eNews
Contents:
INTRODUCTION
1.

Message from the Founder

ETONHOUSE INTERNATIONAL EDUCATIONGROUP - NEWS & EVENTS
2.

EtonHouse and PAP Community Foundation(PCF) collaborate to open second Hampton
Pre-School in Tanjong Pagar, Singapore
EtonHouse Nanjing fully authorised as an
IB World School for Primary Years
EtonHouse opens brand new campus
in Suzhou Baitang

3.

EtonHouse International Pre-School
Shanghai sets new standards
EtonHouse to launch very first campus
in Hong Kong
EtonHouse opens in Hanoi, Vietnam

4.

Third EtonHouse campus in Chengdu, China
Staff Night 2013

5.

The first REACH Conference inSingapore
Loose Parts Theory as an Early Children‘Technology’

SINGAPORE
6.

EtonHouse Broadrick introduces 3DGaming in Education
Embracing Technology in Early
Childhood Education

7.

Enhancing Learning through Multimedia
Communication
Using Technology for Visual Information

8.

Exploration of Technology
Technology - a Tool to Research andCommunicate with others at Claymore

9.

The Use of Camera - From Children’s
Perspective
Technology - One of the ‘hundred
languages’ for children to express theirideas, competenceies and creativity

CHINA
10. iPad Technology in the Classroom
The Impact of Technology
11. An immersion into the Chinese Language
and Culture
Enriching students high school learningjourney
12. Blogging as a Teaching Tool
The Digital Native
INDIA
13. Using Technology in the Classroom
JAPAN/KOREA
14. Visual Documentation of Learning
Technology is a Learning Tool, Not a
Learning Outcome
MALAYSIA/INDONESIA
15. ‘Technology’ - Not just a Tool - but aLens for Learning
Who’s the Teacher?

Newsletter • 2 - 2013

Educational Technology - a way of life for thechild of the 21st century
Very often we see children as young as 2 or 3 years ofage adept at using tablets and smart phones. Equallyoften, we come across young children teaching us athing or two about using the latest apps and finding
our way around a new gadget. Does this meanthat the children of this century are born with thisintrinsic ability to effortlessly transition into the digitalworld, demonstrating astute knowledge and skills
around a completely new devise or application? A
child’s tenacity and creative
thinking skills always has
and always will amaze me.
But it is their ability to be
comfortable and at easearound technology which
over the years has been thedomain of scientifically gifted
adults that never ceases tointrigue me.
Given this very real andsignificant
context
thatdefines the 21st century,
educators all over the world have embraced
technology or educational technology in theirclassrooms. Technology not only enriches learning,
but also makes it relevant to our children. The
relevance of technology also stems from anunderstanding of child development. Young children
are concrete and visual learners and use symbolic
languages to express their thinking. They also
have diverse learning styles. Technology therefore
intrinsically aligns with children and their learningin the early years and beyond. It encourages
manipulation, exploration, self-directed learningand critical thinking amongst children as they use
a range of symbolic languages. The appropriate
and intentional use of technology makes learning
individualized and sensitive to diverse learning
styles. More importantly it exploits our genetic
preference for visually presented information.
In EtonHouse, we value the spontaneity, ingenuity,
social affiliation and diversity that technology lends toour inquiry based programme. The richness that theuse of computers, interactive whiteboards, tablets,
digital cameras, software programmes and digitalaccess brings to our classrooms is unparalleled. Not
to mention how it supports us as a global community-1-of learners enabling us to interact with EtonHouse
children and educators all around the world. It brings
to our context, richness, diversity and collaborative
learning experiences that form a critical element of oureducation. It supports our educators to further enrichand enhance their teaching and learning throughtools that enhance documentation and our reflective
thinking practice. It also helps to extend and expand
the overall goals and outcomes of the programme
offered in our schools.
You will read some wonderfulexamples of appropriate,
intentional and innovativeuse of technology in thisnewsletter. Be it gaming,
multimedia or symbiotic
technology – our schools
offer engaging and relevant
opportunities around the useof educational technology inlearning experiences withadults and peers.
In this edition of the corporate newsletter, you will
also read about the wonderful new campuses that
we have opened this year in Shanghai, Suzhou andChengdu (in China) and Vietnam and the one thatwill open shortly in Hong Kong. The official launch of
REACH (Reggio Emilia in Asia for Children) opens
up new and exciting possibilities for research andprofessional development for EtonHouse educatorsand the entire early childhood profession in Asia.
We will also be reaching out to more Singaporeanfamilies by offering a high quality, affordable earlyyears programme at the new Hampton Pre-School,
Tanjong Pagar – a meaningful community project
initiated by Singapore’s Founding Father and Former
Prime Minister, Mr Lee Kuan Yew. The newsletter is
yet another reinforcement of the dynamism of the
EtonHouse community to bring about excellence andleadership in educational practice in Asia.
I hope you enjoy this edition of the corporate
newsletter.
Ng Gim Choo
Group Managing Director
EtonHouse International Education GroupE t on Hous e I n ter n a tional Ed u c at ion Grou p - News & Event s

