Implications of WHD in the Singapore Context

Dieterle et el (2007) states that there are five affordances for WHDs that support neomillennial learning styles: collaboration, authenticity, role-playing, mobility and self-directed learning. What I understood from the article is student-centred pedagogy. What we can't do in the Singapore classroom is to customise learning programmes and activities to suit individual students due to the huge class size, we can instead provide mass customisation to best suit the learning needs of our students. When we do that, we are taking into consideration the neomillennial learning styles.

Indeed technology has opened up a world of possibilities for educators in the design of innovative pedagogy. Technology, such as WHD if harnessed effectively, is able to engage our students in learning given our understanding of the neomillennial learning styles. In harnessing the potential of WHD as a learning tool, the design of learning tasks is critical to optimise learning. Tasks should be meaningful. Since it requires the use of WHD, it should be unique in the sense that WHD should not be used as merely a device to transmit or download data. Instead, it should be as interactive as possible, allowing students to work on tasks on sites which they wouldn't be able to without the use of WHD.