Summit Schedule
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Keynote and Panel Speaker
Mr Koo Sengmeng
Senior Deputy Director
AI Singapore
Mr Koo Sengmeng is the Senior Deputy Director at AI Singapore (AISG). AISG is the public innovation intermediary for AI, diffusing AI technologies and knowledge into Singapore's ecosystem and facilitating industry-wide adoption and transformation. One strategic thrust is nurturing and expanding the AI talent pool by collaborating with schools, institutes of higher learning, and professional industry bodies.
To showcase Singapore's advancements and glean insights from global peers and communities, AISG actively collaborates with governments and international bodies. Notable projects have included partnerships with Thailand, Egypt, and France and participation in esteemed international standard bodies like ISO and IEEE. Personally, Mr Koo has contributed to the tech community through executive and pro-bono appointments in associations. In July 2020, he co-founded the AI Professionals Association (AIP) to professionalize AI engineer and practitioner roles.
With his involvement in conference speaking engagements on state strategies for AI and my current position on the Standards Review Committee of the IEEE SA Standards Board, Mr Koo strives to amplify Singapore's impact and influence in the realm of AI on both a national and global scale.
Panel Speakers
Mr Chia Hai Siang
Master Specialist, Technologies for Learning Branch, ETD
Ministry of Education
Ministry of Education
Mr Chia Hai Siang has been involved in Singapore's public education and public service over the last 23 years. Beginning as a teacher of English Literature and General Paper at Raffles Junior College, Mr Chia has served subsequent stints in the Planning Division, Ministry of Education, as a Subject Head in East Spring Secondary, Vice Principal (Instructional Programmes) at NorthLight School, and finally as Principal, Shuqun Secondary.
From 2016-2018, he was the Principal Analyst for Technology in the Strategic Group at the Prime Minister’s Office in Singapore. Currently, he is a Master Specialist in Technologies for Learning, Education Technology Division, MOE, and has been the Product Owner for Singapore’s Student Learning Space since 2019 and MOE's AI in Education solutions since 2023.
He also heads the X-Labs, a team of MOE specialists focused on education technology research, and is the MOE lead at the National University of Singapore's AI Center for Education Technologies. He holds an Honours Degree (Second Upper) in English Literature from the National University of Singapore, a Postgraduate Diploma in Education (Pass with Merit) from the National Institute of Education and a Masters in Education (Learning and Teaching) from Harvard Graduate School of Education.
Ms Yuan Yi
Co-Founder
Hiverlab
A founding partner at Hiverlab, Yuan Yi has spent the last 8 years helping MNCs, government agencies, NGOs, schools and Institutes of Higher Learning globally in their Digital Transformation journeys with emerging technologies (e.g. XR, AI & Machine Learning, 5G, Digital Twins, etc.). Trained in BA in Public Policy and Technology Entrepreneurship at National University of Singapore, as well as MSc in Analytic Philosophy (Epistemology, Ethics, Philosophy of Mind and Cognitive Science) at the University of Edinburgh, Yuan Yi sees knowledge across disciplines interconnects and builds up exponentially, and values the foundations Philosophy has to offer in the VUCA world. Yuan Yi believes in trans-disciplinary approaches, stakeholder engagement and partnership collaborations for sustainable techno-social evolution.
Mr Deeps De Silva
Founder
Samadhi Ventures/ AI Katana
Deeps is a seasoned technology professional with a career spanning roles at Meta, Dropbox, Salesforce, and Microsoft. Deeps is now focused on helping companies grow through his venture company, Samadhi Ventures. He supports his portfolio companies in their innovative thinking, growth and business strategies. He is deeply involved in the web3 and AI space, working with startups across Asia to solve real-world problems using innovative technology.
Additionally, he is an advisor to one of South East Asia’s top VC firms, AC Ventures, and an advisor to a web3 fund, Artichoke Capital. In addition to working with funds, he works very closely with family offices and enterprise innovation hubs based in Asia on their technology investment strategies and priorities. He also spends time speaking at technology conferences across Asia and participates as an industry speaker at local universities.
Before his move into the venture, he was the Head of Global Programs at Meta, where he launched programs for Facebook, Instagram, and WhatsApp. Before that, Deeps was one of the first employees at Dropbox in APAC, where he played a key role in expanding the company's presence in the region before the IPO by driving growth and setting up operations in ANZ, Japan, and Asia. He is passionate about innovation, building teams, driving user growth, storytelling, and mindfulness.
Spotlights
11:40 am - 12:40 pm, 2:00 pm - 3:00 pm
Each Spotlight can accommodate up to 50 speakers due to high engagement
Each Spotlight to repeat across Sessions A and B. Do not register for a repeat Spotlight if you have already attended it in Session A.
Spotlight 1: Shaping the future of learning with Spatial Computing
Professor Madya Dr Nurulfajar Bin Abd Manap
Universiti Teknikal Malaysia Melaka
Universiti Teknikal Malaysia Melaka
Strand: AR - Overlaying digital elements in our physical world to enhance learning
Dr. Nurulfajar Bin Abd Manap is an esteemed Associate Professor at UTeM who will bring unparalleled expertise in Image Processing, notably Stereo Vision, to the forefront of the Tech Summit@SST Lab School. His research breakthroughs in 3D image and video processing will bring invaluable insights to participants seeking inspiration to implement AR/VR in teaching and learning. Join this Spotlight to discover the various cutting-edge advancements in AR and VR technologies that you can bring into the classroom.
