As part of my school's English department, I was assigned to represent the department to work with researchers from the Learning Sciences Lab at National Institute of Education over the past two years. years on the use of mobile technology to improve teaching and learning. Coincidentally, while planning an English lesson for a second grade elementary school class this year, as part of the Seamless Learning initiative, I embarked on this journey in AKE 201, where I was supposed to plan a grammar lesson with an inductive element in the he. I can only agree that the time was right. I offered a lesson on prepositions because the Primary students were covering this grammar element as part of their curriculum. In developing this lesson, I took the opportunity to incorporate the inductive approach as well as infuse the use of technology into this lesson. According to Borg (1999), teaching grammar clearly appears as a complex decision-making process, rather than the thoughtless application of a better method. Through the readings, I gained a clearer idea of ​​what inductive teaching is. According to Zhou (2008) and Thornburry (2001), the basic ideas behind the inductive approach can be summarized as the following four steps: 1) give students a set of English language data on an area of ​​English grammar, in this case would be prepositions;2) ask students to generalize a grammatical rule from the data set;3) ask students to test the grammatical rule against new English language data; and 4) ask students to revise the grammatical rule to fit the new data. I always believe in careful planning, especially when a pilot class is involved in such a case study, because class time is valuable and I ...... middle of paper .. .... lesson of mmar. This gave me new perspectives on how a grammar course should be conducted and reformed from the traditional way of teaching grammar, moving from didactic or deductive to inductive teaching. In reality, sometimes my concern was trying to complete the program and prepare students for exams. With factors such as time constraints, teachers, like me, sometimes adopt deductive methods because they are much simpler to conduct and the intended objectives are clearly conveyed to the students without much hassle. Works Cited Thornburry, Scott. 2001. How to teach grammar. London: Pearson Education Limited England. Zhou, K. (2008). An inductive approach to teaching English grammar [HKBU Papers in Applied Language Studies Vol. 12]Borg, S. (1999). Teachers' Theories in Grammar Teaching [ELT Journal Volume 53/3]: Oxford University Press.