Singapore: Integrating ICT Use in the Curriculum

By Maria Aguirre

This week’s topic was about the use of ICTs in formal education. In addressing this, I will discuss the current Masterplan developed in Singapore which seeks to include ICTs into curriculum, pedagogy and assessment so the students develop competencies for the 21st century. This is a great example of how a country can include -ICTs- in their education system successfully.

As described at the Ministry of Education website, the history of Masterplans that promote the use of ICT in education in Singapore started with the first Masterplan (1997-2002) which aimed to provide the basic ICT infrastructure and to equip teachers with the basic levels of ICT competency. The second Masterplan (2003-2008) was to create an effective and pervasive use of ICT in education. And lastly, the third Masterplan (2009-2014) was aimed to continue the previous plans’ philosophy, that education should continually anticipate the needs of the future and prepare pupils to meet those needs. Singapore’s Ministry of Education (MOE) launched in 2009 the third Masterplan for ICTs in education. This Masterplan seeks to enrich and transform the learning environments of the students and to “equip them” with the critical competencies to succeed in a knowledge economy. This statement that goes along with the functionalist perspective is looking to strengthen integration of ICT into curriculum and pedagogy. Basically, the MOE is interested in helping to create a differentiated professional development that is more practice-based, where ICT help students learn better, and schools support the provisions of ICT. In order to include ICTs to the curriculum, this Masterplan is creating a greater alignment of students’ learning outcomes in the syllabi, national examinations and classroom experience. It will promote the use of ICT to look for information, synthesize reports, and collaborate with peers. Moreover, this plan aims to train several ICT specialist teachers who will be experts on how to effectively use ICT in their classes; it will also improve the sharing of best practices through a network of educational labs. In these labs, innovations could be prototyped and tested; in the same time it will provide the latest technologies to promote exploration of learning possibilities. Lastly, accessibility of ICT to students will be increased through more flexible and mobile infrastructure provisions (e.g., wireless internet access, piloting 1-notebook-to-1-pupil ratio in more schools, and higher data bandwidth to the Internet).

Another article, described how -according to the MOE- the digital divide due to problems in technology access is fading in Singapore. They consider that the nation is facing a digital divide between students ICT-literate and students without such skills. In order to diminish this new divide, the government planned the third Masterplan. As in many other entries in our blog, this article indicates that technology in itself cannot transform learning. Yet, the vision of this Masterplan is quite accurate while it assures a vision of “harnessing technology to transform learners”. Other pertinent solution, I think, is to use social media to enable participation, dialogue and co-construction of knowledge.

In this same sense, another article introduces one of the latest applications of this Masterplan launched in a primary school in Sengkang, Singapore. In collaboration with Qualcomme and Microsoft teachers and students will have access to educational resources through smartphones. With the support of the national Institute of Education of Singapore, there is a joint work to develop customized curriculum in English, Science and Chinese, and co-design technology to enable teachers to enact lessons using smartphones. About 350 third-graders will experience the latest wireless technology easing student-centric model of learning where educational materials (e.g., web-based resources and collaborative learning tools) can be accessed anytime and anywhere via smartphones. This school will be a model for primary schools throughout Singapore and Asia. This project is using a mobile learning platform (MyDesk) and education applications developed by the University of Michigan, using Nokia 3G smartphones. The Masterplan expects that this project will “give students the means to take responsibility for their own learning and enable teachers to provide individualized mentoring”. It is also thought that students will use relevant websites that contain podcasts, video clips, and educational applications like mapping, drawing and animating to practice both self-directed and collaborative learning. The files created by students using the smartphones are backed-up and synchronized to a management system which can be later assessed by teachers for grading and feedback purposes.


Developing a national educational technology policy; EduTech Blog from the World Bank on March 2012.

MOE Launches Third Masterplan for ICT in Education; Ministry of Education in Singapore, on August 2008.

ICT & Education: Eleven Countries to Watch — and Learn From; EduTech Blog from the World Bank on January 2011.

Singapore to stress on technology in new education masterplan, futuregov Asia Pacific on April 2011.

Singapore school introduces mobile learning experience, futuregov Asia Pacific on April 2012.


Posted on April 19, 2012, in ICTs and Formal Education and tagged , . Bookmark the permalink. 2 Comments.

  1. Nice blog, I enjoyed reading your blog about the Singapore education system, which is indeed stressful.
    I am a patient and dedicated math tutor offering Individual or Group Tuition, to help students learn effectively at their own pace.
    Wish you a nice week ahead.

  2. Usually I do not learn article on blogs, however I wish to say that this write-up very compelled me to try and do it! Your writing taste has been amazed me. Thanks, very nice post.

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