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School Stakeholders' Experience with Navigating ICT Policy Reforms in Singapore

School Stakeholders' Experience with Navigating ICT Policy Reforms in Singapore

Vicente Chua Reyes Jr., Catherine Chua Siew Kheng
Copyright: © 2015 |Volume: 11 |Issue: 4 |Pages: 14
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781466675827|DOI: 10.4018/IJICTE.2015100106
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MLA

Reyes Jr., Vicente Chua, and Catherine Chua Siew Kheng. "School Stakeholders' Experience with Navigating ICT Policy Reforms in Singapore." IJICTE vol.11, no.4 2015: pp.83-96. http://doi.org/10.4018/IJICTE.2015100106

APA

Reyes Jr., V. C. & Kheng, C. C. (2015). School Stakeholders' Experience with Navigating ICT Policy Reforms in Singapore. International Journal of Information and Communication Technology Education (IJICTE), 11(4), 83-96. http://doi.org/10.4018/IJICTE.2015100106

Chicago

Reyes Jr., Vicente Chua, and Catherine Chua Siew Kheng. "School Stakeholders' Experience with Navigating ICT Policy Reforms in Singapore," International Journal of Information and Communication Technology Education (IJICTE) 11, no.4: 83-96. http://doi.org/10.4018/IJICTE.2015100106

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Abstract

Using qualitative research inquiry methods, this inquiry attempts to explore how school stakeholders cope with incessant and seemingly endless transformations in schools. The central phenomenon to be studied focuses on how school stakeholders “make sense” of educational reform. In order to do this, an exploratory case study of two target schools taking part in policy reform initiatives directed at ubiquitous use of Information Communication and Technology (ICT) in a Singapore context would be the locus of this inquiry. Using Focus Group Discussions (FGDs), interviews, and observations this inquiry investigates and builds emerging explanations to sense-making experiences of stakeholders. Policy learning narratives of actors involved in the ICT-education reforms would be analysed using the lens of Actor-Network Theory (ANT). Findings from this exploratory inquiry provide insights to ongoing debates on policy learning experiences of school stakeholders in periods of uncertainty.

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