ICT integration in second language writing: A malay language case study

As the integration of information and communications technologies (ICT) in Singapore schools reaches a considerable level of maturity and stability, a pertinent question is: how has ICT integration impacted on pedagogy in Singapore schools? The present study attempts to address this question through interpretive, case-study research in two Singaporean secondary schools. The study found the use of ICT was limited in its perceived pedagogical value by teachers. A lack of appreciation and/or understanding of the complexity of the process or culture shift required for ICT to be implemented and integrated effectively into the Malay Language Curriculum along with conformity to policy directions resulted in underutilisation and uncritical use of ICT tools, and an adherence to the traditional method of assigning tasks and the maintenance of existing practices