Nurulfajar Bin Abd Manap, PhD, is an Associate Professor renowned for his expertise in Image Processing, particularly Stereo Vision, at the Faculty of Electronics and Computer Technology and Engineering (FTKEK) at Universiti Teknikal Malaysia Melaka (UTeM). He is a Chartered Engineer and holds the title of Apple Professional Learning Specialist (APLS) and Apple Distinguished Educator (ADE 2017). Nurulfajar has excelled in various administrative roles at UTeM, including Deputy Vice Chancellor (Student Affairs) and Dean of the Faculty of Electronics and Computer Engineering at UTeM.
His research interests span 3D image processing, stereo vision, and video processing, where he has made significant contributions. Nurulfajar is also a sought-after speaker and consultant in digital content development, collaborating with institutions in Malaysia and Indonesia. He has received numerous accolades, including the prestigious Excellence Service Award 2017, University Academic Award for e-Learning Innovation Award and the Gold Medal in e-Learning Carnival 2017, showcasing his outstanding talent and expertise in both academia and Apple technologies.
Spotlight 2: GenAI hype and beyond: helping educators save time to focus on things that matter via Tech
Mr Lee Kahhow
Product Operations Specialist
Open Government Products, GovTech
Product Operations Specialist
Open Government Products, GovTech
Strand: AI Workflow for Productivity
Finding yourself doing repetitive work of copying and pasting when you run events?
Sick of manual data cleaning? Writing the same comments on similar pieces of work? We will explore ways to reduce admin work using a combination of tools that are available to educators.
Submit your problems here ahead of the session, and we will find ways to address them live!
Kahhow is currently working on ActiveSG under Open Government Products (OGP), previously with HealthTech team. He supported the rollout of a patient care/ case management system for Medical Social workers to all Public Healthcare Institutions in Singapore. Before OGP, he founded a GSV Top 200 Edutech Startup on a probono basis. His interest in Southeast Asia deepened when he worked as an investment analyst in venture capital in Jakarta as well as the Asian Development Bank (ADB) in Manila. He taught Economics for 4 years at Raffles Institution. He is currently working on String, a tech ecosystem builder focused on educators based in Singapore.
Workshops 1 - 3
11:40 am - 12:40 pm, 2:00 pm - 3:00 pm
Workshops are technical deep dives conducted by certified trainers for mastering certain digital tools and platforms.
Each Workshop will repeat across Sessions A and B.
Do not register for a repeat Workshop if you have already attended it in Session A.
Session A Breakouts 1 - 11 (11:40 am - 12:40 pm)
60 minute deep dive with hands-on approach, conducted by MOE and international school educators
Due to anticipated demand, some Breakouts will repeat across Sessions A and B. Do not register for a repeat Breakout if you have already attended it in Session A.
Breakout 1: The Oral Coach - Enhancing Communication and Critical Thinking Skills
Mr Simon Raj s/o Panirsilvam
Strand: AI for Adaptive Students’ Learning
Developed through a collaboration with Alexandra Primary and piloted across six South Zone 4 cluster schools, the Oral Coach offers personalized feedback tailored to each school's oral teaching strategy. It provides feedback based on each school's thinking frame, such as PEEL and OREO. The app structures feedback by personalising feedback on how well responses cover those thinking frames.
Participants will experience how the Oral Coach app can be seamlessly integrated into their classrooms to cultivate essential communication and critical thinking abilities. These critical and adaptive thinking skills have implications beyond English Language lessons. By nurturing critical and adaptive thinking and posing follow-up questions to probe deeper thinking, the coaching algorithm has the potential to enhance thinking skills across diverse subjects, a focus which aligns with nurturing future-ready skills, leveraging AI with pedagogical best practices to nurture thinking and communication skills integral for the leaders of tomorrow.
Simon Raj is the Subject Head of Technology at Alexandra Primary School. He is dedicated to infusing ICT skills within the curriculum to provide students with authentic learning experiences. He developed the Oral Coach, an AI tool that utilises speech-to-text and large language models.
This innovative application provides students with personalised feedback on their oral communication skills, helping to accelerate their learning and proficiency in articulating their thoughts clearly and confidently. His goal is to offer students genuine learning opportunities to foster critical thinking, effective communication, and teamwork through the innovative use of technology.
Breakout 2: AI-Enhanced Lesson Design (AI-ELD) Process
Mr Ng Ee Noch, Ms Tong Jin Sui
Boon Lay Garden Primary School
Strand: AI Workflow for Productivity
What if AI could help educators become better designers of meaningful learning experiences? This question was the driving force behind the AI-Enhanced Lesson Design (AI-ELD) Process. This process was my research project during my participation in the Fulbright Distinguished Awards in Teaching Program for International Teachers, with support from faculty advisors from Indiana University of Pennsylvania and an interest group of Singaporean educators.
The AI-ELD Process aims to enhance the lesson design process by integrating AI capabilities with educators' professional expertise. It includes a prompt framework, an assessment rubric for evaluating AI-generated lesson plans' quality, and a list of curated follow-up prompts to refine the lesson plan further using AI. Educators' expertise ensures that final lesson plans are pedagogically sound and customised to students' needs.
Educators who collaborated with me on this project expressed enthusiasm, describing it as 'fun, fast, and fulfilling.' They also recognized the significant benefits of integrating AI's suggestions into their teaching methods.
Ultimately, the AI-ELD Process will help educators enhance the lesson creation and refinement process, creating innovative and effective teaching and learning approaches.