EtonHouse and PAP Community Foundation (PCF) collaborate
to open second Hampton Pre-School in Tanjong Pagar, Singapore
Singapore’s Founding Father andfirst Prime Minister, Mr Lee Kuan Yew
who chose EtonHouse to manage
Hampton Pre-School in Tanjong Pagar
to provide high quality bilingual earlychildhood programmes at affordable
prices to young families. The campus
was launched by Mr Lee himself on
16 August 2013 during a National Day
Celebration Dinner.
Hampton Pre-School was first set
up in Bishan in 2009 when PCF and
EtonHouse joined hands to offer highquality affordable early childhood
services to Singaporean families.
Singapore’s first Prime Minister, Mr Lee Kuan Yew announcing the launch Hampton Pre-School at Bishan hasof Hampton Pre-School, Tanjong Pagar
been running successfully over the
past 3 years. The programme that was
EtonHouse has expanded its collaboration withdesigned by EtonHouse, caters to Singaporean
PAP Community Foundation (PCF) to set up
families and is highly appreciated by parents. The
another centre under the Hampton Pre-School
graduates from this centre have done very well inbrand. Located in Tanjong Pagar in Singapore,
primary school settings, not just academically but
the pre-school will commence operations on
also socially and emotionally and are confident
2 January 2014. The project was initiated by

EtonHouse Nanjing fully
authorised as an IB World
School for Primary Yearsand competent life-long learners.
The new campus at Tanjong Pagar will continue
to offer the same high standards of practice.
EtonHouse is delighted to expand its offering
under the Hampton brand, and to reach out tomore Singaporean families with a high quality
learning environment at affordable prices.

Mrs Ng Gim Choo with Mr Chan Chun Sing, MP of the
Tanjong Pagar GRC, Minister for Social and Family
Development

EtonHouse opens brand new
campus in Suzhou Baitang
The brand new EtonHouse International Pre-School in Baitang One, Suzhou
has opened this September. Located in Baitang One on the east of Jinji Hulake in Suzhou Industrial Park, the pre-school sits on 4,717 sqm of landboasting a unique architectural concept based on the famous children’sclassic – Jack and the Beanstalk. The school has many innovative features
such as a children’s kitchen or vegetable garden, digging and construction
areas and mobile climbing equipment to offer children a rich environment
full of exciting and engaging learning possibilities. The school offers young
children an international research based programme delivered by highly
qualified international teaching staff and an inspiring and engaging learning
environment.

EtonHouse International School Nanjing is now fully authorised as an
International Baccalaureate World School for Primary Years (IB PYP). The
IB Primary Years Programme provides an education framework based on
its inquiry-centred, multi-disciplinary philosophy. Recognising that students
are active participants in the learning process, the programme seeks to offer
students a rigorous, comprehensive curriculum to encourage their curiosity
and inquiry. EtonHouse Nanjing is the sixth IB World School under the
EtonHouse umbrella.

-2-

E t on Hous e I n ter n a tional Ed u c at ion Grou p - News & Event s

EtonHouse International Pre-School Shanghai sets new standards
EtonHouse opened its
first campus in Shanghai
in
September
2013.
Located in the heartof Pudong in Lujiazui,the school reinforcesthe EtonHouse Group’s
reputation of excellence
andleadershipineducational
practiceby offering a highquality early childhood
programme based on
research based bestpractice.

adding more colour and diversity to their learning environment
and inculcating international mindedness amongst them”
A series of Open House events for the pre-school was held
successfully and was well attended by invited guests, government
officials, children and their families, prospective parents
andmedia.
Childrenhadthe opportunity
to engage witha wide rangeofmaterials
andlearning
resources andtoexperience
our meaningfullearning environments, while parents interactedwith educators to learn more about our uniqueinquiry-based curriculum. Visitors complimented
the beautifully designed learning spaces that
opened up to the outdoor environment. The design
encourages deep and meaningful relationships
with the natural world and between the learning
happening indoors and outdoors. EtonHouse
believes in offering respectful and aesthetic
learning environments that inspire and intrigue
young children.

Says Mrs. Ng Gim
Choo, Founder and Group Managing Director of the
EtonHouse International Education Group, “I am very
excited about the opening of EtonHouse Shanghai.
Shanghai is a very special city and we are confident
that the quality of early childhood education we willoffer is unparalleled and will establish new standards of
excellence here. Being a part of EtonHouse, also offers
opportunities for the children and staff of EtonHouse
Shanghai to interact, learn and share with their peers
in other EtonHouse campuses around the world, thus

EtonHouse launches first
campus in Hong Kong

EtonHouse opens in Hanoi,
Vietnam

EtonHouse will be opening a
new international pre-school
campus in Hong Kong to cater toexpatriate and resident families
alike. Situated in Hong Kongisland, the new campus is set toestablish exemplary standardsof excellence and and a new
direction in early childhood
education in Hong Kong. The
thoughtfully considered andaesthetically designed learning
environment and integrated
inquiry-based programme will
provide a strong early years foundation for children and develop them into
confident, competent global citizens with a lifelong love for learning. Log on towww.etonhouse.com.hk

EtonHouse
International
Kindergarten in
Hanoi opened
its doors in June
2013. Located in
one of Hanoi’s
mostmodernbuildings,
theschool is wellresourced withfacilities
that
include an outdoor play area, a multipurpose hall and a music & movementroom. It has an engaging learning environment carefully designed to stimulate
the development of children from 2 to 6 years old of age. The school offers
the renowned EtonHouse Inquire•Think•Learn curriculum which is inspiredby international best practice. EtonHouse is happy to start its first school in
Vietnam to collaborate with families in Hanoi to offer an inspiring international
education for young children.

