Masterplan 3: Impact and Beyond

In my first blog post I shared about one significant memory of Information and Communication Technology (ICT) being used in schools. Ever-progressing, technological advances compel users to keep up with the latest developments, as seen in the Ministry of Education's (MOE) constant promotion of ICT in schools. Masterplan 3 draws on the developments of the first two masterplans as it sets even higher standards for schools to utilize the benefits of ICT, while reinforcing MOE's initial goals for the impact of ICT on students', teachers', and schools' progress.


From familiarising students with technology in class, and encouraging independent learning, MOE's latest masterplan sees students being challenged to work in collaboration with each other as well as continuing their own learning through ICT. Mimicking real-life situations where work is done individually and consolidated through the internet, students are exposed to skills that would serve them well into their working life. Independent learning is accompanied by an exchange of ideas that is made easier through the internet, allowing students to progress from solo learning to one that is enhanced by input from their peers. Awareness of the difference between real-life and cyber interactions is also emphasized in MOE's masterplans, more so now that most students have access to a computer. Both sets of skills, the capacity for self-directed learning, as well as safe online interactions, ensure that the introduction of ICT is without much of the harmful side effects that plague young users of the internet.


Teachers also benefit from the increased use of ICT in lessons as they have more options with which to engage students. More alternatives also make lesson planning more interesting for teachers, allowing them to appeal to more students through the wider variety of teaching options available. Like students, teachers would find it easier to share with other teachers resources and tips through the internet, which could lead to an improvement in the standard of teaching. Furthermore, interactions between teachers and parents could be more efficient as parents can track their child's progress online, rather than through the infrequent physical meetings between teacher and parent. Feedback could be given online, allowing busy parents to access their child's development whenever they can.


Rather than marking a change in the learning environment, ICT usage in schools draws on what is already practiced, improving communications between all parties involved. Implementing ICT also allows schools to deal with unexpected disasters that could hinder a student's learning, such as an epidemic or personal tragedy. Throughout MOE's masterplans for ICT integration in schools, there remains the focal point of improving learning abilities and developing individuals who are able to continue learning after formal education has ended. Future masterplans for learning through ICT will no doubt continue to equip all involved, especially students, to face a constantly changing world.