Ee Noch is an educator passionate about everything related to EdTech and innovative pedagogies. With over 15 years of teaching experience, Ee Noch has had the opportunity to work with students from Primary 3 to 6. He constantly seeks new ways to use technology to enhance student learning, aiming to create meaningful experiences that engage and challenge students to become lifelong learners. Ee Noch is also a firm believer in the power of professional development. To stay abreast of the latest trends in education, Ee Noch is continually engaged in reading, attending conferences, and participating in online courses. Additionally, as a member of several professional organizations, he collaborates with fellow educators to exchange ideas and best practices.
A primary school Chinese teacher with six years of experience, Jin Sui is deeply passionate about leveraging technology to enhance the teaching and learning experience. She firmly believes that education must evolve with the times to cultivate future-ready learners. Actively engaging in sharing sessions and conferences, She consistently seeks opportunities to exchange insights and absorbs the latest developments within the educational community. These collaborative discussions serve as catalysts for generating innovative ideas, fostering a culture of continuous improvement among educators.
Breakout 3: Generative AI Tools for Teaching English Language
Mr Ghazali bin Abdul Wahab, Mr Seth Lim Jun Hua
Canberra Secondary School
Strand: AI as a Personal Assistant
Artificial intelligence (AI) is transforming the field of education, offering new possibilities and opportunities for teachers and learners. Among the various types of AI, generative AI is especially promising, as it can create original and diverse content, such as text, images, audio, and video, based on given inputs, parameters, or prompts. Generative AI can be a powerful ally for teachers, as it can help them design and deliver engaging and effective lessons, as well as provide personalized and adaptive feedback and support for students.
In this presentation, we will demonstrate how to leverage some of the most popular and accessible generative AI tools to assist in teaching the English Language. We will focus on four key skills: Reading Comprehension, Writing, Listening, and Oral. For each skill, we will show how generative AI can be used to create rich and varied resources, such as passages, questions, and answers, and we will even give feedback on students' essays. We will also share some tips and best practices on selecting, using, and evaluating generative AI tools, as well as address some of the ethical and pedagogical issues that may arise from using them.
By attending this presentation, you will better understand the potential and challenges of generative AI for teaching English Language, as well as learn how to apply some of the most innovative and user-friendly generative AI tools in your classroom.
Ghazali is an enthusiastic teacher who loves to use AI to enhance the learning experience for his students. With a passion for education and a keen interest in technology, he has been able to explore innovative ways of teaching that have helped him connect with students from diverse backgrounds.
His current interest is in the use of AI for teaching. He's always on the lookout for new tools and platforms that can help him make his lessons more interactive and engaging. Whether it's using chatbots to provide personalized feedback or using various AI tools to create exciting storylines to motivate his students, he's constantly looking to push the boundaries of what's possible in education. Ghazali loves being on the cutting edge of pedagogy. It's what has sustained his enthusiasm for teaching these past two decades.
Seth Lim is most passionate about the use of technology in education. He believes that technology can enhance the learning experience and help students develop 21st-century skills such as creativity, collaboration, communication, and critical thinking. Seth is always looking for new ways to integrate technology into his teaching, and he is not afraid to experiment with different tools and platforms.
One of the most exciting areas of technology that Seth is exploring is the integration of AI tools. AI has many applications and benefits for education, such as providing personalized feedback, adaptive learning, intelligent tutoring, and data-driven insights. He is interested in exploring them all.
Breakout 4: Nurturing Self-directed Learners Beyond the Classroom Using Augmented Reality and a Constructivist Approach
Ms Tan Chay Tin Jasmine, Mdm Zabrina Razali Singham
CHIJ (Katong) Primary
Strand: AR - Overlaying digital elements in our physical world to enhance learning
To nurture self-directed learners, CHIJ (Katong) Primary believes in a Student-Centric Education which provides experiential learning beyond the classroom to discover greater relevance and motivation in their learning. These opportunities allow students to connect and take multiple perspectives to make sense of their personal citizenship experiences and help them acquire a broad and deep foundation for lifelong learning.
Participants will gain an understanding of how the application of Cognitive Constructivist Theory supports the development of autonomous, lifelong learners. Participants can identify ways to equip students with new media literacies, such as curating and creating digital content. Using Augmented Reality to support Self-directed and Collaborative Learning.
Jasmine believes in nurturing future-ready digital learners with a strong sense of belonging and empathy. She has served the school as the Head of Department (Character and Citizenship Education) for 16 years. Using Design Thinking, she has established a caring and innovative school culture.
Mdm Zabrina Razali Singhamis is focused on developing confident and concerned citizens. As a trained Social Studies teacher and coordinator, she enjoys imparting knowledge and feelings about Singapore to her students. She has positively influenced her fellow teachers to make Social Studies come alive in the classroom.
Breakout 5: Web-based Augmented Reality in Chemistry Education and More
Dr Koh Peng Fei Jackson, Mr Lai Yin Chang
Raffles Institution
Strand: VR - Engaging learners via immersive virtual environments
This session introduces the use of Web-based Augmented Reality (WebAR) as an innovative and accessible resource for use both inside and outside of the chemistry classroom. A series of customised WebAR resources were designed and created to enhance students’ sub-microscopic understanding of chemistry concepts. These resources apply to the N/O/A Level chemistry syllabi and some introductory chemistry modules in tertiary institutions. Participants will get to interact with these resources using their mobile devices to experience the transformation in how students construct their understanding in this digital age compared to existing resources. Students and educators found the WebAR resources useful in the teaching and learning of chemistry. All developed WebAR resources will be shared with participants to facilitate ease of adoption, which could also be explored in non-chemistry and non-academic contexts.
