This study explores the complex dualities in digital education,focusing on the case study of Singapore.It highlights the ethical issues surrounding the integration of information and communication technology(ICT),espe...This study explores the complex dualities in digital education,focusing on the case study of Singapore.It highlights the ethical issues surrounding the integration of information and communication technology(ICT),especially artificial inteligence,in the education sector.The paper presents a theoretical framework to explore these dualities,examining how they have been navigated in Singapore's policy reforms to enhance digital education.These dualities include centralisation vs.decentralisation of resource orientation;customisation vs.standardisation of curriculum,formal vs.informal learning with respect to pedagogical approaches;human agency vs.technological automation for data interpretation;and peaks of excellence vs.equity in achievement outcomes.These aspects significantly impact the outcomes of ICT-enabled reforms.The study draws upon Singapore's longitudinal trajectory of integrating ICT in education,illustrating its efforts in reconciling these dualities.The findings underscore the importance of careful consideration and balance in integrating ICT in education,emphasising the need to transcend these dualities to build a more inclusive digital learning environment.展开更多
文摘This study explores the complex dualities in digital education,focusing on the case study of Singapore.It highlights the ethical issues surrounding the integration of information and communication technology(ICT),especially artificial inteligence,in the education sector.The paper presents a theoretical framework to explore these dualities,examining how they have been navigated in Singapore's policy reforms to enhance digital education.These dualities include centralisation vs.decentralisation of resource orientation;customisation vs.standardisation of curriculum,formal vs.informal learning with respect to pedagogical approaches;human agency vs.technological automation for data interpretation;and peaks of excellence vs.equity in achievement outcomes.These aspects significantly impact the outcomes of ICT-enabled reforms.The study draws upon Singapore's longitudinal trajectory of integrating ICT in education,illustrating its efforts in reconciling these dualities.The findings underscore the importance of careful consideration and balance in integrating ICT in education,emphasising the need to transcend these dualities to build a more inclusive digital learning environment.
