Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/124
Title: Towards a Framework of Pedagogical Paradoxes: A Phenomenographic Study of Teachers Designing Learning Experiences and Environments With ICT in Singapore Classrooms
Authors: Tay, Wan Ying
Chai, Boon Yen
Khamis, Nur Azarina
Tan, Samuel
Teo, Chew Lee
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Tay, W. Y., Chai, B. Y., Khamis, N. A., Tan, S., & Teo, C. L. (2016). Towards a Framework of Pedagogical Paradoxes: A Phenomenographic Study of Teachers Designing Learning Experiences and Environments With ICT in Singapore Classrooms In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.
Abstract: This paper discusses how teachers reconcile tensions as they design learning experiences and environments with Information & Communication Technologies (ICT) in Singapore classrooms. Through applying a paradoxical lens, we describe conflicting demands and contradictory considerations that teachers face. Adopting a phenomenographical approach, we examine the narratives of 2 teacher participants documented in pre- and post- lesson conferences, classroom enactments and interviews, so as to tease out variations in the ways they experienced and mediated the paradoxical tensions. Based on the findings of these tensions, a pedagogical paradoxes framework is presented, illustrating the interplay between the different dimensions of the paradoxes. By surfacing these paradoxes, we hope to draw awareness to the challenges and reconciliation in the decision-making and rationalisation process that teachers as learning designers may experience. A heightened awareness can enable teachers to consciously negotiate the paradoxes in designing different kinds of learning experiences better tailored for their students.
URI: https://repository.isls.org/handle/1/124
https://dx.doi.org/10.22318/icls2016.35
Appears in Collections:ICSL 2016

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