Jackson started to dabble with Augmented Reality towards the end of 2020, at the height of the Covid-19 pandemic to explore how this technology can be leveraged to enhance teaching and learning. Without a programming/coding background, he picked up skills relating to website creation, 3D modelling and animation in order to create and improve the WebAR resources. Currently, he is exploring ways to apply these skills to other subjects as well as non-academic contexts to enrich students’ learning experiences.
Yin Chang is always interested in improving his pedagogy to enable effective student learning. One of the challenges students face in learning Chemistry is understanding the connection between macroscopic changes, microscopic molecular interactions, and symbolic representation. Yin Chang believes that a clear visualization of microscopic molecular changes is a critical factor in improving students' understanding of Chemistry concepts. WebAR resources effectively enable students to visualize abstract concepts in Atomic Structure, Chemical Bonding, and Organic Chemistry. Yin Chang will continue to explore how to leverage WebAR resources to enhance students' learning experience in class.
Breakout 6: Beyond Prompt Engineering - Extending the Capabilities of Large Language Models
Mr Chan Kuang Wen
Raffles Institution
Strand: AI Workflow for Productivity
Since the introduction of LLMs such as ChatGPT and Bard, many of us have used the platform's user interface to create tasks. However, we are limited to working on the platforms themselves.
Having custom-made applications with LLMs at the backend was a helpful workaround, with many new AI-powered products following this workflow. However, not all solutions can be tailored to our needs.
In this presentation, we will explore how the functionalities of LLMs can be extended to other platforms, such as Microsoft Excel, which can help us minimise time spent on repetitive admin tasks.
Kuang Wen is the Assistant Department Head (Educational Technology) at Raffles Institution (JC). He has built and deployed multiple AI solutions within the school, and has conducted workshops and shared on the use of AI in education.
Breakout 7: Supporting Each Student's Learning - Using AI to Differentiate Resources and Formative Assessment
Ms Lee Han Ni
Stamford American International School
Strand: AI for Adaptive Students’ Learning
Participants will delve into the realm of AI-supported differentiation in an interactive session. In this session, you will explore the potential of using AI to customize resources to better meet the needs of your students. The facilitator will share stories from teachers at Stamford American International School who have leveraged AI tools, such as Diffit, to differentiate lesson resources and formative assessments for students with diverse readiness. You will also have time to explore the tools and exchange practical ideas with other educators on using AI to make learning more accessible for all your students.
Han Ni is currently a Digital Learning Coach at Stamford American International School. Prior to this role, she worked in the Ministry of Education, serving as both a teacher and an Educational Technology Officer. Han Ni is an advocate for the meaningful use of technology in teaching and learning. She believes digital learning is not about the gadgets and software but the pedagogy that drives instructional strategies. She believes that technology can help redesign learning experiences for students, making learning more accessible and meaningful for everyone when used thoughtfully.
Breakout 8: Use of AR in Science - Seeing is Believing!
Ms Hazel Phua Qian Hui
Naval Base Primary School
Strand: AR - Overlaying digital elements in our physical world to enhance learning
Leveraging the capabilities of Augmented Reality (Google Chrome) and the Singapore Student Learning Space (Singapore SLS), participants will experience immersive learning experiences designed to deepen students' learning. The AR models offer students a realistic view of the human body systems, plants and animal cells. Leveraging the Heatmap and other formative tool functions built into SLS allow data to be gathered on students' learning and responses. This allows the teacher to chart questioning and subsequent lesson delivery to deepen students' learning. These student-centric experiences are designed to empower students to construct their knowledge through an inquiry-based educational methodology.
Hazel actively explores the integration of digital tools to design diverse and enriching learning experiences for students. This encompasses the incorporation of augmented reality (AR) within the instructional framework. She leverages the affordance of Google AR tool to enhance the teaching of Science, allowing students to witness traditional 2D representations of cell models coming alive before them. With other AR models available on Google AR tool, Hazel is enthusiastic about rethinking the design of lessons to incorporate them.
Breakout 9: Experiencing History and Game-Based Learning Through the Metaverse.
Mr Lim Wen Jun Gabriel, Mrs Charmaine Wang
Yuying Secondary School
Strand: VR - Engaging learners via immersive virtual environments
Historical empathy is a cornerstone of history education and learning. As history educators, we design lessons with the ultimate goal of creating learning experiences that allow students to immerse themselves in history. The potential of immersion, however, is often hindered by temporal and spatial limitations. While the past may persist in books, artifacts and buildings, there is a limit to how much we can re-create or experience in the physical world.
This project explores the use of metaverse technology to create virtual worlds that circumvent the temporal and spatial limitations of the physical world. Using Gather, a metaverse platform, we build virtual spaces that help learners move through space and time to gain deeper insights into Neville Chamberlain’s policies that eventually saw the outbreak of World War II in Europe. The project also attempts to utilise elements of game-based learning and audiovisual aids to increase the immersion experienced by learners.
Gabriel is a teacher from Yuying Secondary School with a passion for history and education technology. He strives to create innovative and authentic learning experiences that help learners gain deeper insights into historical events, figures and concepts.
Charmaine is a teacher from Yuying Secondary School. She enjoys designing interactive and engaging lessons which encourage critical thinking and self-directed learning. She strongly believes in equipping students with the right skills so that they can take ownership of their learning. She hopes that doing so will nurture curiosity in her students so that they will deepen their knowledge and passion for history as a subject.
Breakout 10: Smarty Pants AI - Elevating Pedagogy, Content, and Departments One Byte at a Time
Mr Mohamed Irfan Bin Darian
School of Science and Technology
Strand: AI Workflow for Productivity
Before AI, qualitative survey results were usually limited in their use due to the complexity of interpreting them for useful and actionable follow-up. This is especially so when a large data model is involved and if it spans multiple domains and dimensions.
