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We witnessed before the turn of the twenty-first century that Singapore's education undertook a series of curricular innovation and related infrastructure development. The changes included expansion in physical spaces of learning in the classroom, installation of information and communication technologies for multimedia-based learning, large-scale recruitment of graduate teachers, revision of teac... More

We witnessed before the turn of the twenty-first century that Singapore's education undertook a series of curricular innovation and related infrastructure development. The changes included expansion in physical spaces of learning in the classroom, installation of information and communication technologies for multimedia-based learning, large-scale recruitment of graduate teachers, revision of teacher salaries and promotion opportunities, curricular diversity, and research on pedagogies and classroom practices. All children and teachers of the twenty-first century regardless of backgrounds are expected not only to acquire but also to create knowledge. Such changes may to a certain extent stimulate changes in classroom cultures, as well as in children's experiences in learning. This book to a certain extent captures some of these changes.

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