─── SECTION 02 • FRAMEWORK
EdTech e-Pedagogy
e-Pedagogy is MOE's framework for active learning with technology — the EdTech-specific extension of the Singapore Teaching Practice. Same teaching processes, but with deliberate attention to how digital tools amplify thinking, collaboration, agency and feedback.
EdTech Masterplan 2030 · Student Outcome Goals
01
Outcome one
Self-directed & collaborative learner
Students set their own goals and manage their learning using a range of digital tools. They use technology to co-construct and share knowledge with others — collaborative and connected in their learning.
02
Outcome two
Digitally literate learner
Students apply digital literacy and technological skills to distil and discern through the effective use of technology. They exercise Cyber Wellness — using technology safely, responsibly, and with good judgement.
03
Outcome three
Empathetic, technologically-adept innovator
Students use human-centred methodologies to discover real-world needs and develop solutions. They skilfully leverage a range of digital tools — including AI — to create, test, and refine those solutions.
Overview of e-Pedagogy
The framework, in five layers — learner at the centre.
In designing active learning with technology, we place the learning activities and the interactions at the heart of the design. Around these, four further layers shape the learning experience.
Centre · The why
1 Future-Ready Learner
Our learners are at the centre of every design decision. Every other layer of the framework exists to support them.
Layer 02 · Interactions Mediated by Technology
2 Teacher · Peers · Content · Community
Active learning lives in the interactions between the learner and four others. Technology mediates and enriches these connections.
Layer 03 · The activities
3 e-Pedagogy Learning Experiences
Learning activities are pulled together using six learning experiences (described below) to achieve outcomes including 21CC and Digital Literacy and Technological Skills (DLTS).
Layer 04 · The how
4 Key Applications of Technology (KAT)
Eight design guidelines, grounded in learning sciences research, that explain how teaching and learning is enhanced through technology.
Layer 05 · The where
5 Physical and Digital Spaces
Learning happens across both kinds of space, blended seamlessly. Teachers design for both contexts together, not in isolation.
Layer 03 · Unpacked
Six e-Pedagogy Learning Experiences
A learning experience names the kind of cognitive work students are doing — receiving, investigating, applying, creating, talking, or making together. A well-designed lesson combines several. Choose the one(s) that fit your learning outcome, then choose the technology that supports the experience.
Experience · Acquisition
Acquisition
Students receive information through reading, watching, or listening — building foundational knowledge.
e.g. SLS readings, narrated videos, podcasts, model-text walkthroughs.
Experience · Inquiry
Inquiry
Students investigate, explore and pose questions — testing ideas and following lines of curiosity.
e.g. SLS investigation tasks, simulations, source comparison, research mini-projects.
Experience · Practice
Practice
Students apply knowledge in low-stakes, feedback-rich tasks to consolidate and build fluency.
e.g. SLS Practice Mode, Progressive Quiz, drills with hint-on-error feedback.
Experience · Production
Production
Students create artefacts — making thinking visible by producing something new.
e.g. Recorded oral 看图说话, Canva infographic, podcast, model essay, video explainer.
Experience · Discussion
Discussion
Students exchange ideas through dialogue — building understanding by hearing and responding to others.
e.g. SLS Discussion Board, Live Chat, structured peer-talk with sentence frames.
Experience · Collaboration
Collaboration
Students co-construct artefacts, sharing responsibility for the outcome — going further together than alone.
e.g. Co-authored Google Docs, shared SLS class wall, group inquiry projects.
Note: The EdTech Pedagogical Scaffold (PS) supersedes the SLS PS 2.0. It takes into account ground practices and developments in technology that teachers can harness to create deep and meaningful learning experiences for students.
EdTech Pedagogical Scaffold (PS)
Five key actions for designing active learning with technology
The EdTech PS translates e-Pedagogy into five key actions that guide teachers in designing and facilitating active learning with technology. The actions are organised around the three Teaching Processes from the Singapore Teaching Practice. The process is fluid and iterative — teachers move flexibly between the five actions as they design, enact and review the lesson.
MOE Educational Technology Division · Nov 2025 master copy · supersedes SLS PS 2.0
01 Teaching Process · Lesson Preparation
Action 01
Decide on learning outcomes
Determine
> Lesson objectives
> Evidence of learning
Identify opportunities to develop 21CC including DLTS ( Digital Literacy and Technological Skills) alongside the subject’s learning outcomes.
