School Stakeholders navigating ICT Policy Reforms from a Singapore Context

Abstract

This qualitative research 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. 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 as to policy learning experiences of school stakeholders in periods of uncertainty.