Baseline Information and Communications Technology ICT Standards National

Baseline Information and Communications Technology (ICT) Standards

National IT Plans National Computerisation Plan (1980 -1985) National IT Plan (1986 -1991) IT 2000 (1992 -1999) e-Government Action Plan I & Infocomm 21 (2000 -2003) • e-Government Action Plan II & Connected Singapore (2003) • •

i. N 2015 • i. N 2015's vision is to have Singapore to be "An Intelligent Nation, A Global City, Powered By Infocomm".

What will this plan do? • increase creativity and innovation among businesses and individuals • connect businesses, individuals and communities, giving them the ability to harness resources and capabilities - speedily and efficiently - across diverse businesses and geographies. • providing easy and immediate access to the world's resources as well as for exporting Singapore's ideas, products, services, companies and talent into the global markets.

Goals with i. N 2015 • #1 in the world in harnessing infocomm to add value to the economy and society • increase the value-add of the infocomm industry to S$26 billion • increase the infocomm export revenue to S$60 billion • create 80, 000 additional jobs • achieve 90% home broadband usage • achieve 100% computer ownership in homes with school-going children

Strategy with i. N 2015 • transformation of key economic sectors, government and society through the use of infocomm • establish an ultra-high speed, pervasive, intelligent and trusted infocomm infrastructure • develop a globally competitive infocomm industry • develop an infocomm-savvy workforce and globally competitive infocomm manpower

History of Singapore education • Singapore education system possess key strengths such as bilingual policy, emphasis on broad-based and holistic learning, focus on teacher quality and integration of information and communication technologies (ICT) into the classroom.

ICT Use in Education • ICT applications for education are also made for classroom management, timetabling, activity planning, personnel administration, and communications with parents. In Singapore, the Ministry of Education keeps a repository of teaching and learning resources for sharing among schools.

E-learning • ICT for delivering learning is very similar to ICT for e-commerce or e-business. E-learning may imply self-study, instructor-led events or small group collaboration. Software for elearning includes:

E-learning • Asynchronous Web-based Software (e. g. , Blackboard(TM)) • Synchronous Web-based Software (e. g. , Centra(TM)) • Services by ASP (e. g. , Hewlett Packard Virtual Classroom(TM)) • VOIP Products (e. g. , CUSee. Me(TM), Picturetel(TM)) • Learning Portals (e. g. , People. Soft Campus Portal(TM)) • Personal Collaboration Tools (e. g. , MS-Messenger(TM)) • Teamware (e. g. , MS Exchange(TM) Conference Server) • Streaming Media (e. g. , Real. Video(TM), Quicktime(TM)) • Authoring Tools (e. g. , Macromedia e-Learning studio(TM))

Progressive development • The first generation of e-learning systems included only authoring tools. • The second generation included classroom management systems, along with lesson content management systems. Together, the came to be known as Learning Management Systems (LMS). • Third generation systems introduced real_time virtual classrooms.

Primary pupils will be able to • Operate computers and applications in ICT-enabled learning environment • Search for information and communicate over the Internet • Create a short document using a word processor • Represent tables of information in word processors and spreadsheets • Create a short presentation with multimedia elements • Collect data using ICT tools

Secondary pupils will be able to • Search independently for information and communicate over the Internet • Create a publication (e. g. report, pamphlet and newsletter) using a word -processor • Integrate digital media from different sources into a document, spreadsheet and presentation • Represent data using graphs and charts in word processors and spreadsheets • Use built-in functions for calculations in a spreadsheet • Create and edit media elements for a multimedia presentation • Transfer data collected from ICT tools to computers

Cyberwellness Framework Primary and Secondary pupils will • Use appropriate language, demonstrate mutual respect and observe etiquette in communication • Respond appropriately when encountering illegal or unsuitable materials on the Internet • Be aware of and take precautionary steps against the dangers of cyber abuse • Respect intellectual property and comply with copyright laws and regulations • Prevent and minimise security risks in different online situations • Protect private information against exploitation • Maintain a balanced use of technology to avoid computer addiction • Verify the credibility of information and that information is communicated accurately and responsibly