In the advent of ever-changing technology, it is important for educators to keep up as well as educate their charges in order to maintain their lead in the competitive society. Hence, the development of the Masterplans is essential. The three Masterplans have a few aspects in common: they encourage both teachers and students alike to be equipped with vital skills in order to maximise the use of ICT for learning and teaching. These skills need to be honed as students reach various stages of their education endeavours. Hence, it will prove useful if ICT learning and teaching is targeted and implemented at the ground level. Therefore, MOE's aim of ensuring that ICT learning is evident in every school is valid. ICT learning encourages self-directed learning, which can be inculcated if proper resources are allocated to ensure that each schools or students have access to ICT tools. Self-directed learning will allow students to reach beyond their current capabilities and increase their repertoire of content, making them relevant in today's information hub. In addition, ICT learning and teaching breed creativity among both students and teachers alike. This creativity is integral in guaranteeing that interest in learning is piqued and constantly preserved. Hence, through developing ICT as elaborated in the Masterplans, students and teachers will have access to these creative avenues and further enhance their creative store when it comes to teaching and learning.
It is evident that the features of the three Masterplans have permeated into my learning during my various years as a student. Delving back to when Project Work as an A level subject was first introduced, it encouraged self-directed learning through the use of ICT in various modes. The fact that a portfolio on a particular subject had to be formed within a group forced us to adopt the ICT skills as mentioned in the three Masterplans. It was an eye-opening experience as well as a prelude to many other ICT learning instances. Fast-forwarding to my years in university, an example of ICT learning came in the form of cloud computing. Cloud computing proved to be a useful companion amidst the hectic timetable of a university student. It also allows learning regardless of location as encouraged in the Masterplans. Prevalent in universities is also the use of web-cast as a learning platform. During weeks where we had e-learning, web-cast lectures was a linchpin in ensuring that all students had access to the learning from where ever they are. In addition, web-cast allows constant revision at one's fingertips. This further encourages the incessant notion of self-directed learning.
The current Masterplan heavily encourages self-directed learning. Hence, it is important that teachers, especially beginning teachers, are able to incorporate self-directed learning into available ICT tools. Thus, beginning teachers will need to encourage students to develop necessary skills required. However, depending on which school one may be assigned to, the extent of inculcating such skills may be affected. Based on my ESE experience at Stamford Primary School, it was evident that at least 50 percent of the student population may not have access to computers at home. At the same time, the time allocated in school for ICT learning for each student was limited, hence it may be difficult to impart the necessary skills as aforementioned. Hence, as mentioned in the Masterplan 3, it is imperative that MOE ensures that each student is equipped with a form of ICT platform, be it a laptop or netbook. This will allow continual assurance that each student can perpetuate and improve their ICT capabilities.
In addition, from my ESE experience, it is evident that every school will move at different speeds when it comes to ICT learning and teaching. This is because each school differs in student demographics and profiles. Hence, without proper resources provided by MOE, students who are residing at the bottom end of the demographic spectrum will lose out. The disparity between both ends of the spectrum will burgeon. Therefore, it is imperative that MOE bridge this gap in order to provide equal opportunities for all when it comes to ICT learning. Otherwise, beginning teachers assigned to the bottom tier of the spectrum may experience troubles when it comes to using ICT in the classroom, i.e. having to teach from scratch each time. More time can be directed towards honing the ICT learning instead. With sufficient resources provided, effective and efficient ICT learning and teaching can be perpetuated.
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