This presentation aims to highlight the power of AI in interpreting a large data set and how it can be leveraged more strategically for better outcomes, not only in the classrooms but also at the department and even the school level.
Irfan is an educator passionate about EdTech, design and innovation. He hopes to inspire everyone to make connections amongst the unconnected and see possibilities in the impossible.
Breakout 11: Transforming education with Chatgpt
Mrs Goh Hwee Hwee
Anglo-Chinese School (Independent)
Strand: AI for Adaptive Students’ Learning
Efficiency in Crafting Testimonials: Discover how ChatGPT can transform the task of creating factual and positive testimonials from a time-consuming chore into a swift, 15-minute activity. This not only boosts efficiency but also maintains the authenticity and quality of your communications.
Innovative Assessment Creation: Learn the art of converting PowerPoint presentations into well-structured multiple-choice questions with ease. This session will delve into the strategies for utilizing ChatGPT to facilitate the assessment creation process, making it more efficient and less burdensome.
Engaging Learning Through Manga: Explore how ChatGPT can be used to design manga, introducing a novel and visually engaging narrative form into your teaching toolkit. This segment will showcase the potential of manga as a powerful tool for storytelling and concept explanation, captivating students' interests and enhancing their learning experience.
Hands-On Experience: Attendees will not only learn about these transformative uses of ChatGPT but will also engage in hands-on activities to apply these concepts in real-time. This practical approach ensures that participants leave the session equipped with the knowledge and skills to implement ChatGPT in their own educational settings.
E-Pedagogical Skills Development: Our session will cover a broad spectrum of e-pedagogical skills, from leveraging AI for content creation to integrating technology in assessment and student engagement. Participants will gain insights into effective digital pedagogy practices, preparing them for the future of education.
Goh Hwee Hwee is a History teacher with Anglo-Chinese School (Independent).
She is passionate to enhance the love of History with the use of IT.
With Chatgpt, she has designed mangas to enhance the narrative of historical events.
In addition, she has used chatgpt to design lessons, create authentic scenarios for escape rooms and write poems to better appreciate Historical concepts from different angles.
Session B Breakouts 1 - 11 (2:00 pm - 3:00 pm)
60 minute deep dive with hands-on approach, conducted by MOE and international school educators
Due to anticipated demand, some Breakouts will repeat across Sessions A and B. Do not register for a repeat Breakout if you have already attended it in Session A.
Breakout 1: Leveraging AI Gamification for Enhanced Teaching of Tamil Language and Literature
Mr Shahul Hameed s/o Mohamed Maideen (Shah)
National Junior College
Strand: AI Gamification
The integration of Artificial Intelligence (AI) gamification in teaching Tamil Language and Literature has emerged as a powerful tool, offering students a wide range of benefits. AI gamification combines the principles of game design and AI technology to create immersive and interactive learning experiences. By incorporating challenges, rewards, and progress-tracking elements, AI gamification captivates students' attention and motivates them to participate actively in their language-learning journey. This increased engagement leads to improved retention and a more enjoyable learning experience.
One of the key benefits of AI gamification in teaching Tamil Language and Literature is its ability to personalize learning. This personalized approach ensures that students receive targeted support and practice in areas where they need improvement, leading to more effective language acquisition. Furthermore, AI gamification provides immediate feedback, allowing students to learn from their mistakes and make corrections in real-time. This instant feedback helps students refine their language skills and boosts their confidence and motivation to continue learning. AI gamification also offers opportunities for cultural immersion and appreciation. By incorporating elements of Tamil literature, history, and culture into the game-based activities, students can develop a deeper understanding and connection with the language, fostering a love for Tamil literature and a sense of cultural pride.
In addition, AI gamification promotes collaborative learning and healthy competition. This collaborative environment encourages communication, teamwork, and the exchange of ideas, enhancing the overall learning experience while fostering a deeper appreciation for Tamil literature and culture.
Shah is an experienced educator with a passion for teaching Tamil Language and Literature. With over two decades of teaching experience, he has dedicated his career to imparting knowledge and fostering a love for the Tamil language among students. Recognizing the importance of technology in education, Shah has actively infused technology into the teaching and learning of Tamil Language and Literature. He has been at the forefront of incorporating innovative technological tools and methods to enhance the learning experience for his students.
Breakout 2: AI-Enhanced Lesson Design (AI-ELD) Process
Mr Ng Ee Noch, Ms Tong Jin Sui
Boon Lay Garden Primary School
Strand: AI Workflow for Productivity
What if AI could help educators become better designers of meaningful learning experiences? This question was the driving force behind the AI-Enhanced Lesson Design (AI-ELD) Process. This process was my research project during my participation in the Fulbright Distinguished Awards in Teaching Program for International Teachers, with support from faculty advisors from Indiana University of Pennsylvania and an interest group of Singaporean educators.
The AI-ELD Process aims to enhance the lesson design process by integrating AI capabilities with educators' professional expertise. It includes a prompt framework, an assessment rubric for evaluating AI-generated lesson plans' quality, and a list of curated follow-up prompts to refine the lesson plan further using AI. Educators' expertise ensures that final lesson plans are pedagogically sound and customised to students' needs.
Educators who collaborated with me on this project expressed enthusiasm, describing it as 'fun, fast, and fulfilling.' They also recognized the significant benefits of integrating AI's suggestions into their teaching methods.
Ultimately, the AI-ELD Process will help educators enhance the lesson creation and refinement process, creating innovative and effective teaching and learning approaches.