-3-

E t on Hous e I n ter n a tional Ed u c at ion Grou p - News & Event s

Third EtonHouse campus in Chengdu, China
EtonHouse has opened a third pre-school in Chengdu. Located in
Botanica, an iconic township development project built by Singapore
property developer, Surbana Land, the brand new pre-school sits on
3,659 sqm of land and offers a high quality learning environment foryoung children. The school has an extensive outdoor area designed forchildren to interact with the natural world, and diverse features such asa water pool, library, piano studio and art studio to offer children a richenvironment full of exciting and engaging learning possibilities.

Staff Night 2013

More than 400 staff, colleagues and friends attended the Staff Night 2013

Dance performance by EtonHouse Broadrick

The EtonHouse family came
together on the annual Staff
Night held at the Concorde Hotelin Singapore on 30th August
2013. The party was attended bymore than 400 staff, partners andfriends from campuses acrossSingapore, China, Indonesia,
and Cambodia. The evening wasa wonderful celebration of ourachievements, learning journeyand camaraderie, and an occasion
to give recognition to a total of 36
dedicated staff members who had
been with the EtonHouse family for
5, 10 and 15 years. The occasion
was made even more memorable
by the performances put together
by our talented colleagues and ourvalued sponsors who contributed
generously to the lucky draw
prizes.

-4-

Chairman, Mr Jimmy Oh and Group Managing Director,
Mrs Ng Gim Choo

Long service awards

Eton House Ed u c at ion Cent re

The first REACH Conference in Singapore
The EtonHouse Education Centre (EEC)
Singapore looks forward to welcoming 150 earlychildhood teachers and early years co-ordinators(from 8 different Asia Pacific countries) to theirforthcoming conference Encountering Reggio
Emilia: Values, Experiences and Identities. The
conference will be held 24th – 26th October, at theGrand Park City Hall Hotel in Singapore.
Delegates will also have the opportunity toparticipate in educational tours of four EtonHouse
preschools on the Saturday of the conference.

The EEC is pleased to collaborate with EtonHouse
Orchard and Claymore, EtonHouse 718 and 223
Mountbatten as part of the centre visiting initiative.
Key note speaker, Dr. Stefania Giamminuti, who
studied in Reggio Emilia for 6 months as part of her
doctoral dissertation, will share her insights andperspectives about the values of the Educational
Project of Reggio Emilia and her experience as a
researcher in these world renowned preschools.
The conference will open Thursday evening

24th October with acocktail reception andthe launch of REACH(Reggio
Emiliain
Asia for Children). Dr
Giamminuti will also be
available to sign copies
of her publication titled
Dancing with Reggio
Emilia: Metaphors for
Quality.

Loose Parts Theory as an Early Childhood ‘Technology’
by Heather Conroy, Executive Director of Pedagogy, EtonHouse Education Centre & Director of REACH
Wikipedia defines technology as the making,modification, usage and knowledge of tools…tosolve problems, improve pre-existing solutions toproblems and to achieve a goal.
In the learning environment of the 21st Century,
we can focus too early on children’s
engagement with electronic technology.
There are and should be other tools
offered to children to support theirself-initiated exploration of their world.
In 1972, Simon Nicholson (architect)
proposed:play. Loose parts can be explored, assembled,
designed and re-designed to create a myriad
number of patterns, constructions and 3D models(e.g. pebbles, bottle tops, shells, ribbons). As suchthey offer greater affordance to planning, design
and innovation than do static materials. The morevaried the type and number of materials, thegreater the potential for skills of problem solving;reflection; planning and assemblage to occur.
Nicholson, like Malaguzzi, (founder of the infant
and toddler schools in Reggio Emilia) believedthat ALL children have creative
potential. In offering loose parts inearly childhood classrooms, we invite
children to activate:
Curiosity, inquiry; exploration anddiscovery modes of learning
Meaningful
engagement
andpersistence with (often self -initiated)challenges

In any environment, both the degreeof inventiveness and creativity andthe possibility of discovery are directly
proportional to the number and kind ofvariables in it…

*Differentiated curriculum refers to
the adjustments teachers make to thetype and degree of support offered,the material, the time offered forengagement, to individual learners towork towards a similar goal.

This theory has relevance for earlychildhood teachers as we work todifferentiate* our curriculum to meet thestrengths and learning styles of eachleaner in our classroom.
‘Loose parts’ (or open-ended materials)
are simple materials (often what we find‘around’ us; or discover in the natural
world) that can be offered to children
to enhance and complicate theirreference

Using simple materials to enhance skills of planning, innovation construction/assemblage and design-5-

Nicholson, S. (1972). The theory ofloose parts: An important principle fordesign methodology.

