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This paper reports the findings of a national survey on the use of dataloggers in secondary schools (grades 7-10) and junior colleges (grades 11-12). In particular, it explores the types of learning activities that teachers conduct using dataloggers, the support structures they deem necessary and the difficulties they face. Of the 593 respondents, 394 (67%) had used dataloggers in the last two years, mainly in demonstrations and set experiments. The three most important support structures included: supportive laboratory technicians, training on the use of dataloggers, and instructional material on how to use dataloggers within the curriculum. The difficulties which deterred the respondents from using dataloggers included the logistics and time taken to set up datalogging equipment and activities, insufficient numbers of computer workstations, and the mishandling of equipment by students, leading to equipment malfunctions. To expand the use of dataloggers in school, the respondents suggest that dedicated laboratories be set up for datalogging activities, more curricular material to support datalogging be prepared, more familiarisation courses be run for teachers and laboratory technicians and, in particular, how dataloggers fit within an inquiry science learning approach.

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This article argues that the social practice of learning (SPL), involving life-long learning, meta-learning, deep reflection, and dialogue in a community, should be the distinguishing knowledge base of schools in the twentyfirst century. This article also analyses the strategies and challenges of the recent education reforms in Singapore through the lens of an SPL education paradigm. Although the Singapore government has done much to train teachers, trim syllabi and introduce new ways of teaching and learning, such as project work, the real challenge is to go beyond the provision of structural changes to the substance of the epistemological reform.

In this article we suggest a facilitating process for nurturing a community of practice (CoP). This process can be seen as a reverse LPP (legitimate peripheral participation) process where a community starts with a group of core members and gradually grows to encourage new members into a CoP. In the heart of the reverse LPP process is the identity formation and enculturation of practice. A case study in the Singapore context is introduced. The discussion focuses on how leadership in a community of practice differs from leadership in an organization and how the two roles may complement each other. Some key issues are identified such as the intrinsic motivational dimensions of CoPs and these should be well understood by potential facilitators and designers of CoPs. Inverser le processus LPP (participation périphérique authentique) pour faire naître une communauté de pratique (CoP)Dans cet article, on suggère un processus pour faciliter le développement d'une communauté de pratique (CoP). On peut considérer ce processus comme l'inverse d'un processus LPP (participation périphérique authentique) dans lequel une communauté commence avec un noyau dur de quelques membres fondateurs, se développe progressivement et encourage d'autres membres à entrer dans la CoP. Au coeur du processus LPP inversé, on trouve la formation de l'identité et l'inculturation de la pratique. On présente une étude de cas dans le contexte singapourien. La discussion porte sur la façon dont le leadership dans une communauté de pratique diffère du leadership dans une organisation et comment les deux rôles peuvent se compléter. On identifie plusieurs problèmes-clefs tels que les dimensions motivationnelles intrinsèques des CoP (communautés de pratique) ce qui devrait être bien compris des facilitateurs potentiels et des concepteurs de CoP. Der umgekehrte LPP Prozess zur Hege einer ÜbungsgemeinschaftIn diesem Papier schlagen wir einen Prozess zur Hege einer Übungsgemeinschaft vor. Dieser Prozess kann als ein umgekehrter LPP-Prozess (Legitimate Peripheral Participation) betrachtet werden, wo eine Gemeinschaft mit einer Gruppe von Innenmitgliedern beginnt und allmählich wächst, um neue Mitglieder zum Eintritt zu ermutigen. Herzstück dieses Prozesses ist die Identitätsformung und das Entkultivieren der Praxis. Eine Fallstudie im Singapurer Kontext wird vorgestellt. Die Diskussion zielt darauf, wie sich Führung in einer Übungs-gemeinschaft von Führung in einer Organistion unterscheidet und wie die zwei Rollen einander ergänzen können. Einige Hauptthemen werden identifiziert, wie die instrinsichen Motivationsdimensionen von CoPs. Diese sollten gut von potentiellen Moderatoren und von Designern von Übungsgemeinschaften verstanden werden.