Ee Noch is an educator passionate about everything related to EdTech and innovative pedagogies. With over 15 years of teaching experience, Ee Noch has had the opportunity to work with students from Primary 3 to 6. He constantly seeks new ways to use technology to enhance student learning, aiming to create meaningful experiences that engage and challenge students to become lifelong learners. Ee Noch is also a firm believer in the power of professional development. To stay abreast of the latest trends in education, Ee Noch is continually engaged in reading, attending conferences, and participating in online courses. Additionally, as a member of several professional organizations, he collaborates with fellow educators to exchange ideas and best practices.
A primary school Chinese teacher with six years of experience, Jin Sui is deeply passionate about leveraging technology to enhance the teaching and learning experience. She firmly believes that education must evolve with the times to cultivate future-ready learners. Actively engaging in sharing sessions and conferences, She consistently seeks opportunities to exchange insights and absorbs the latest developments within the educational community. These collaborative discussions serve as catalysts for generating innovative ideas, fostering a culture of continuous improvement among educators.
Breakout 3: Unleashing the Power of AI in Collaborative Learning
Mr Musa Ibraahim Sim
NPS International School
Strand: AI as a Personal Assistant
This sharing will lead the audience to a visionary exploration of the creative and transformative realm where artificial intelligence and collaborative human learning converge. Discover the dynamic landscape where students become architects of their own education, steering their learning journey through self-directed learning.
Participants will delve into groundbreaking strategies that leverage AI not as a mere tool but as a collaborative partner in educational projects. Explore how the integration of novel technologies fosters interactive and dynamic learning environments where students, supported by AI, engage in meaningful collaborations, unlocking new dimensions of creativity and critical thinking.
There will also be a sharing session focusing on in-class examples and success stories from NPS International School, showcasing how purposeful AI integration is reshaping education and empowering creative learners to thrive in an era of limitless possibilities.
Musa is the Head of EdTech at NPS International School, Singapore. He is a passionate advocate and ambassador for purposeful technology integration in education. Musa's expertise lies in crafting an educational revolution through the fusion of self-directed and collaborative pedagogy, blending the power of human ingenuity with the multi-modal contributions of artificial intelligence.
Breakout 4: Beyond Boundaries - Augmented Reality Enhancing Science and Art at PHPPS
Mr Erman Abu Bakar, Miss Felicia Ting En Qin
Pei Hwa Presbyterian Primary School
Strand: AR - Overlaying digital elements in our physical world to enhance learning
Participants will be offered an in-depth examination of augmented reality's (AR) burgeoning role in education, particularly within the domain of science and art at Pei Hwa Presbyterian Primary School (PHPPS). At PHPPS, AR's visual learning capabilities are strategically harnessed to enrich two key areas: the visualizing of intricate scientific concepts such as plant dissection and human anatomy, and the transformation of two-dimensional art into immersive 3D visualizations.
The crux of AR implementation at PHPPS lies in its transformative impact on science education. By using AR technology, students gain a deeper understanding of complex scientific subjects such as plant dissection and human anatomy, enabling them to visualize and interact with these topics in ways that were previously challenging or impossible through traditional methods.
Additionally, participants will also explore AR's integration with artistic endeavours and learn how it transcends the confines of two-dimensional art. Participants will see how students can transform their 2D artistic creations into captivating 3D visualizations through the use of AR, fostering a seamless merger between technology and creative expression.
Finally, participants will experience how AR technology presents students with a rich, multifaceted learning experience, effectively amalgamating technology and creativity to enhance their educational journey.
Erman Abu Bakar is an art educator with a passion for technology-based learning. He has developed innovative strategies that integrate art and technology, including game-based learning and gamification. Erman is proficient in using information technology to enhance the learning experience, leveraging tools such as digital art software and online technology platforms to engage and motivate students. He has a deep understanding of how technology can foster creativity and critical thinking and has shared his research on the convergence of art education and technology on national educational platforms.
Felicia, a passionate advocate for technology-driven education, leads by example, guiding educators to integrate cutting-edge tools like augmented reality (AR) into their teaching methodologies. Her innovative approach not only incorporates AR seamlessly into lessons but also transforms art education, making it relevant by weaving real-life scenarios into the curriculum. By tapping into her students' life experiences and narratives, Felicia brings vibrancy and authenticity to learning, creating a dynamic environment where academic concepts align with everyday encounters.
Breakout 5: Beyond Prompt Engineering - Extending the Capabilities of Large Language Models
Mr Chan Kuang Wen
Raffles Institution
Strand: AI Workflow for Productivity
Since the introduction of LLMs such as ChatGPT and Bard, many of us have used the platform's user interface to create tasks. However, we are limited to working on the platforms themselves.
Having custom-made applications with LLMs at the backend was a helpful workaround, with many new AI-powered products following this workflow. However, not all solutions can be tailored to our needs.
In this presentation, we will explore how the functionalities of LLMs can be extended to other platforms, such as Microsoft Excel, which can help us minimise time spent on repetitive admin tasks.
Kuang Wen is the Assistant Department Head (Educational Technology) at Raffles Institution (JC). He has built and deployed multiple AI solutions within the school, and has conducted workshops and shared on the use of AI in education.
Breakout 6: Generative AI Tools for Teaching English Language
Mr Ghazali bin Abdul Wahab, Mr Seth Lim Jun Hua
Canberra Secondary School
Strand: AI as a Personal Assistant
Artificial intelligence (AI) is transforming the field of education, offering new possibilities and opportunities for teachers and learners. Among the various types of AI, generative AI is especially promising, as it can create original and diverse content, such as text, images, audio, and video, based on given inputs, parameters, or prompts. Generative AI can be a powerful ally for teachers, as it can help them design and deliver engaging and effective lessons, as well as provide personalized and adaptive feedback and support for students.
