ABSTRACT. This interactive workshop explores the transformative power of Lesson Study in teacher professional development. Originating in Japan, Lesson Study combines inquiry and practice through a cycle of research, planning, teaching, observing, refining, and reteaching. This method fosters collaboration among educators, empowering them to become leaders of their own learning. The workshop will focus on the framework of Lesson Study, its adoption in Australian classrooms, and its potential adaptation in Cambodia. Participants will engage in discussions and activities that address the challenges and opportunities of implementing Lesson Study in their own educational contexts, aiming for sustainable pedagogical change.

ABSTRACT. Themes: Classroom Practice and Pedagogical Innovation and Teacher Professional Development:

This presentation is structured around three key sections:

1. The context of educational technology in 2025 2. Practical applications of technology through the progressive SAMR model in classroom environments that may have limited access to devices 3. Implications of API, AGI, and ASI for education and teacher professional practise in the next five years

The pervasive presence of technology in students' lives is both remarkable and overwhelming. Educators are tasked with the responsibility of harnessing learning technologies effectively, transforming them into tools that enhance and enrich education rather than allowing students to become mere subjects of algorithmic manipulation. It is crucial for educators to critically evaluate the best methods for integrating technology in the classroom, ensuring that they maximise engagement while maintaining a thoughtful perspective.

This presentation will delve into the SAMR model, outlining its evolution from basic technology adoption in classrooms with limited resources to exploring cutting-edge innovations in AI-augmented learning. We will also discuss the potential implications of Artificial General Intelligence (AGI) in education, anticipated to impact the landscape significantly by 2030, or even sooner.

The session will take the form of an interactive workshop*, providing participants access to relevant devices. We will begin with the SAMR model's foundation, exploring the substitution of traditional resources with digital formats for convenience and enhanced presentation methods. We will progress through augmentation, where educators create engaging animations and interactive activities, to modification, allowing students to personalise their learning experiences through video creation and other innovative projects. Finally, we will examine redefinition, showcasing tasks made possible through technology that were previously unattainable, such as virtual reality, augmented reality, AI-based applications, virtual field trips, and personalised learning pathways.

Each aspect of the SAMR model will be illustrated with demonstrations of apps currently employed by educators to achieve specific learning outcomes. There will also be a demonstration of student-voice in the form of student film production and student video podcasts.

The target audience for this presentation includes educators working in environments with limited access to devices. Key questions/takeaways include:

• How can teachers effectively engage entire classes using a single device? • What strategies can teachers employ to leverage free apps, non-technological interactive modes, and other low-cost innovations to increase student engagement? • How can limited devices be utilised to enhance information on student progress? • In what ways can students use everyday technologies to express their ideas and creativity? • How can teachers meaningfully progress their use of technology as access improves?

The rapidly evolving world of AI in education will also be a focus. We will explore how AI can be leveraged to support educators in crafting personalised learning materials for students. While we will demonstrate various applications available to teachers, we will also engage in a critical examination of the implications for teacher professionalism, autonomy, and the human aspect of education.

Understanding the impact of AI on education and broader societal dynamics is essential for educators. They must engage in critical thinking regarding AI's application in classrooms and instil this same critical mindset in students as they interact with technology. In an era where online content can no longer be wholly relied upon for accurate representations of reality, it is imperative that both teachers and students are prepared to navigate this complex landscape effectively. This presentation aims to empower educators to embrace technology thoughtfully and prepare their students for the challenges of tomorrow.

*depends on access to device – can also be done as a workshop with suitable access to devices.

ABSTRACT. Integrated digital technology into classroom has modernized the ways of teaching, providing new chances for student efficiency engagement and reflective learning with critical thinking skills. This study highlights the implementation of photovoice dialogue, a participatory digital technology technique, which enables student teachers to acquire hands-on experiences through photo shooting. This study aims to examine the positive impacts of photovoice dialogue in promoting critical thinking, problem solving, digital integration skills, and classroom engagement in the 21st century teaching. The study employed quantitative research design, with the participation of 198 student teachers who joined the field trip to Phnom Tamoa Zoo by using photovoice dialogue activity. Throughout the research, student teachers applied digital photography to document and shared different educational topics, navigated by classroom discussions which fostered deeper analysis of main concepts. Data was collected, using a 4-point Likert scale survey questionnaire measuring student teachers' learning experiences, perceptions, and overall satisfaction of photovoice dialogue implementation. The data was analyzed by means of SPSS software with descriptive statistics such as mean, standard deviation, and percentages. The results show that student teachers were very satisfied with the implementation of photovoice dialogue in the classroom. Student teachers reported that the method not only develops their ability to integrate digital technology into teaching but also enhances their critical thinking in the subject matters. By conducting useful visual storytelling and active collaborated discussions, student teachers developed greater critical thinking and analytical skills. The findings further indicate that the photovoice dialogue enhances active participation, motivating learners to share their perspectives through an incorporation of visual and verbal conversation. Furthermore, the research reveals that photovoice dialogue has fostered the 21st century teaching skills such as digital literacy, reflective thinking, and creativity skills. The incorporation of digital photography into classroom discussions allowed student teachers to analyze conceptual education in a more authentic and meaningful way, strengthening the benefits of implementing technology as a pedagogical tool in classroom. Considering these results, it is recommended that teachers integrate photovoice dialogue into their classrooms to promote student engagement and facilitate active learning in the critical thinking process.

