Angela ChowCentre for Information Technology in Education

The University of Hong KongIT in Education Symposium, 10th July, 04

Innovation & the future of schoolingInnovation & the future of schoolingWhy introduce ICT into the curriculum?

• About ICT – as a subject of study

• With ICT – make learning more effective

• Through ICT – new goals & new processes in education for the information society/ knowledge economy

Education & societal change:

Apprenticeship

standardized production

production of knowledge workers

21st century competencies?21st century competencies?• Premise: new abilities needed for the knowledge

society

• Lifelong learning ability – ability to face new challenges, seek new information, refine problem and learn new knowledge and skills to solve new problems or seek new ways of solving old problems

• Ability to use ICT for all facets of life, for work or leisure, professional or social purposes

New Learning goals require new New Learning goals require new pedagogical practicespedagogical practices

• ‘The traditional classroom …… is singularly ill suited to producing lifelong learners: “Right now, you’ve got 30 little workers who come into a room, sit in rows, follow instructions from a boss, and can’t talk to one another. School is the last time they’ll ever see that model”’

(Corcoran, 1993)

Emerging Emerging pedagogical paradigmpedagogical paradigm

1. Project work (92 cases)

2. Scientific Investigation (8 cases)

3. Media Production (29 cases)

4. Virtual School & Online Course (20 cases)

5. Task-Based Activity (20 cases)

6. Expository Lessons (5 cases)

What pedagogical practices are found in What pedagogical practices are found in the 174 cases?the 174 cases?

IPPUT Pedagogical features:IPPUT Pedagogical features:

• extended learning task over a period of months

• deeply engaging, personally meaningful/relevant for learners

• involvement of significant others outside of the classroom in the learning process

• availability of suitable facilitation.

Questions we tackledQuestions we tackled

• Is there any meaningful way of comparing levels of innovation across cases?

• Which should be the focus: ICT or pedagogy? Or does it matter?

• Can such a comparison contribute to our knowledge and understanding of ICT use and pedagogical innovation?

Questions we tackledQuestions we tackled

• Are there some common features or models of pedagogical practice found across the international selection of IPPUT case studies?

• What are the most important dimensions/ features for studying ICT-supported pedagogical innovations?

• What type of analysis will contribute most to our understanding of IPPUTs, and for dissemination to practitioners?

• Would the same findings be found across different countries?

• Would the findings be different if the focus is not on change brought about by ICT, but on pedagogical & curriculum change, with ICT as one of the elements?

Questions we tackledQuestions we tackled

HK SITES team analysis:HK SITES team analysis:Comparing extent of emergence in curriculComparing extent of emergence in curriculum,with ICT as one of the dimensions for cum,with ICT as one of the dimensions for c

omparisonomparison

Support from parents,old students’association and community

School cultureLeadershipSchool level

Pedagogical Practices(Implemented curriculum)

Types of

interactionsTypes of

interactions

Types

of

interactions

Goals

(Intended curriculum)

Outcomes

(Achieved curriculum)

Classroom level

Teacher’s role•academic/ professional/ technical background

•pedagogical orientation

Student’s role•academic/ technical competence

•family support and background

Technology’s role•technical infrastructure

•technical support

Outsiders

• parents

• employees from private sectors

Types

of

interactions

Types of interaction

s

Types of interactio

ns

Analysis Analysis FrameworkFramework

• How do we compare innovations?

New

Old

NewOldPractices

Technology

6 dimensions to understand innovativeness (from old to new):

6 dimensions of comparisonCurriculum GoalsTeacher’s RoleStudents’ RoleSophistication of ICT usedManifestation of Learning OutcomeConnectedness

Focus of AnalysisFocus of Analysis

2. Teacher’s Role

6 dimensions to understand innovativeness6 dimensions to understand innovativeness

Transmitter of information and evaluator of learning

Coach to establish and support the development of learning communities

Ability to function effectively as members of a learning community

Develop own learning goals, learning strategy, self monitor & evaluate contribute to communal knowledge building

Subject-based knowledge

Follow instructions

1. Curriculum Goals

3. Students’ Role

Design learning tasks; provide resource for learning

Higher Order Thinking

Determine learning strategies and schedule

4. ICT used

6 dimensions to understand innovativeness6 dimensions to understand innovativeness

No ICT used Sophisticated technology tailored for specific educational purposes

Unidimensional

Multidimensional; knowledge, skills, abilities and attitudes operating in concert for complex problem solving

Standalone classroom

Multiple ways of involving outsiders in the curriculum process

5. Manifestation of Learning Outcome

6. Connectedness

Multiple ways to assess learning outcomes

General software for classroom presentation

Partial involvement of outsiders

Primary

Art

More Innovative

Scoring on a 7-point likert scale for each of the 6 dimensionsScoring on a 7-point likert scale for each of the 6 dimensions

Primary

Chinese

Primary

Project Work

Secondary

Online Discussion

The Hong Kong SITES report & the The Hong Kong SITES report & the secondary analysis with international case secondary analysis with international case studies examples:studies examples:

http://sitesdatabase.cite.hku.hk

Where lies the future of IT in Where lies the future of IT in education?education?

Some recommendations Some recommendations for Hong Kong for Hong Kong

The curriculum reform consultation document, Learning To Learn, was published after the launch of the Five Year Strategy.

Only a few visionary schools principals are able to integrate the implementation of IT with their schools’ curriculum reform in order to enhance the quality of teaching and learning in the schools.

1. 1. Integrate IT in education with Curriculum ReformIntegrate IT in education with Curriculum Reform

2. Provide Professional and Leadership 2. Provide Professional and Leadership Training for School Principals and Teachers Training for School Principals and Teachers

Professional development is NOT the simple acquisition of ICT-related technical skills.

Should focus on the development of curriculum leadership that can make use of ICT to enhance quality of education and support innovation

Should relate ICT integration to the 6 dimensions of understanding innovation, and not just a uni-dimensional emphasis on technology use

How each component should be implemented, e.g. where computers are placed & when these can be used would affect what pedagogical practices are supported and the impact of ICT use.

  

3. 4 strategic components must be implemented 3. 4 strategic components must be implemented coherently to support curriculum reformcoherently to support curriculum reform

The 5-year Strategy has identified 4 strategic components:

• Access and Connectivity

• Teacher Enablement

• Curriculum and Resource Support

• Community-wide Culture

4.4. 　　 Formulate Long-term policy for ICT in Formulate Long-term policy for ICT in education education

• The main achievement of the Five Year Strategy has so far provided schools with the necessarynecessary conditions for ICT integration into teaching and learning.

• Without a long term policy for ICT in education, the necessary conditions will fade and Hong Kong education will face a stark future without leading schools into the knowledge era.