Chai, C., Lim, C., & Tan, C. (2016). Introduction: Co-creating technological pedagogical content knowledge (TPACK) for the transformation of Nan Chiau Primary School. In C. S. Chai, C. P. Lim, & C. M. Tan (Eds.), Future learning in primary schools (pp. 1–7). Springer.  http://dx.doi.org/10.1007/978-981-287-579-2

Abstract:

“The advancements of information and communications technology (ICT) have brought irreversible changes to how we work, live, play and connect. To cope and thrive amidst these changes, it is imperative for students to leverage upon emerging technologies for epistemologically generative work. Such work contrasts the traditional classroom practices where knowledge as true beliefs and verified by experts is transmitted to the students through various pedagogical representations. Bereiter and Scardamalia (2006) characterize such knowledge work as idea improvement. It is initiated by students’ authentic quest to understand the world they live in. Students are encouraged to articulate their ideas about what they are inquiring and to subsequently work on these ideas to achieve deeper understanding, employing not just true/false criteria but also criteria related to the usefulness of the ideas. Adopting such a constructivist approach, students are engaged in knowledge work directly. This formed the foundation for them to become knowledge workers for the twenty-first century.”