Introduction

Abstract

This introductory chapter aims to provide an advanced organizer for reading this book. Besides providing a summary of each chapter, it introduces two fundamental principles for effective integration of Information and Communication Technology (ICT) into the Singapore’s education system. First, it can be understood from the Bronfenbrenner’s ecological perspective, considering multiple layers of interactions in the education system. It translates into the development of policies that target at various levels in the systems and takes a holistic approach to acting on different interlocking components to make it work. This is further explicated in various chapters of this book. For example, at a local level in Singapore, the ICT education policies are nested within broader national ICT plans, which provide nationwide infrastructure and system. The national ICT plans, in turn, are developed in tandem with other aspects of national development, such as economic changes and research and development initiatives. In addition, the ICT integration effort takes an adaptive systemic approach. In a complex adaptive system, the policies must be able to adapt to the changing contexts. Original planning might require substantial revision due to changing circumstances. For example, the third ICT Masterplan uses a formative evaluation design that provides yearly feedback to the system for fine-tuning the policy. The complex adaptive system also means recognizing and leveraging the self-organizing potential of the organic and dynamic system. The complex adaptive systemic method translates into an approach that engages various stakeholders to participate in the management of the process thereby achieving a balance between giving top–down direction and empowering ground–up initiatives.