In this presentation, we will demonstrate how to leverage some of the most popular and accessible generative AI tools to assist in teaching the English Language. We will focus on four key skills: Reading Comprehension, Writing, Listening, and Oral. For each skill, we will show how generative AI can be used to create rich and varied resources, such as passages, questions, and answers, and we will even give feedback on students' essays. We will also share some tips and best practices on selecting, using, and evaluating generative AI tools, as well as address some of the ethical and pedagogical issues that may arise from using them.
By attending this presentation, you will better understand the potential and challenges of generative AI for teaching English Language, as well as learn how to apply some of the most innovative and user-friendly generative AI tools in your classroom.
Ghazali is an enthusiastic teacher who loves to use AI to enhance the learning experience for his students. With a passion for education and a keen interest in technology, he has been able to explore innovative ways of teaching that have helped him connect with students from diverse backgrounds.
His current interest is in the use of AI for teaching. He's always on the lookout for new tools and platforms that can help him make his lessons more interactive and engaging. Whether it's using chatbots to provide personalized feedback or using various AI tools to create exciting storylines to motivate his students, he's constantly looking to push the boundaries of what's possible in education. Ghazali loves being on the cutting edge of pedagogy. It's what has sustained his enthusiasm for teaching these past two decades.
Seth Lim is most passionate about the use of technology in education. He believes that technology can enhance the learning experience and help students develop 21st-century skills such as creativity, collaboration, communication, and critical thinking. Seth is always looking for new ways to integrate technology into his teaching, and he is not afraid to experiment with different tools and platforms.
One of the most exciting areas of technology that Seth is exploring is the integration of AI tools. AI has many applications and benefits for education, such as providing personalized feedback, adaptive learning, intelligent tutoring, and data-driven insights. He is interested in exploring them all.
Breakout 7: The Future of Student Feedback: Using Generative AI for Self-Directed Learning
Ms Faith Kaylie Ong Yi Cheng, Ms Erica Reyes Rodriguez
Manjusri Secondary School
Strand: AI as a Personal Assistant
In this presentation, teachers from Manjusri Secondary School will share insights into the seamless integration of generative AI tools such as ChatGPT in the English classroom and the impact it has on student learning. We will showcase how ChatGPT can provide instant feedback on students’ writing and provide personalised support using metacognitive questioning.
Faith has taught English Language at the Secondary level for more than 15 years. She has an M.A. in Effective Learning and Teaching from University College London. She was also a recipient of the Fulbright Distinguished Awards in the Teaching Programme for International Teachers in 2023. As a Lead Teacher, she is also committed to mentoring teachers of all experience levels. She has a strong interest in integrating the pedagogies of language learning with technological tools to create effective and meaningful learning experiences. Since 2023, she has led a team of teachers to explore how AI-enabled tools can be used to create more engaging lessons. In particular, the creation of a generative AI 'prompt recipe' to promote students' self-directed learning through feedback. Her work was recently featured by Channel News Asia, which focused on how schools in Singapore harnessed the use of ChatGPT in the classroom.
Erica is an experienced educator with nine years of teaching expertise. She began her teaching career at St. Patrick's School, where she developed her pedagogical skills, and currently contributes to the academic community at Manjusri Secondary School. Erica earned her Bachelor of Arts in Education from the National Institute of Education in 2015, equipping her with a solid foundation in instructional methods and pedagogy. With a deep passion for harnessing technology to enhance teaching and learning, Erica has integrated innovative tools and AI, such as ChatGPT, to create dynamic and engaging learning experiences. She was also recently featured by Channel NewsAsia about how schools are using ChatGPT to promote self-directed learning in the classroom.
Breakout 8: Potential and Pitfalls of Technology-enhanced Feedback with Generative AI: A Case Study in Primary School Science Classrooms [ONLINE]
Ms Tan Si Hua
West Grove Primary School
Strand: AI for Adaptive Students’ Learning
Feedback in K-12 education, crucial for enhancing learning, is increasingly mediated by advanced technologies. The adoption of Artificial Intelligence-enhanced feedback (AI-EF) has notably increased, driven by advancements in educational analytics and Artificial Intelligence. This trend, recognised by renowned organisations like the OECD (2021) for its potential to integrate learning and assessment, has been further accelerated by the expansion of online learning during the COVID-19 pandemic.
Despite AI's widespread adoption in educational settings, there is a notable gap in research exploring the interplay between AI affordances and feedback practices in K-12, particularly when compared to higher education. To address this research gap, this paper delves into the role of AI in enhancing K-12 feedback practices, situated within the broader research area of Technology-Enhanced Feedback (TEF), which may be understood as the use of technology in various forms of assessment — for, of, and as learning (Jordan, 2013).
Recognising technology as a core component of contemporary feedback practices (Carless and Winstone, 2020), the paper delves into the nuances of the reflective theory-practice nexus of AI-EF, laying the groundwork for future research in the interconnected fields of Assessment and Educational Technology.
This paper presents a review of AI-EF, beginning with methodology, then examining AI-EF research trajectories, current affordances of AI technologies in enhancing feedback processes, and its educational impact on K-12 learners in domains including Cognitive, Self-regulatory, Affective, and Social. The review concludes with a discussion and recommendations on the current AI-EF research landscape as the field of AI-EF evolves, offering valuable insights to encourage ongoing reflective research and practical classroom applications among researchers and educators. Scholarly speaking, the paper aims to assess the current state of AI-EF studies, highlight key findings, and provide direction for ongoing scholarly work. On the practical front, acknowledging the growing role of AI in feedback mediation, it focuses on guiding the informed translation of AI-EF research into improved classroom feedback practices.