Craft success criteria in student-friendly language.
Decide on the evidence of learning, including data to be collected for analysis.
AI
If using AI, prevent overreliance, to ensure students can transfer learning across new contexts.
Action 02
Design learning experiences with technology
Consider
> If learning experiences should be enhanced with technology; otherwise design tech-free experiences
> KAT × RAT model (see below)
Identify relevant KAT(s) and the level of technology integration (RAT).
AI
If using AI, consider age guidance and student profile/readiness.
AI
If using AI, exercise professional judgement and maintain close supervision over usage.
AI
If using AI, establish clear strategies and routines to guide students’ usage of AI tools.
02 Teaching Process · Lesson Enactment
Action 03
Adjust lesson during enactment using technology
Adaptively adjust
> Teaching actions
> Learning content, pace and procedures
Monitor students’ learning and analyse learning data during lessons.
Modify teaching strategies, actions, content, pace and resources if needed.
Provide opportunities for students to revise their goals or adjust their actions.
AI
If using AI, intervene if students show signs of overreliance on AI.
03 Teaching Process · Assessment & Feedback
Action 04
Analyse and use learning data to provide feedback
Provide
> Timely and targeted feedback
Ensure feedback is aligned to success criteria so students can self-monitor and improve their own learning.
Analyse the data gathered and decide what insights can be drawn.
AI
If using AI, review the AI-generated feedback and insights for accuracy.
Action 05
Review effectiveness of lesson
Consider
> Whether learning outcomes have been met and possible refinements
Examine to what extent the success criteria have been achieved with the analysis of data gathered.
Use insights drawn from the data to refine lesson design or enactment for the following lesson.
AI
If using AI, review students’ use of AI and check if they can learn independently.
Constructive alignment
In applying the five key actions, teachers ensure constructive alignment: coherence between the learning outcomes, learning activities, and assessment tasks — so that students are actively constructing meaning for themselves through relevant tasks.
AIEd & Learning Analytics
AIEd considerations are now woven across all five key actions (marked AI above). Teachers must evaluate AIEd’s purpose and appropriateness for both teacher and student use, guided by the MOE AIEd Ethics Framework (on intranet).
MOE · Coaching tool
e-Pedagogy Coaching Tool 3.0 (ECT 3.0) : For coaches — school leaders, key personnel, and teacher leaders — reviewing a teacher coachee's lesson design against this framework. ECT 3.0 supports coaches in understanding the intent of the EdTech PS and surfacing areas for refinement in the coachee's lesson design. (MIMS log-in required)
KAT × RAT Model
How might technology change my teaching practice — and impact my students’ learning?
• Optional thinking frame
Once you’ve identified the relevant KAT(s) for your lesson, the RAT model is an optional reflective frame for thinking about how you’ll be using the technology — to Replace, Amplify, or Transform. Technology can and should be used meaningfully at any of the three levels to design experiences that best support the lesson objectives.
Level 01 · R
Replacement
Tech digitises my existing methods — same activity, different medium.
Impact
Student learning
Students’ learning is the same, except that their artefacts are recorded on the digital platform.
Level 02 · A
Amplification
Tech improves my existing teaching action, strategy or task.
Impact
Student learning
Students’ learning is enhanced — e.g. they receive and understand feedback when they need it, and have greater agency in their learning.
Level 03 · T
Transformation
Tech allows me to carry out a teaching action, strategy or task that is not possible without the technology.
Impact
Student learning
Students’ learning is transformed — e.g. they receive feedback on their learning process while completing the task, not only on the final artefact.
Worked example · Support Assessment for Learning
To support assessment for learning, you might consider technology at the Amplification level by using SLS Feedback Assistants (FA-Math, LangFA-EL, ShortAnsFA). This allows students to act on automated feedback, reflect on their learning, and take steps to improve in a timely manner.
Don’t feel compelled to design at Transformation every time. The RAT model is a reflective frame to inspire new possibilities — not a rubric for judging which level a lesson belongs to. Each KAT write-up at go.gov.sg/kat includes suggested tools for all three RAT levels.
Key Applications of Technology · 8 design guidelines
How learning processes are enhanced with the affordances of technology.
