Introduction

The first Masterplan for ICT in Education (1997 - 2002) was a blueprint for the use of ICT in schools and access to an ICT-enriched school environment for every child. Under the first Masterplan, we harnessed ICT to equip our young with essential learning skills, creative thinking skills and communication skills. These skills will help prepare them for the workplace of the future.

The Masterplan II for ICT in Education (mp2) was unveiled in July 2002. It consolidates and builds on the achievements of the first Masterplan, and continues to provide the overall direction on how schools can harness the possibilities offered by ICT for learning.

mp2 adopts a systemic and holistic approach in which all the key pieces - curriculum, assessment, instruction, professional development, pupil learning and culture of the school are integrated and addressed. The focus is on the interactions among the components and how technology can be leveraged to enhance these relations to bring about engaged learning.

Vision

The vision of mp2 is that ICT will be pervasively and effectively used to enhance educational processes and structures. By leveraging on ICT as a tool to customise education to meet the needs and abilities of our pupils, we will be able to support and develop lifelong learners as we work towards the overall vision of Thinking Schools, Learning Nation.

Outcomes

There are six intended outcomes for mp2. These are:

• Pupils use ICT effectively for active learning
  
  
• Connections between curriculum, instruction and assessment are enhanced using ICT
  
  
• Teachers use ICT effectively for professional and personal growth
  
  
• Schools have the capacity and capability in using ICT for school improvement
  
  
• There is active research in ICT in education
  
  
• There is an infrastructure that supports widespread and effective use of ICT

ICT in Education Priorities (2006–2008)

The key ICT in Education priorities for 2006-2008 are:

• Set baseline ICT standards for pupils’ learning experiences to ensure that all schools achieve a baseline level of ICT use.
  
  
• Fully support schools that are ready to achieve higher levels of ICT use in education by introducing more recognition schemes and conducting further research on developing and prototyping pedagogical models.
  
  
• Develop schools' capacity within the framework of autonomy to take full ownership of their schools’ ICT implementation.
  
  
• Strengthen the integration of ICT in the curriculum and assessment by focusing on areas of strategic importance and needs and developing partnership models to resource the schools.

Page last updated: 30 Nov 2006