Abstract
This paper describes and examines how Singapore attempts to implement ICT in education through its three Masterplans for ICT in Education since 1997. It analyses the management approach during the implementation of Masterplans One and Two and highlights the inadequacies of a linear Newtonian model of ICT implementation for Masterplan Three. This paper posits that for Singapore to venture into an uncharted era of educational ICT innovation, the new educational ICT management paradigm should be based on complexity rather than a linear Newtonian model. In particular, it should be one that promotes the recognition of the education system as a complex adaptive system; promotes loose coupling between headquarters and schools, and among schools; promotes organisation around intelligences rather than fixed structures; and promotes integration through purpose rather than policy. The case study of Singapore contains lessons for other countries implementing national level initiatives for ICT in education.