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Fostering Divergent Thinking in the Mandarin Language Classroom through IT-Enhanced DRTA
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, Nanyang Technological University,, Singapore ; , River Valley Primary School, Singapore ; , Nanyang Technological University, Singapore

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Directed Reading Thinking Activity (DRTA) is a teaching strategy used in English language classrooms through using predicting questions to enhance students' thinking. Since it is very important for Mandarin language teachers to incorporating thinking into classroom activities, so students can analyze, synthesize, and evaluate information, instead of just drilling information. We conjecture the DRTA can also be used for the Mandarin classroom activities. In this paper, we first describe how the DRTA can be used in the Mandarin classroom to foster students' divergent thinking with the integration of IT tools. Secondly, we will discuss recommendations for implementation of this approach.

Citation

Hsu, J.J.F., Wong, Y.M. & Chen, D.T. (2000). Fostering Divergent Thinking in the Mandarin Language Classroom through IT-Enhanced DRTA. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 1748-1752). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved September 17, 2019 from .

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