1. What are the main goals of each Masterplan for ICT in education and why do you think it is important for MOE to develop them?
Masterplan 1 (1997-2002) was developed by MOE to lay a sturdy foundation of Information and Communication Technology (ICT) skills and infrastructure to be incorporated into schools’ syllabus, equipping educators with the basic skills in ICT, and enhancing the holistic learning of students, so to fulfill the future requirements of society.
It is important for MOE to develop Masterplan 1 as it supports educators and students with the essentials of technology, in the classrooms and even in the workforce.
With today’s advanced technology, it has been a necessity for Singapore to keep up with the ever-changing trends in ICT, for us to keep up with the current fast-paced and globally competitive society. With the use of technology, it has made it more accessible for people to learn together (collaborate) internationally. ICT has in turn broadened our horizons, enabling us to expand our learning, be it for the students of our future, or, for educators all around the world.
Moving on from the essentials of Information and Communication Technology, this Masterplan 2 (2002-2008) seeks in promoting the use of ICT in an ever-changing classroom. Not solely for the sake of the use of ICT, but the need to encourage independency (self-directed learning) among our 21st century students, be it in the terms of their own learning or thinking. There has been a need for the students to go out there to seek and explore, to grasp new concepts in a self-directed learning process, with teachers scaffolding and facilitating the process. The use of ICT becomes vital in students’ learning and is integrated into schools’ curriculum. According to the curriculum, baseline ICT standards were set for all students to receive a set of ICT skills which were essential for their own development. Apart from that, higher levels of ICT skills and knowledge were taught to the teachers, thus, they were exposed to programmes and were then able to integrate and impart their knowledge to the students.
Seeking continuation from Masterplans 1 and 2, Masterplan 3 (2009 onwards) brings about an even stronger objective for the use of ICT. With the many competencies MOE hopes to instill in each student, ICT takes its place as an important tool, in the hopes to better engage students, allowing for more interaction for their learning and communication to take place more effectively. Also, with ICT, it enables teachers to be able to practice differentiated teaching, so as to be able to modify and tailor to the various needs of individual students. ICT plays a vital role in imparting communication and collaboration skills, which are the key developments to a child’s growth. This current generation of students will soon enter the workforce where they are expected to collaborate with global groups and work towards common goals. With ICT as part of a student's everyday life, each individual will not only be well-equipped with the use of ICT tools and softwares, but at the same time, be aware of and able to apply the importance of cybersafety to the use of ICT.
Masterplan 1 (1997-2002) was developed by MOE to lay a sturdy foundation of Information and Communication Technology (ICT) skills and infrastructure to be incorporated into schools’ syllabus, equipping educators with the basic skills in ICT, and enhancing the holistic learning of students, so to fulfill the future requirements of society.
It is important for MOE to develop Masterplan 1 as it supports educators and students with the essentials of technology, in the classrooms and even in the workforce.
With today’s advanced technology, it has been a necessity for Singapore to keep up with the ever-changing trends in ICT, for us to keep up with the current fast-paced and globally competitive society. With the use of technology, it has made it more accessible for people to learn together (collaborate) internationally. ICT has in turn broadened our horizons, enabling us to expand our learning, be it for the students of our future, or, for educators all around the world.
Moving on from the essentials of Information and Communication Technology, this Masterplan 2 (2002-2008) seeks in promoting the use of ICT in an ever-changing classroom. Not solely for the sake of the use of ICT, but the need to encourage independency (self-directed learning) among our 21st century students, be it in the terms of their own learning or thinking. There has been a need for the students to go out there to seek and explore, to grasp new concepts in a self-directed learning process, with teachers scaffolding and facilitating the process. The use of ICT becomes vital in students’ learning and is integrated into schools’ curriculum. According to the curriculum, baseline ICT standards were set for all students to receive a set of ICT skills which were essential for their own development. Apart from that, higher levels of ICT skills and knowledge were taught to the teachers, thus, they were exposed to programmes and were then able to integrate and impart their knowledge to the students.
Seeking continuation from Masterplans 1 and 2, Masterplan 3 (2009 onwards) brings about an even stronger objective for the use of ICT. With the many competencies MOE hopes to instill in each student, ICT takes its place as an important tool, in the hopes to better engage students, allowing for more interaction for their learning and communication to take place more effectively. Also, with ICT, it enables teachers to be able to practice differentiated teaching, so as to be able to modify and tailor to the various needs of individual students. ICT plays a vital role in imparting communication and collaboration skills, which are the key developments to a child’s growth. This current generation of students will soon enter the workforce where they are expected to collaborate with global groups and work towards common goals. With ICT as part of a student's everyday life, each individual will not only be well-equipped with the use of ICT tools and softwares, but at the same time, be aware of and able to apply the importance of cybersafety to the use of ICT.
2. Has any of the Masterplans impacted you as a student? Share your experience on how ICT had been used in the classes you attended as a student (if applicable).
As a student in secondary school, I recall the use of basic ICT programmes, where certain Microsoft Office applications such as Microsoft word and Power point skills were being introduced during computer lessons. We further utilized these applications during projects where we were given topics to choose from, and proceeded to apply the skills that we had been taught in the form of a powerpoint presentation.
3. How do you think the Masterplan 3 for ICT in Education may affect your role(s) as a beginning teacher?
I believe that as a beginning teacher, it will be required of me to familiarize myself, and even to the extent of mastering certain ICT skills so as to better engage and equip my learners with a strong IT background. Not forgetting the values that the Ministry of Education hopes to instill in the future pillar of Singapore, for ICT to not only be used effectively but also extremely vital that students use IT appropriately and responsibly. Thus, as a teacher, it will be my responsibility as well to ensure that students are aware of the dangers of the internet and to equip and help them to cope with cyberwellness issues.
References
1. Druin, A. (Ed.). (2009). Mobile technology for children: designing for interaction and learning. Burlington, MA: Morgan Kaufmann.
2. Kelly, M. G, & Haber, J. (2006). Resources for student assessment. Eugene, OR: International Society for Technology in Education.
3. Chai, C. S., Wang, Q. (Eds.) (2010). ICT for Self-directed learning and Collaborative learning. Singapore: Prentice Hall. Chapter 1.
