Constructing an integrative model for ICT and subject teaching has always been one of the tasks for educationists who are keen on leveraging IT for learning. This paper aims to introduce a new theoretical framework called "A Synthesis of Technological Pedagogical Content Knowledge" (Mishra & Koehler，2006), and to conduct an analytic review using this framework, on papers published in this special issue. Instances of actual usages are also given to illustrate the employment of this framework in the designing and constructing of MyCLOUD (My Chinese Language ubiquitOUs learning Days), an integrative platform for ICT and Chinese Language teaching.

Keywords: Technology Assisted Chinese Language Learning, TPACK Model, Research-informed Teaching

Conventional teaching of Tang poetry in national primary schools presents two difficulties. Firstly, a teaching approach emphasizing on explanation and recitation can merely achieve the target of acquiring knowledge and skill. However, it is difficult to attain the affective target of enabling school children to appreciate the artistic concept of the teaching content. Secondly, as school children are limited in language expressions, it is hard for a teacher to gauge the extent of the pupils' understanding towards the figurative meaning of the teaching content and also their intention for the appropriate choice of word. This study attempts to explore the outdoor ubiquitous learning for teaching Tang poetry and to enhance it using "a formative evaluation based on photo tagging". Results indicated a significant enhancement in learning effectiveness of school children who took part in the experiment using this teaching method. Our questionnaire results also revealed that this system could help the teacher monitor on the spot instantaneously the learning progress of the pupils.

Keywords: e-Learning, Ubiquitous Learning, Teaching of Tang Poetry, Photo Tagging, Formative Evaluation

This research aims to study the effect of a teaching plan integrating mind mapping strategy and online writing practice on the writing ability, creativity and writing attitudes of Primary 5 pupils. With two classes of primary 5 pupils from Taipei's Yong Chun Primary School as our targets of study, we carried out our research work on one experimental group (N=27) and one control group (N=27) over an experimental period of 13 weeks. The experimental group followed a teaching plan integrating mind mapping strategy and online writing practice, while the control group followed a conventional teaching plan of writing practice. The research work was conducted with tools like "analytic rubrics for writing expression", "rubrics for creative writing" and "rubrics for writing attitude". As for the research data, they were statistically analyzed with descriptive statistics and one-way ANCOVA. The study has shown that pupils in the experimental group have made significant progress in their creativity, writing expression and writing attitudes.

Keywords: Mind Mapping, Online Writing Practice, Writing Ability, Writing Creativity, Writing Attitudes

This study aims to design an operating model by applying the "web-based student-generated questions strategy' in the teaching of classical poetry in primary schools. The teaching objective of teaching classical poetry is to nurture the learners' ability to reflect and appreciate. The "web-based student-generated questions strategy" requires learners to set and answer their own questions. Based on peer feedback and their own review，the question setters will then again modify their questions. This learning cycle allows the learners to reflect on and evaluate what they have learnt. After analyzing the theoretical framework and characteristics of the "web-based student-generated questions strategy", with reference to relevant studies in the past issues, we have developed in our research, an operating model of student-generated questions teaching plan consisting of six steps. Based on the relevant literature, we have also devised a proposal of eight principles of implementation.

Keywords: Teaching of Classical Poetry, Pedagogical Design, Theoretical Basis, Web-based Learning, Student-generated Questions Strategy

As "Sociocultural Theory" is increasingly gaining attention in the research arena of second language acquisition, some researchers are trying to consider the knowledge of language and the nature of learning in a new perspective that may lead to a new interpretation of second language acquisition in terms of its learning process and core elements. Based on this viewpoint and the existing collaborative knowledge building theory, we present in this paper, the concept and principles of "Rapid Collaborative Knowledge Building", by taking into consideration the actual classroom needs and the characteristics of second language acquisition. Case studies will also be used to summarise its application in Chinese language classrooms in Singapore.

Keywords: Rapid Collaborative Knowledge Building, Computer-supported Collaborative Learning, Second Language Acquisition, Chinese Language Learning, Group Scribbles

This paper reports on a research project on a mobile assisted language learning programme for Chinese, entitled "Move, Idioms!", which is to be conducted in a primary school. Pupils participating in the programme will be assigned a mobile phone each. During their idiom lessons, they will watch animated comics with idiomatic themes on the mobile phone. They can also use it in small group learning. In times when they encounter things or spot an event in their daily lives relevant to the idioms they have learnt in class, they will then take a snapshot of the situation with the mobile phone, annotate it with a few phrases, and post it online for peer discussion. The class will also go through these materials again in the next lesson to consolidate their learning. This paper will be focusing on the discussion of a 9-week pilot experiment conducted in 2009, during which the participating teachers are required to design a 5-lesson delivery plan for teaching idioms. We will discuss the incidents and challenges that we encountered during the actual execution of the plan and how the experience gained has inspired us to come up with the design of a five-stage lesson plan for teaching idioms, which would be applied in a formal experiment of ten months scheduled for 2010.

Keywords: Chinese Language Learning, Mobile Assisted Learning, Seamless Learning, Curriculum Design

When new immigrants settle down in a host country, a very common obstacle they faced is communication breakdown as a result of language and cultural differences. This is particularly true of foreign spouses who migrate through marriage. As they have to look after the family and to take care of the children, they can hardly benefit from the education program provided by the host country. Many studies in the recent years have shown that the effort put in by the government to promote literacy among new immigrants had yielded little success as a result of inconsistent learning schedules on the part of the learners and of the inadequacy in teaching materials. As a research work subsidized by the National Science Council, this study addresses the issue of language learning plight faced by new immigrants by developing for them a set of teaching materials that can be eventually integrated in an e-learning curriculum. In collaboration with a national primary school, we have conducted an experimental e-learning program using the teaching materials that we have developed with a special class composed of only foreign spouses. A total of 22 immigrant learners of Chinese language participated in this teaching experience. The primary aim of the study was to enhance immigrant learners' motivation and interest through the deployment of e-learning materials. For the e-learning to be effective, this had to be done within the reach of computer learning capacity of the new immigrants. Two major findings resulted from this study: (1) Digital divide has to be taken into consideration in the deployment of e-learning materials of Chinese language, as most new immigrants have insufficient computer literacy; (2) The deployment of e-learning materials must adopt a more user-friendly approach. For example, the use of images instead of texts in e-learning materials can help the learners avoid frustration when they learn to use new technologies.

Keywords: New Immigrants, Chinese Language Teaching Materials, e-Learning, Multiculturalism, Adult Learning, Supplementary Teaching Materials