Abstract
This chapter discusses the integration of ICT into education as a worldwide phenomenon, which is evident from the presence of ICT policies in education in most developed and developing nations. It analyses the key driving forces that shape this development from various perspectives, including political, technological, economic, social, and learning aspects. Critically, ICT has afforded new T&L interactions that are not possible with the traditional instructional methods and media, in particular, the new forms of interactivities and knowledge creation empowerment of the Web 2.0 tools. Technological advancement, in turn, catalyses the development of knowledge economy that privileges knowledge workers with 21st-century skills. Growing up in the rich digital media environment, millennial learners have distinct learning behaviours and expectations about education. Concomitantly, researchers in learning sciences are uncovering new perspectives of learning, from learning as acquisition to learning as knowledge creation. Amidst these multiple changes, local, political and economic factors also exert another layer of influence. These dynamic changes involve multiple factors; each factor feeds into others and is reciprocally being shaped by others. The resultant outcome is the continuous impact of ICT in education with increasing influence. However, to implement ICT integration in schools successfully, we also need to be cognizant of the critical voices against such move and empirical evidence of potential challenges. Such information is valuable in developing a systemic and systematic approach for ICT integration in schools.
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Tan, S., Cheah, H., Chen, W., Choy, D. (2017). Integrating ICT into K-12 Education – A Global Perspective. In: Pushing the Frontier. Springer, Singapore. https://doi.org/10.1007/978-981-10-4239-3_2
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