Eton Hou se in Singap ore

EtonHouse Broadrick introduces 3D Gaming in Education
EtonHouse @ Broadrick
by Vibha Sheth, ICT Specialist Teacher-Coordinator
Broadrick’s 3D Gaming club will
stimulate inquiry learning throughthe use of a concept based visuallyinteractive gaming platform designed
by Playware studio called 3DHive.
EtonHouse is the first International
Primary School to work on the3DHive platform. Students will workin collaboration to plan and design
their games based on themes andconcepts. Students using the 3DHive
platform learn to strategically plan,collaborate and solve problems
using logical thinking skills. 3DHive
featuresintegrated
multimedia
support, multimodal communicationand secure online environments.
3DHive allows students to work on
Unit of Inquiry topics like Market

Place and Habitats in virtual space togain valuable learning experiences.
Moreover this platform provides anopportunity to our budding gamedesigners in school to have firsthand experience in designing games
and evaluating its usability at thesame time. The 3DHive platform isextremely versatile and can be usedby the three operating systems Mac,
Windows and Android, allowing one
to join the game through any digital
device mobile (Including tablets andsmartphones) and desktop. The
school is currently putting this producton trial as an Extra Curricular Activity,and it is proving to be extremely
popular with students.

Embracing Technology in Early Childhood Education
EtonHouse @ Orchard
by Leanne Sunarya, Senior Pre-School Director on behalf of the Orchard Teaching Team
technology:

Technology is one of the fastest growing andchanging areas of development and innovationin the world and for educators, it is proving to be
the most challenging. The challenge arises notin the desire to incorporate technology into ourprogrammes but in how to embrace technology
authentically and enrich the depth of children’s
learning.
At Orchard, as we inquire into the use of

We use digital cameras to
document learning. Teachers andchildren document important or
beautiful things and experiences.
Teachers recognise glimpses ofwhat the child is focusing on as aphotograph suggests the interest of
the child. Children revisit learning
experiences making connections
and links to developing friendships
and building a sense of belonging.
The
children,parents
andteachers are interested to see thephotographs and share their thoughts.
Computers link us to the internet. Learners use
searches as a way of investigating something ofinterest. Information and images provide different
perspectives. This forms a valuable secondary
research source into the world around us.
Video becomes an interesting reflective tool as it
gives the children an opportunity to revisit what-6-

they have done in a different way.
Interactive white boards support children in
expressing themselves beyond pencil and paper.
Group thinking is developed and explored throughthinking tools and data collection.
Technology is a new journey into our earlychildhood educational perspective and as weapproach all that we do, our role as educational
researchers is paramount and enables us to collectthe evidence as we consider new possibilities.

Eton Hou se in Singap ore

Enhancing Learning through Multimedia Communication
EtonHouse @ Newton
by Tracey Boyle, Pre-School Director

Multimedia communication is about enhancing
the skills to access, understand, question,
analyse, evaluate and create media in a variety ofways. This supports our students to use media asa platform for communication.
At EtonHouse we believe that children of the 21st
century need to be equipped with multimedia
communication skills. Children might know how to
use remote controls, mobile phones and search
the internet but they also need to learn to speak,read and write the language of media.
A prime example of how media literacy enhanceslearning at EtonHouse Newton was evident
during our K2 Exhibition “Who We Are”.
The exhibition showcases the students’learning journey throughout the school year.
The PYP Units of Inquiry exposed to thechildren provided them with a wide varietyof opportunities to access, explore, interpretand demonstrate their understandings ofmedia communication. These opportunities
provided a foundation for their future learning
engagements.
While working on the exhibition, the students
documented and reflectedon their individual and group
discoveries. This was done
through using a varietyofmultimedia
avenuesthat clearly highlighted all
attributes of the IB PYP
Learner Profile.
To plan and prepare for the
Exhibition, our K2 students

not only chose but
designed and createdan array of multimedia
and visual resources
to exhibit their work.
The
variedandimpressive
exhibits
included slideshows,
videos, photographs,
multimedia
story
books, 3D models andconstructions, visualdisplays, dance anddrama performances, outdoor
games, light puppet theatreshows as well as Mandarin andJapanese cultural exhibits.
The students’ exhibits and theinformation they shared wasa wonderful showcase of theirconfidence and learning.

Using Technology for Visual Information
EtonHouse @ 223 Mountbatten Road
by Joy Tan, Assistant Pre-School Director
The 21st century is normalized by digital technology
which has fully integrated into our daily lives. This
growth has spurred the inclusion of various formsof technology in many
places and branchesof life, including preschools.
In 223 Mountbatten,
we define technology
aschildrenusing
cameras,computers,
overhead projectors, andvideo cameras in theirlearning
experiences.
These
technologies
are excellent learning
tools
becausethey
share a common factor– the ability to present
information visually.

For example during an inquiry project, the N2children attempted to share a story of theirlearning journey through the lens of a camera. By
capturing images of what theyobserved, the children were able
to help their peers, teachers andparents to see what they saw
during the investigation process.
In
the
Pre-Nursery
toKindergarten classes, teachers
not only use the computer asa research tool, but also asa tool to help children build
understanding through visual
images in pictures and videos
that are not available in books.
Most importantly, technology
has created opportunities forthe children to revisit learning-7-

experiences and allow more in-depth reflection
and discussion among peers and teachers.
This visual information serves as an important
recording of the learning journeys in school.