ABSTRACT. This paper aims to analyze relationships between demographic factors and STEM Technological Pedagogical Content Knowledge (STEM TPACK) of upper secondary school (USS) teachers under the Science and Technology Project in Upper Secondary Education (STEP UP) in Cambodia. This quantitative research used a sample of 1,164 teachers from 123 schools in 18 provinces throughout the country using multistage random sampling. A questionnaire was used to collect data online. Data were analyzed using mean, standard deviations, t-test, one-way ANOVA, and multiple regression. Results showed that gender, school type, age, working experience, teaching subjects, number of participations in STEM-related training, and self-research in STEM teaching influenced the STEM TPACK of teachers. Specifically, male teachers have STEM TPACK higher than their counterparts. Teachers at resource schools possessed STEM TPACK higher than those at China-resource schools. Biology teachers have STEM TPACK less than other subject teachers, except for Earth Science teachers. Teachers who independently researched more on STEM-related topics tended to have STEM TPACK higher than those who did not. Age, working experience, and STEM-related training participation predicted 4.5 percent of STEM TPACK. There was no significant difference among grades teachers teach, position, and education strand teachers teach. Implications are discussed.

ABSTRACT. This workshop offers educators in Cambodia insights from an Irish post-primary educational perspective, focusing on practical applications of Cognitive Load Theory and Retrieval Practice—two pivotal aspects of cognitive science with direct implications for classroom teaching and learning. The session aims to bridge the gap between cognitive science theory and practical classroom implementation.

Participants will explore Cognitive Load Theory to better understand how to optimise learning by managing the mental effort students expend during learning tasks. Emphasis will also be placed on Retrieval Practice, demonstrating its effectiveness in improving long-term retention and making learning stick.

The workshop will provide actionable strategies, interactive discussions, and examples that illustrate how these concepts can be seamlessly integrated into daily teaching practices. By concentrating on these areas, educators will leave the workshop equipped to create more effective and engaging learning experiences that foster deep understanding and retention in students.

Key questions for the workshop participants to consider:

Cognitive Load Theory

How can you differentiate between optimal and excessive cognitive load in your classroom?

What strategies can you use to minimise unnecessary cognitive load during learning?

Retrieval Practice

How frequently should retrieval practice be used to enhance memory retention?

What innovative methods can you employ to integrate retrieval practice into your lessons?

General Application

How might your current teaching practices be adjusted to better manage cognitive load?

How can these cognitive science strategies be aligned with your curriculum?

Reflection and Feedback

What methods will you use to gather student feedback on these new teaching strategies?

How will you evaluate the effectiveness of these changes in your teaching practice?

ABSTRACT. Responsive early years educators are engaged with children and can adapt and respond to their needs, cues and diverse ways of communicating and learning. Educators are well positioned for capturing and documenting children’s meanings, conducting research with children and supporting the development of a greater understanding of children’s lived experiences (Halpenny, 2021).

As part of an Irish Early Childhood Education undergraduate degree programme, students complete a third-year module on ‘Research Methods: Documenting Young Children’s Meanings’. The module is informed by Clark’s (2017) Mosaic Approach which promotes the use of multi-modal methods (e.g. photography, drawings, child conferencing etc.) to facilitate the expression of thoughts, feelings, values, and cultures of children in research. The Mosaic Approach can be used both as an evaluative tool for research and be embedded into education practice. The module explores how childhood is conceptualised and how educators think about working with children. It promotes a human rights, child centred and social constructivist view of children as experts in their own lives, skilful communicators, rights holders and meaning-makers. The module adopts an active learning approach, providing opportunities for peer discussion and reflection, and engagement in mindfulness activities and a photography workshop. As part of the assessment, students complete a research project using the Mosaic Approach with children. 

