This is an evaluative case study in policy formulation and implementation in Hong\ud Kong. The main aim of the research was to investigate the impact of the Information\ud Technology in Education (ITEd) Strategy (EMB, 1998a; EMB, 2004a) on practice in\ud primary schools in Hong Kong and the factors which influenced the implementation\ud of the strategy. The four-stage Policy Development Model developed by Bell and\ud Stevenson (2006) was used as the conceptual framework for the research together\ud with a pedagogical framework devised by Hirumi (2002). The study focussed on the\ud use of Information Technology (IT) to support a paradigm shift in learning from a\ud largely textbook based teacher centred approach to a more interactive and learner\ud centred approach. The researcher used both a questionnaire survey and\ud semi-structured interviews to seek the perception of Principals in Hong Kong primary\ud schools. The research concluded that there was tension between the formulation of the\ud ITEd Strategy and its implementation in schools. Despite the principals’ support for\ud the visions of the strategy, the potential of IT to transform learning was not fully\ud realised. This was because of the failure of the Hong Kong Government to anticipate\ud the extent of the challenge and to provide sufficient guidance and support to overcome\ud barriers to change which arose during the implementation phase. These barriers\ud involved value systems, psychological and practical factors and they affected both\ud principals’ and teachers’ attitude to change. The findings imply further action that\ud might be taken by the Hong Kong Government to provide appropriate support for the\ud development of IT in Hong Kong primary schools
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