Eton Hou se in Singap ore

Exploration of Technology
EtonHouse @ 718 Mountbatten Road
by Victoria Newman, Pre-School Director
At EtonHouse International
Research
Pre-school(Mountbatten
718),
the
exploration of technology
isembeddedinourpedagogicalpractices.
When considering technology
our thoughts are often drawn
to recent technologies, suchas computers and digital
literacies. However, exploring
technology
with
young
children has a different focus
at 718. Symbiotic technology
where science and technology interact in amutually supportive way, runs through classroom
inquiries. Hand held whisks at the water table,
bikes on the track, opening and closing a gate, theflushing of a toilet are all opportunities to exploring
understandings of technology and the structuresand mechanisms that are an integral part of theirfunction. The children’s exploration of the garden
generated interest in the construction of a butterfly

structure,designedand constructed by thechildren. Flying a kiteevoked questions as to
how the kite worked, theimportance of the strings
and the need for windand speed. The light
projector
consistently
provides curiosity andquestioning. Projection
and manipulation oflight, using materials
to change light evoke
questions and wonderings about the technologies
used in its creation. Fleer and Jane (2004:pp91)
share “authentic tasks, often devised by
students as they recognise a need or a problem
to be solved, can encourage students to view
technology as a real life enterprise’. Central
to the success of technological understanding
is for learning provocations to have intention
and to be purposeful. Taking time to listen tochildren’s theories about technology provides
opportunity to scaffold learning to greater depths.
Representation of understandings throughmultiple symbolic languages ensures opportunity
to share thinking and perspectives in many
ways. Working and exploring a wide variety
of technologies, supported and scaffolded byeducators, and parents, will ensure that children
not only use digital and computer technology, but
can build, create and discuss technology in all its
forms.

Technology – a Tool to Research and Communicate
with others at Claymore
EtonHouse @ Claymore
by Lisamarie Hughes, Pre-School Director
As we carefully plan
our programme withchildren in the 21stCentury, we are awarethat many technologicaltools exist in our context
today. These tools canfacilitate research andcommunication as weshare our findings withothers.
At
Claymore,theinteractive whiteboard, computers in theclassrooms and class cameras form part ofour daily tools for the children to explore. Thisstrongly connects to our learner outcome of The
Thinking Child as children move towards the longterm goal of building scientific and technologicalunderstandings.

With access to these tools,
children begin to demonstrateawareness of technology
in their environment, theybuild skills when using thistechnology and appreciationof technology as a tool tosupport investigation
and
daily
living(Developmental
indicators
fromour ITL curriculum
framework. 2011)
As we engage in inquiry with children,
teachers offer opportunities for children
to develop skills and understandings
with technological equipment, from
simple to complex. Time is given tounderstand their function and how they-8-

can help us in our learning. As children growwith us, they become increasingly independentand competent in operating these tools to assist
their daily learning. An example would be our K1
friend checking the PSI levels for Haze last termand e-mailing her findings out to the Claymore
community.
When
weengagewith technology, we
continuetoreflect
on how it should be
relevant,
meaningful
and engaging. It needs
to serve a purpose as
children build further
connections with theworld around them inthis digital age.

Eton Hou se in Singap ore

The Use of Camera – From Children’s Perspective
EtonHouse @ Outram
by Fadhlina & Jiani, Class Teachers
To most adults, photo- taking
has always been an integral
part of our daily lives. Whenchildren at EtonHouse Outram
started to use it as part oftheir learning expedition, it
was really interesting to see
how children perceived phototaking as an experience.
While many of us see phototaking as part of adding toour memoirs, we realised thatit means more than that tochildren.
Takingphotosrequiresmulti- tasking and challenges
children in many different
ways. Several children felt that it is tougher thanthey thought it to be. “I am trying to capturea picture of that chair, but it is so difficult.” said

Ayumi in Japanese. Seeing
how
Ayumi
struggled,
Rinka came to offer ahelping hand. “You need toremember to first put it in
the screen, then press the
button.” reminded Rinka.
The children also realisedthat taking photos is a tool toexpress what they see andcommunicate their thinking
with others. “Look! You can
only see my nose and eyes.
So funny!” said Noah, with alaugh.
It is intriguing to see how
they acknowledge theirwork with photos, and share and preserve theirrepresentation with photos.

Technology – One of the ‘hundred languages’ for children to
express their ideas, competencies and creativity
EtonHouse @ Vanda
by Ng Shu Ping, Pre-School Director
In an inquiry based
curriculum, technology
is an important tool thatprovides opportunities
for young children tolearn and make senseof their world.
Technology enhances
our routine. In the
Kindergarten classes,
the children record
their daily temperature
on a sign-in sheet.
This is now done on the computer and is a daily
meaningful exercise in literacy and numeracy as
children type out their names, time of arrival inschool, ordinal numbers as well as temperatures.
Technology is an integral part of our inquiry. The
Nursery 2 children typed a note to the pre-school
director when they wanted to find out where

they could construct
their
tyre
swing.
While many would
think that working
on the computer
would isolate one
fromothers,thechildrenworkedcollaboratively
aspeers requested forhelp in finding thealphabets on the
keyboard. As partof their graduation
project, the Kindergarten 2 children haveembarked on film-making to create a movie
inspired by the ancient legend of Ramayana.
The children first worked on pictorial images tointerpret important parts of the story. Technology
and media played a vital role as they designed
the backgrounds and slides for their movie trailer-9-revisiting the exploration of Microsoft Paint.
At EtonHouse Vanda, teachers and children alikeare just starting to discover the many possibilities
that technology offers to further enrich our learning
experiences and make them more engaging andmeaningful.

