knowledge (generating ideas and artifacts). By…

The research on mobile learning in science lacks in-depth investigation of the learning process. In this paper, we describe the implementation of a mobile technology-supported science curriculum developed by design-based approach. The long-term data collection and trace of learning process enable the exploration of students' participation and…

When inquiry-based learning is designed for a collaborative context, the interactions that arise in the learning environment can become fairly complex. While the learning effectiveness of such learning environments has been reported in the literature, there have been fewer studies on the students' learning processes. To address this, the article…

With advancements made in mobile technology, increasing emphasis has been paid to how to leverage the affordances of mobile technology to improve science learning and instruction. This paper reports on a science curriculum supported by an inquiry-based framework and mobile technologies. It was developed by teachers and researchers in a multiyear…

This paper shares the theoretical and methodological frameworks that are deployed in a 3-year study to examine how Singapore primary school students leverage on mobile technology for seamless learning. This notion of seamless learning refers to the integrated and synergistic effects of learning in both formal and informal settings, which is…

This paper describes the design of a technology platform for supporting content-independent collaborative mobile learning in the classroom. The technical architecture provides mechanisms for assigning different content or materials to students and then guiding them to form groups with other students in which the combination and integration of…

The links uncovered by research connecting teacher beliefs to classroom practice and student inquiry-based learning are tenuous. This study aims at examining (a) "how" teacher beliefs influenced practices; and (b) "how" the influence on practices, in turn, impacted student inquiry learning in a CSCL environment. Through a fine-grained comparative…

In this paper, we present a mobile technology-assisted seamless learning process design where students were facilitated to develop their personalized and diversified understanding in a primary school's science topic of the life cycles of various living things. A goal-based approach to experiential learning model was adopted as the pedagogical…

A key stimulus of learning efficacy for students in the classroom is active participation and engagement in the learning process. This study examines the nature of teacher-student and student-student discourse when leveraged by an interactive technology--Group Scribbles (GS) in a Primary 5 Science classroom in Singapore which supports rapid…

This exploratory study analyzes how students use different communication modes to share information, negotiate meaning and construct knowledge in the process of doing a group learning activity in a Primary Grade 5 blended learning environment in Singapore. Small groups of students interacted face-to-face over a computer-mediated communication…

Discusses inquiry-oriented learning and the role of technology in interactive learning environments. Highlights include instructive environments; constructive environments, for constructing knowledge; communicative environments; situating environments, for problem-solving authentic tasks; and three examples of interactive learning environments.…