ICT reform initiatives in Singapore schools: a complexity theory perspective |
| |
| Authors: | Yancy Toh Hyo-Jeong So |
| |
| Institution: | (1) Learning Sciences Laboratory, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore, 637616, Singapore |
| |
| Abstract: | The past two decades have witnessed an exponential growth in the use of technology in our daily life. Notwithstanding its
phenomenal influence, the use of technology in education remains sporadic and disjointed. The promise that technology will
bring deep-seated changes in the way that educators teach and students learn remains, disappointedly, elusive. This paper
argues that the lack of systemic frame of reference may have explanatory power over such less than impressive performance
of ICT in education. Tracing the trajectory of Singapore’s ICT-related policies in the educational sector, this paper adopts
the complexity lens to study the systemic policy changes that are imbued in the different stages of Singapore’s ICT-based
reforms. In particular, the paper delves into the three constructs of complexity theory: self-organisation, coevolution and
fitness landscape. By juxtaposing the interdependencies of these three concepts against the backdrop of Singapore’s educational
landscape, the paper contends that the complexity theory perspective has the potential to help policymakers understand the
dynamic and complex nature of reforms so as to devise multi-faceted solutions that will address the concerns of all key stakeholders
in the learning ecology. Implications for policymaking are also discussed. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