E tonH ou se in China

iPad Technology in the Classroom
EtonHouse @ Chengdu
by Carol Hutchinson, Principal, EtonHouse Times ResidenceWhentechnology
is properly usedwith supervision in
the classroom, thelearning journey canbe enhanced. Not
only can children
achievemore,families’ involvementin their children’s
schooling can also
be increased.

more time as the device
turns on quickly (mostapplications literally inseconds), and reduces
the need for multiple
resources like CD players,
computers and manyother manipulatives.

In recent years,
IPads and Smart
Interactive Boards have entered into many
classrooms across the world and are recognised
as effective teaching tools. When iPads areused in the classrooms, teachers are able to use
applications to target specific and individualised
needs of students.

iPads allow students toengage and challengethemselves as well as
assess their capabilities
at the end of eachapplication.
Teachers
have observed that students’ skills are reinforced
when teaching concepts and engaging andpractising these concepts on the iPad. The
applications used on the iPad drive home andreinforce important lessons that are learnt in theclassroom.

The iPad can be tailored to provide learning,practice and reinforcement activities at eachchild’s own developmental level. It gives teachers

Technology gives every child a voice and does notdiscriminate; it offers opportunities for children toshine and take risks with their peers, promoting

a culture of positive learning and interaction ofideas on a high cognitive level. Children are given
opportunities to practise being responsible digitalcitizens, building their self confidence at the sametime. We have found Pre-School children to beamazing thinkers and they seem to continuallywant to share their ideas of what they observeand understand. Technology helps this become areality for all children.

The Impact of Technology
EtonHouse @ Jinan
by Aurelio Gonzales, International Coordinator
Technology has effectively changed
the way we live our lives. From theway we gather information to theway we communicate with others,
technology has reshaped the way
the world functions. When we want toknow a specific piece of information,
we turn to the internet. When we wantto make a transaction of any kind,such as banking or shopping, weturn to the internet. Technology has
influenced nearly all aspects of ourlives. Education is no exception.

programs. Technology has also been
implemented as specific domains ofeducational outcomes, and teachers
have become reliant on technology tosupplement their teaching resources.
Inside any given classroom, it would
not be surprising to see some type oftechnology-based centre. Computer
centres are perhaps the most common
type of centres we would see inclassrooms. Not only can a childengage in a wide range of experiencesusing computers, it also helps toenhance thinking and problem solving
skills amongst young learners.

All across the world, technology has
been implemented in educational- 10 -

E tonH ou se in China

An immersion into the Chinese Language and Culture
EtonHouse @ Suzhou
by Yue Wang, MYP/S.Y/AP Mandarin Teacher
The Advanced Placement (AP)
Mandarin course has become
more and more popular every
year. The AP Chinese course iscomparable to a fourth-semesteror equivalent college course
in Mandarin Chinese.
The AP
Mandarin exam tests both language
skills and cultural knowledge.
Each section of the exam tests
interpretive, interpersonal, andpresentational language skills.
The exam does not explicitly
testgrammaticalknowledge,

Yue Wang, MYP/S.Y/AP
Mandarin Teacher

but rather integrates grammaticalknowledge into the language skills
that are tested. The AP exam not only
assesses communication skills, butalso evaluates knowledge of Chinese
customs, history, literature, art, andsociety. The AP Chinese Language
and Culture exam is divided into
four sections; Listening- primarily
assesses interpretive communication
skills, Reading- the reading selections
include a wide range of stimulus
types such as advertisements, notes,
posters, articles, signs, e-mail, etc.

Speaking- the speaking part of the exam isdivided into Simulated Conversation and Cultural
Presentation and Writing: The writing part of theexam assesses interpersonal and presentational
communication skills. The exam tests students
ability to interpret the problem(s) which arepresented spontaneously and come up withsolutions or suggestions. All students who havesat for the AP Mandarin exams under Ms Wang
at EtonHouse Suzhou have passed - with only
one student scoring a 3 and all other scoring 5.
According to the AP College Board, “AP Exam
grades of 5 are equivalent to grades in thecorresponding university courses.”

Enriching students’ high school learning journey
EtonHouse @ Suzhou
by Katherine Webster, Visual Arts PYP, MYP SY AP Teacher and Arts Coordinator
We are proud and thrilled to announce theachievements of our Senior Year students at
EtonHouse International School, Suzhou.

students. In addition completing AP courses help
students qualify for various types of scholarships.
According to the College Board, 31 percent ofcolleges and universities look at AP experience
when making scholarship decisions. Over the
2 years of running the AP program here at
EtonHouse we have seen all our students who
sat for the AP Chinese Language
and Culture exams and Studio Art
pass with a score of 3 or more. The
two senior students who we aregoing to showcase are Taiwanese AP
Mandarin student, Edith Tseng Chen
and AP Studio Art Dutch student,
Renee Langendonk.

