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This paper advances understanding of the process and mechanism of endogenous inclusive development of information and communications technology (ICT) solutions.

Drawing upon actor-network theory, this article analyses the sociotechnological construction of China's strategy for the telecommunications market transformation. We define the telecommunications market as the non-human actor. The public and society, the state, and the operators constitute three groups of human actors representing the social interests in the telecommunications industry. We have observed that these actors' interests are influenced by the situation of technology advance, the telecommunications development level, the macro reform progress and the national policies concerning the political and economic systems, and the international trend in telecommunications reforms. Owing to the dynamics of these contextual elements and the struggle of actors to inscribe their interests into the national strategy, China has transformed the telecommunications market by four stages, each stage with specific foci. Our case study demonstrates that the applications of actor-network theory can be extended to investigate the formulation of a national strategy. The research design in which the social and technological contexts are dynamically connected with strategy formulation can be drawn upon by other actor-network studies.

The purpose of the study is to explore student teachers' intentions and actions in technology integration in their classrooms. A postgraduate teacher education cohort of 118 Singapore stvAent teachers participated in the study. The results suggested that student teachers in Singapore showed positive intentions to integrate technology to facilitate student-centered learnin[ in their fumre teaching. However, they reported that they were more likely to use technology as :1. supporting and instructional tool during their student teaching rather than using technology to promote sttldent-centered learning. Qualitative findings from 10 purposefully selected participanrs showed consistency with the quantitative results. The results of the study helped to better exemplify the student teachers' intentions and their actions in integrating technology into their classrooms. (Keyword>: pres~rvice teacher education, technology integration, teaching practice, information and ccmmunication technology)