1. In your opinion, why do you think it is important for MOE to develop the three Masterplans for ICT in education?
As mentioned by Mr Teo Chee Hean in 1997, advancement in technology has caused the shrinking of the world. This is not a new phenomenon - ever since the Industrial Revolution, people have found it increasingly easier and faster to communicate with those from other parts of the globe, whether face-to-face or via mail, telecommunication, or, at present, the Internet. Such an occurrence results in several implications that makes it essential for Singapore's Ministry of Education (MOE) to infuse information and communication technologies (ICT) into the education system.
Because of the Internet, it is no longer a challenge for information to be communicated throughout the world. As such, countries, even one so small it is represented only by a red dot on the world map, is made more visible to the global society. In order to maintain and further develop Singapore's esteemed image as a developed, well-educated nation, it is thus important for students to keep up with whatever advances there are in the world so as . In particular, they must be given the platform to experience and learn new ICT skills at a pace equivalent to the rapid progression of ICT.
Technology has also made it a breeze for Singaporeans to cross borders in education, work, business, and so on. For example, a student may apply for an overseas exchange program within minutes via email, or an online application, after which all other arrangements (e.g. housing, modules, etc) can be made online as well. This puts many of our people in another man's land, which is no doubt, rather daunting for them. To ensure that they are able to prosper in whatever they are doing, these people must be competitively equipped with knowledge in various areas, one of which must be ICT. This is because ICT is the key towards further discoveries, and hence, towards success. In addition, prowess in ICT allows for their support system back home to seem not far away at all, making their being away a less torturous experience.
As mentioned, ICT has produced an incredible convenience of availability of knowledge, whereby so much more information is ready for access by everyone with a connection. This is enhanced even further with the proliferation of smart phones in society. Even so, this is not always a good thing when too much information comes too fast - one is most likely to end up being more confused than before. Therefore, students must be taught at an early age on how to sieve through the vast data and organise them into useful chunks, for example by using mind-mapping software. Only then will they be able to gain understanding and effectively apply their knowledge to relevant situations.
It is necessary for MOE to embark on ICT learning in stages, thus their arrangement for having three, rather than one, Masterplan is ideal. This is so that schools are able to ease into a more technologically advanced system with minimal shock, especially for more experienced teachers who may require a longer adjusting time, compared to students, or younger teachers. With that, there is less possibility for the idea of ICT to be immediately rejected following a rude shock. Hence, the Masterplans will be more likely to achieve a favourable outcome.
2. Has any of the Masterplans impacted you as a student? Share your experience of how ICT had been used in the classes you attended as a student (if applicable).
Masterplan 1 was well under way when I was in secondary school. There was one particular project that our English teacher had us embark on as a group, and that was to create a presentation on Racial Harmony. We were encouraged to find our own content via Internet research, and make use of video making software, Microsoft Office, or any other computer applications that were available at that time.
This experience was the first of many, but I remember how novel and exciting it was to be in the computer lab with my group mates, being our own educators rather than being spoon fed knowledge by the teacher. Because we were the ones who found the relevant information, read through it, chose portions pertinent to our task, and then shared our findings with the class, I found myself being able to remember everything more vividly as compared to when I was learning in a teacher-centered classroom. Since then, I had always looked forward to lessons that involved ICT in any way.
3. Based on your enhanced school experience, how do you think the current Masterplan 3 may affect your role(s) as a beginning teacher?
As a beginning teacher in the ICT Masterplan 3 phase, it is vital that I have the necessary competence in relevant software that can be used in my lessons such that students can undergo self-directed and collaborative learning. I must also get used to the idea of students being independent learners, and not as reliant on the teacher as was the case when I was still in school. This will no doubt be a great challenge, especially when there are pressing demands to complete the syllabus before the tests or exams begin, and I cannot give students as much time as they need to discover the knowledge themselves, even with my guidance. My ESE corroborates this statement, as I find the extent to which most teachers engage ICT in daily teaching is limited to using Powerpoint slides, which, in itself, do not really encourage much self-directed or collaborative learning by the students.
Time management skills will have to be honed, as ICT-based and group work lessons are usually a bit more time consuming than what we are used to, especially if students have to be herded from class to the labs. However, I believe that with the support of the school (perhaps by giving 5-10 more minutes per period, placing less emphasis on final exams alone), and when a system has been put into place, transiting into fully ICT-based learning should not be as painful as it seems to be.
In addition, I hope that as a beginning teacher, all assessments will be carried out with the help of ICT, particularly when they are MCQ or short-answer tests. This not only saves paper, but also makes it less cumbersome for the teacher, as marking is computerised and students are given immediate feedback. Time saved here may even make up for the extra taken in conducting the ICT-based lessons.