For the past 2 school years, the EtonHouseInternational School, Suzhou has offered theAdvanced Placement (AP) Programme, anexternally examined set of courses
which have been approved foreach school by the American
College Board. The AP curriculum
offers high school students who
obtain high scores above a certain
number of examinations placement
and course credits for universities
all over the world. The curriculum isthe first year university level created
The AP Studio Art portfolios arefor the College Board by a panel ofdesigned for students with a serious
experts and college-level educators Renee Langendonk
interest in the practical experiencein each subject. EtonHouse runsof art. Students are challenged to
AP programmes in Biology, Studio Art, 2D Design
develop their own personal work and masteryand Drawing, Japanese Language and Culture,of concept, composition and execution of theirChinese Language and Culture, English Language
personnel ideas and themes. AP Studio Art is not
and Composition, Statistics and Macroeconomics.
based on a written exam; instead, students submit
their portfolio for evaluation at the end of the school
Exams are scored on a scale of 1 to 5, and many
year. The structure of the portfolio is in 3 sections;of our students have scored top marks, a great
Quality permits the student to select the works
achievement for the school, its teachers and- 11 -

that best exhibit a synthesis of form, techniqueand content that best demonstrates excellence.
The Concentration component is where thestudent produces 12 consecutive pieces of workthat make a coherent visual statement about thedevelopment of a theme or concept. In the Breadth
section the student is asked to demonstrate aserious grounding in visual principles and material
techniques. Renee Langendonk completed the AP
Studio Art in 2D design in one year, scoring 5, thehighest point score.

Edith Tseng Chen

EtonH ou se in China

Blogging as a Teaching Tool
EtonHouse @ Nanjing
by Leigh Nelson, Principal
At EtonHouse International School –Nanjing, the use of student blogs is one
teaching tool used daily to enhance theInformation Technology environment.
This initiative, implemented in our
upper primary PYP class, appears
to be reflective of a trend sweeping
across the world of online learning.
Mason Elliott, the core classroom
teacher and an innovative IT user, hasexperimented positively with student
blogging for a number of years. He
believes that it provides children witha safe environment that encourages
reflection and collaboration. It alsobuilds a learning community that goesbeyond the classroom walls. The
International Baccalaureate (IB) ideal of
encouraging International Mindedness
grows from this kind of educational
environment, a community of people
working and playing together using IT

as a vehicle.
Mr Elliott also highlighted the following positive
educational outcomes:• Create classroom discussion• Learn digital citizenship• Practise the conventions of print throughpurposeful writing• Create an E-Portfolio for use in Parent/
Teacher conferences, and• Reflect on learning

Vivian —Most Effective use of Blog Award, Jonathan— Most Creative useof Plug-ins Award Abby—Best Post Award ‘Who we are—Life Cycle’ andGahyun—Best Inquiry Diary Award

Using student blogs makes it very easy to
publish rich multimedia content that seamlessly
embeds slideshows, videos, podcasts, andartwork through Google documents. Mr Elliott
uses an incentive programme to encourage
student blogging and ensures that it helps
embed the IB Learner Profile attributes andattitudes in his classroom.

The Digital Native
EtonHouse @ Wuxi
by Paul Grisewood, Principal
The term Digital Native
to describe those born
into a digital world
was coined by Marc
Prensky in his 2001
article Digital Natives,
DigitalImmigrants.
Someresearchers
assertthat
thisgeneration has been‘bathed in bits’ since birth and that therefore theirbrains have developed differently from previous
generations who were not exposed to digitaltechnology at a young age. They argue that
schools need to radically change their teaching
attitudes and practice in order to engage thesestudents.
At EtonHouse Internaional School -Wuxi we areinspired by the creativity and hands-on learning

the iPad offers. It has updated features
which can be difficult to find with othereducational tools, and is a device thatstudents are enthusiastic on using.
Apps like numbers, pages, keynote,
iDT, penultimate, educreations andiBooks engage students in interactive
ways, keeping them organised andenabling them to findinformation
instantly.
Students can experience up to date
textbooks and books. They canflip through a book by sliding theirfinger along thumbnail images ofthe pages. If they do not know thedefinition of a word, one tap takes
them to a glossary or dictionary.
This helps students broaden their
vocabularies and learn a new- 12 -

language.
Often, schools use the same books year afteryear, even after the content is outdated. But with
textbooks available on the iPad, students caneasily gain access to the most updated versions bydownloading iBooks textbooks from the Textbook
section of the iBookstore into the iPad.
We believe that iPad apps are expanding thelearning experience both
inside and outside theclassroom. From interactive
lessons and study aids to
productivity tools, there isan app for every learnerand for all ages.

EtonH ou se in Ind ia

Using Technology in the Classroom
EtonHouse @ India
also video tape peer interactions
and replay it to children. It is aninnovative method of recording
and periodically documenting
children’s developmental growth
to facilitate indirect guided
interaction” remarks Gurpreet
Sabharwal, Principal, Serra
Pune.

Technology is just a tool. In terms of getting the kids
working together and motivating them, the teacher isthe most important.
Bill Gates
Well, this is certainly true but Bill Gates did not
imagine the use of technology in early childhood
education that our schools could come up with.
Changes in learning modalities are a requisite
at both Vivero and Serra. Teachers in both theseschools aim to integrate technology seamlessly
into the curriculum by introducing information andcommunication technology (ICT) in classrooms.