Click any KAT to see its detail page with MOE-supported tools, lesson exemplars from Maris Stella teachers, and design tips.
AfL · Support
P · Enable
LT · Facilitate
M · Develop
M♥ · Increase
National Digital Literacy Programme (NDLP) · EdTech Masterplan 2030
What our students need to know and do as digital learners.
MOE’s National Digital Literacy Programme (NDLP) aims to ensure every student is equipped with digital competencies to thrive in a technology-transformed future. The Find, Think, Apply, Create (FTAC) frame — introduced with the NDLP and strengthened under the EdTech Masterplan 2030 — is unpacked into nine Digital Competencies (DCs) developed through the total curriculum, Cyber Wellness education, and the Personal Learning Device (PLD) Initiative. The nine DCs reinforce and are interconnected with students’ 21st Century Competencies (21CC).
F Find🔍
Critically gather and evaluate information from, and use digital resources (including social media) in a safe, secure, responsible and ethical manner.
Digital Safety & Security
Understanding of online behaviour and awareness of how to protect oneself in the online space.
Digital Information Management
Employ effective strategies to locate, evaluate for accuracy and credibility, distil and synthesise information from digital sources.
Digital Responsibility
Demonstrate respect for oneself and others; practise safe, responsible and ethical use in the online space.
T Think💡
Interpret and analyse data, and solve problems systemically.
Data Competencies
Read, understand, interpret, manipulate, analyse, and present data in meaningful ways.
Computational Thinking
Employ computational thinking together with technological tools to develop and test solutions.
A Apply💻
Use software and devices effectively and productively; facilitate the use of knowledge and skills in new contexts; keep up with technological developments.
Device & Software Operations
Understand how devices and software work in order to use them effectively and productively.
Digital Knowledge Currency
Keep up to date with technological developments and the use of digital resources, as part of learning for life.
C Create👆
Produce content and artefacts and collaborate with others digitally.
Coding & Programming
Utilise digital methods — block-based or text-based programming, or prompt engineering — to create digital artefacts and develop, test and debug solutions.
Digital Communication, Collaboration & Participation
Leverage digital platforms and tools to communicate ideas, connect with others, and contribute constructively to a common goal.
How this connects to your teaching: The nine DCs are not a separate programme — they are developed through the total curriculum. When you design a lesson using KAT and the EdTech PS, you are already building DCs. A Oral practice recording task builds Device & Software Operations and Digital Knowledge Currency. A SLS Discussion Board builds Digital Communication, Collaboration & Participation. A Teachable Machine activity builds Computational Thinking and Data Competencies. A research task builds Digital Information Management and Digital Responsibility.
Professional Learning Pathways
Where to keep learning.
MOE · Master reference
Full reference for the EdTech PS, KAT, and learning experiences (MIMS log-in required)
MOE · KAT × RAT
KAT detail pages with RAT examples
Each of the 8 KAT write-ups now includes suggested tools for all three RAT levels (MIMS log-in required)
MOE · to determine your learning needs
e-Pedagogy Choose Your Own Adventure Game
Identify where you are in your journey towards becoming proficient in applying e-Pedagogy; and
Be equipped with the knowledge to design your personalized learning journey according to your needs and interests.
MOE · OPAL 2.0
Search OPAL for current e-Pedagogy and KAT course offerings. (OPAL account required)
MOE
For teachers to start designing for active learning with technology (MIMS log-in required)
MOE
Subject-specific e-Pedagogy Lesson Examples
The lesson examples provided are designed by officers from ETD, CPDD and AST, and NIE staff. (MIMS log-in required)
Community
A Facebook community where Singapore teachers share lesson ideas, KAT exemplars, and e-Pedagogy resources. Join to browse or contribute.
Community
A curated gallery of lesson packages shared by the SG Learning Designers community, organised by KAT or subject. (MIMS log-in required)
Community · Cluster
N4 Cluster Open Classroom Lesson Plan Template
The standard lesson plan template used for N4 Cluster Open Classroom submissions — to be used alongside the Design Map when planning and documenting ICT-integrated lessons.
Community + School
Workshop materials and training resources from school-based PD sessions and external courses (MIMS log-in required)
School
Termly invitations to observe colleagues in action. (MIMS log-in required)