Si Hua is a dedicated professional passionate about harnessing technology's power to enhance student outcomes. She has a keen focus on the intersection of assessment and educational technology.
Breakout 9: Pedagogical analyses of virtual viewers - increasing place-specific knowledge and learners' sense of place (perspectives from Biology and Geography)
Ms Chen Zhaoyan Madeline, Ms Fong Kit Ching
NUS High School of Mathematics and Science
Strand: VR - Engaging learners via immersive virtual environments
Fieldwork is a signature pedagogy in Eco-biology and Geography; when deployed, it typically intensively utilises manhours and resources. Yet, it is the most memorable learning experience for students. To engage students better in inquiry-led learning, it is now readily accepted that virtual environments vis-à-vis virtual viewers can scaffold students’ readiness to engage the field and rapidly facilitate orientation, helping teachers and students make effective use of time honing investigative skills onsite.
With a focus on sustaining field-based learning experiences for NUS High students, virtual viewers were deployed in Geography and Biology lessons as part of multi-modal and differentiated instruction learning environments. Learning is assessed via alternative assessment products. This session examines the technological affordances, cognitive aspects of designing virtual viewers, and the intersections with instruction design and assessment considerations.
Madeline was formerly trained in qualitative data analyses through her Social Sciences degrees from the National University of Singapore. She identifies as a geographer and teacher-researcher and continues to apply and develop her mastery in computer-assisted qualitative research methods, differentiated instruction, programme evaluation and formative assessment in her workplace. She habitually deploys mixed methods and believes in rationalizing frameworks co-operatively with stakeholders to enable evidence-based planning. She is also experienced in adult training and learning and development through her interactions with Geography teachers in Singapore.
Kit Ching is currently a senior teacher at the Department of Biology, NUS High School of Mathematics and Science. She enjoys sharing with her students the wonders in the fields of animal physiology, biodiversity, ecology and conservation. She values the use of authentic experiences, such as field trips and learning journeys, as well as the sharing of real-life stories to bring life and meaning to the learning of biology. She is also excited about exploring the use of technology to enhance and enrich students’ learning experiences.
Breakout 10: For real? The new reality in the classroom.
Ms Ruth Loh, Ms Ng Ee Nee
School of Science and Technology
Strand: MR - Blending VR and AR for hybrid learning experiences
As we continue to push the frontiers of education and technology to develop simulated environments for immersive learning experiences, we are gradually approaching a hybrid reality where digital and physical objects can now coexist in our learning space.
Unlocking the potential of immersive technologies, our presentation will explore the transformative role of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) for Geography and Mathematics learners.
This interdisciplinary session will discuss the effectiveness of adopting a Mixed Reality (MR) approach by closely aligning the virtual educational space with an e-pedagogical framework and a relevant local curriculum content.
Grounded in e-pedagogical frameworks, we showcase how these technologies foster active learning and deepen conceptual understanding. We will also touch on research methodologies including pre-post assessments and qualitative interviews to gauge the impact of immersive lessons on student engagement and academic performance.
Our findings will underscore the effectiveness of VR, AR, and MR in enhancing learning outcomes, offering educators innovative tools to create dynamic and inclusive learning environments.
Join us to discover how these immersive experiences can transform teaching practices to empower students in the digital age.
Passionate about integrating key geographical concepts of scale, space, environment, and physical interaction into teaching, Ruth currently uses Virtual Reality tools to transcend physical classroom boundaries, enabling students to creatively design their concepts using Virtual Reality. Collaboration happens via created environments. with timely checks for understanding and access by all stakeholders. This holistic approach enriches learning, cultivates creativity, and develops critical thinking. This comprehensive framework also ensures that students not only learn geography but also develop essential skills for the future.
With over a decade of experience teaching in secondary education, Ee Nee is interested in integrating technology with e-pedagogical methods to enrich students' learning. She is driven by the belief that technology can transform conventional teaching approaches into immersive experiences that resonate with today's digital-savvy learners. She constantly seeks out new tools and platforms to include in her teaching strategies.
A key area of her focus is employing emerging technologies to enhance students' understanding and visualization of mathematical concepts. She is constantly tinkering with various digital tools and platforms to create immersive learning experiences that assist students in grasping abstract mathematical ideas more effectively. She encourages collaboration among students, enabling them to develop as heutagogical learners. Ee Nee is deeply dedicated to fostering a love for mathematics in her students and equipping them with critical thinking skills to tackle challenges in our increasingly digital and interconnected society.
Breakout 11: Beyond ChatGPT: AI Chatbots for Teachers and Students
Mr Lim Tsu Wei, Mathew
National Junior College
Strand: AI as a Personal Assistant
ChatGPT has established itself as one of the most popular tools among educators. In addition to ChatGPT, educators and students have access to a variety of chatbot tools that exhibit varied applications.
This sharing session aims to demonstrate how teachers and students can effectively use ChatGPT alternatives. It will mainly focus on Bing Chat/Copilot and Perplexity.ai but may discuss other commonly available chatbots, including custom-built chatbots, given the current rapid developments in chatbot technology. The session will further provide a comparison of the strengths and weaknesses of these popular chatbots.
Mathew Lim is both a History teacher and an AI enthusiast. His interests lie not only in exploring AI tools for teaching and learning but also in understanding the workings of AI. He is keen on developing AI literacy among teachers and students, as well as examining the ethical implications of AI technology.