Young children are known to
exhibit a diversity of learning
styles, and often want a varietyof physical experiences and theopportunity to explore various
facets of social behavior. Clearly
many of these developmental outcomes can be
met through the appropriate use of technology
in the classroom, especially exploration,
manipulation of symbolic representation and“At our K1 and K2 levels, technology is used totransform teaching and learning practices throughactive use of internet and electronic resources.
Children create and share presentations
incorporating the unit of inquiry and also theirpersonal experiences at events and festivals. We- 13 -

matching alternative learning styles.
Barkha Gulani, Principal, Vivero Mumbai says
“While celebrating the Jewish festival Rosh
Hashanah - ‘Celebrations reflect the value andhistory of culture’, children wanted to hear thesound of ‘Shofar’ (an instrument made of a ram’shorn, blown to commence the festival). This was
only possible through internet access. On hearing
the sound of ‘Shofar’ children spontaneously
associated it to the sound of the conch which isritualistically blown during Indian celebrations.”
Appropriate and intentional use of technology
in classrooms promotes cognitive learning anddevelops children’s curiosity, problem solving andindependent thinking skills. However it should
not replace the traditional means of learning andshould only supplement the child’s classroom
experiences.

Eton Hou se in J ap an/ Korea

Visual Documentation of Learning
EtonHouse @ Japanby Angela Pitzpatrick, Pre-School Director
The digital camera isa valuable tool in our
pre-school. We use
cameras to organise
ourclassrooms
with Project boards,
documentationofchildren’s learning,
parentevenings,
slide shows anddisplaying
familyphotos.
In the classrooms,
we
often
take
pictures of resources
used by children, and store them into containers.
This allows children to become independent andextend on their self-help skills. Providing lotsof visual representation around the classroom

enhances children’s literacy skills.
We also display pictures of key
places and events as this helps
children become familiar with theclassroom routine.
Our children love taking pictures
as much as
they
love
being in them.
Photography
helps children
become more
involved withthelearning
environment.
Children are able to reflect on
past and present events; thisalso helps teachers evaluate
learning goals for children,

allowing them to reflect on their teaching practiceand learning environments.
Allowing children to use cameras independently isa fantastic learning opportunity. It is a first handexperience with technology which also allows
them to learn about the art of photography.

Technology is a Learning Tool, Not a Learning Outcome
EtonHouse @ Korea
by Hanna Faletaupule, NurseryTeacher. ECE Leader
born into a generation as Digital
Natives. Therefore I question, How
are we preparing children for a
future of jobs that do not exist yet?
It is important that teachers
place emphasis on theirown teaching pedagogy
with technology before
embedding it within theirclassroom.

As a passionate early childhood teacher ofInformation, Communication and Technology(ICT), I have often encountered speculation andjudgment on the use of ICT in our classrooms
today.
As we continue to teach in a society where vast
technology is evolving, children are already being

At EtonHouse Bundang,we place value on ICT and
its role in our classrooms.
Children are encouraged to find answers
to their questions, raise awareness,change minds, make a difference and mostimportantly be inspired to drive change.
ICT is an innovative approach to learning inthe 20th century, but most of all it is a learning tool,
not a learning outcome.

- 14 -The possibilities presented by ICT are endless.
As teachers, we can decide to move forward andembrace the ways ICT is contributing to education,or be left behind and miss out on the opportunities
that come our way.

E ton Hous e in Malaysia/ Ind onesia‘Technology’ – not just a Tool – but a Lens for Learning
EtonHouse @ Malaysia
by Claire Elizabeth Blake, Pre-School Director
We at EtonHouse Malaysia are inspired by theprominence of children and childhood in thisstatement about technology. The title reminds
us that technology is but a tool in early childhood
programmes and therefore should be used as away to enhance learning and support children’sdevelopment.
Some are concernedthat children arebeing exposed to too
muchtechnology,
too
soon,
while
others worry that
this exposure will
be detrimental tothe child’s health.
We now realise that if technology is used indevelopmentally appropriate ways and integrated
into classrooms to further enhance existinglearning goals, technology can actually help
support children’s development and growth,
instead of harming it.
Of course, a significant amount off work, planning,

Who’s the Teacher?
EtonHouse @ Jakarta
by Chris Hartman, K2 teacher, Assistant Pre-School Director

Most young children are now surrounded by digitaltechnology from the day they are born. For thesechildren, digital media is as much a way of life as
is traditional media such as pen and paper.
At EtonHouse Jakarta we are fully aware of this,and we try to make sure our children are able toefficiently use digital devices. We let them know
how to operate our PCs and they are free to
use them whenever they want to, for example tosearch for textual or more visual information. We
sometimes have classes where the children can
use their tablet computers as well.

Bearing in mind that the teacherstudent relationship has a much more
important role in the development ofa child’s personality, we minimise
unnecessary exposure to thesedevices during school hours. Most
children also use these devices athome, reducing the time needed atschool to teach them how to work
proficiently with digital devices.

- 15 -

andthought
needs to go into
technological use
in early childhoodclassrooms for it
to be approachedinappropriate
ways. Interactivity
and open-ended
programmes
should be core requirements when selecting
technologies and planning technological activities.
At EtonHouse Malaysia, we let children accesstechnology as a means of letting them express
themselves and represent their ideas. The useof cameras is widely available to the children andteachers document this from the perspective ofwhat the child really sees -life through a lens.