The presentation will include an overview of the Mosaic Approach, discussion and illustration of teaching practices used in the module and feedback from students. It is intended that the presentation will prompt discussion regarding teaching approaches at university level and educator’s professional development. Using images and feedback from students about the module it is hoped that different teaching approaches will be discussed and evaluated. It will also provide an opportunity to reflect on how we think about and work with children to support diverse ways of communicating and learning. This topic is relevant to the summit as it focuses on teaching approaches to support educators’ professional development and explores pedagogical approaches and methods to promote the voice of the child in education settings. The session will facilitate developing and strengthening connections by providing opportunities to discuss values in education and share learning regarding university teaching approaches and educator professional development.

ABSTRACT. Chemistry is an essential part of science, STEM education, and human life. When students are unable to learn and recognize chemistry symbols, they might not become qualified pharmacists, lab technicians, chemists, or scientists in the field because these professionals are required to possess knowledge, understanding, and skills of grade 8th chemistry. Therefore, this research aims 1) to enhance grade-8 students’ learning ability of periodic chemistry symbols through project-based learning, and 2) to investigate grade 8 students' attitudes toward project-based learning.

The study was a pre-experimental research design with a purposive sampling technique with its sample size of 32 students in Grade 8B2 for ten weeks, and the researchers used three types of research tools 1) Equivalent tests of ability of periodic chemistry symbols of the 8th graders, 2) a semi-structured observation form, and 3) a five-item Likert survey questionnaire for data collection during this study.

This study shows the following results: 1) project-based learning could enhance grade 8 students' ability of periodic chemistry symbols with the mean score of (x = 16.87), and the standard deviation (SD = 8.43) before the experiment and with the mean score of (x = 34.12) and standard deviation (SD = 8.89) after the experiment, which means that the grade 8 student's learning ability is statistically significant with its value of p is less than .05. Meanwhile, Grade 8 students' attitudes toward project-based learning were positive, based on the high mean scores of results from 5-item Likert scale survey between 3.5 (agree) and 4.5 (strongly agree), and learning participation in this experiment which gradually increased from rare to frequent levels (low-high).

It could be concluded that project-based learning could enhance the learning ability of grade 8 students in periodic chemistry symbols and that students have a positive attitude towards this type of learning.

ABSTRACT. Format:

Slide presentation with much discussion among participants about TEFL qualifications of local English teachers.

Abstract:

Most of the many TESOL certification courses around the world are designed for first-language English speakers, for example American nationals who want to teach English to second-language speakers either at home or abroad. Such courses assume first-language ability of the teachers, so they concentrate 100% on theory and pedagogy rather than on English language skills.

In Cambodia and the developing world, most English teachers are not first-language speakers. Most of them are in need of improving their own English language skills. They may themselves be aiming to take TOEFL or IELTS or Duolingo.

Therefore, developing countries need a different kind of TEFL certification -- one with a dual focus on pedagogy as well as on English language skills.

The presentation will include much discussion among participants about the varying TEFL qualifications of English teachers in Cambodia and ASEAN: what qualifications are required and which ones accepted? What are the various certification mechanisms, and how good is the English of local English teachers? Have they passed TOEFL/IELTS, or are they at TOEFL level?

It will conclude by introducing an online (or in-class or blended) program for TEFL certification of ASEAN students. The program offers text material and video watching about practical TEFL pedagogy and tips, with added exercises on comprehension, vocabulary, and listening, thus combining standard TEFL curriculum with English language improvement.

ABSTRACT. This study aims to achieve two main objectives: (1) to identify effective turnaround leadership practices of principals in Cambodian upper secondary turnaround schools; (2) to investigate the factors influencing these practices. The study employed a phenomenological methodology, with data collected through semi-structured interviews conducted with 21 school principals recognised for their effective turnaround leadership. It identifies key characteristics of effective turnaround leadership practices and investigates the factors influencing principals to exercise these practices in Cambodian secondary schools. The present study found that effective turnaround leadership practices of principals in turnaround schools include providing visionary guidance, conducting data-driven decision-making, building a collaborative culture, facilitating strong community engagement, promoting teacher collaboration, building trust with local stakeholders, and creating a positive climate within the school community. Resource distribution, leadership training, and local policies play crucial roles in turnaround leadership in Cambodian upper secondary schools. Meanwhile, this study uncovered that the effectiveness of these leadership practices is hindered by challenges including limited resources, insufficient formal leadership training, limited access to technology, heavy administrative workloads, large class sizes, and inconsistent teacher quality. This study contributes the theoretical and practical understanding of effective turnaround leadership in the education system of the developing countries like Cambodia.