Yuen, AHK

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TitleICT Implementation in Hong Kong Schools: findings from anpreliminary review of the HKSAR 5-year IT in Education strategyplanAuthor(s) Yuen, AHKCitationThe 2002 CITE Research Symposium (CITERS 2002) on IT inEducation: Research into Practice, Hong Kong, China, 6 July2002Issued Date 2002URL http://hdl.handle.net/10722/44063Rights Creative Commons: Attribution 3.0 Hong Kong License1ICT Implementation in Hong Kong Schools:findings from an preliminary review of the HKSAR 5-year IT in Education strategy plan2Research TeamPrincipal Investigator• Dr. Nancy W.Y. LAWInvestigators• Dr. Kam-cheung WONG • Dr. Allan H.K. YUEN• Dr. Sandy S.C. LI,• Ms. Yeung LEEConsultants• Dr. Kwok-hung NG• Mr. Wing-kwong CHAN• Mr. Kent Wing-lok KAN • Mr. Luke Tak-ming YICK 3Learning in a New Era: 5-year Strategy 1998/99 to 2002/03Vision:• to turn our schools into dynamic and innovative learning institutions where students can become more motivated, inquisitive and creative learners• to link up our students with the vast network world of knowledge and information to enable them to acquire a broad knowledge base and a global outlook.• to develop in our students capabilities to process information effectively and efficiently• to develop in our students the attitude and capability for independent life-long learning4Components of the 5-year strategy• Access and Connectivity• Teacher Enablement• Curriculum and Resource Support• Community-wide Culture 5The Review - broad objectives1. To review the progress of the ITEd initiatives and to recommend necessary adjustments to the implementation of the projects;2. To review the application of IT in education in the light of the extent to which schools have adopted and implemented pedagogical practices that use technology; 3. To review the extent to which the vision of promoting ITEd has been met as reflected by teachers’ and students’ perceptions/adoption of IT in schooleducation.6The research framework:A systems model of change for IT implementation in education Policies on*networked IT rich environment for education*professional development*research and resources development*change in curriculum and assessment*implementation plan*monitoring & review mechanismsPOLICIES & STRATGIESSUPPORT from*SAR Government *PTAs *schools*universities *private sector *voluntary agencies*professional organizations *publicly funded organizations *community centres & public librariesEducationSystem LevelFamily & personal factors*social economical background*personal characteristicsLEARNING OUTCOMESMonitoring& evaluationExecution structureMonitoring& evaluationSchool governanceSchool policySchool managementMonitoring& evaluationCurriculum & assessment factors*curriculum goals*curriculum content*curriculum methods*assessment goals*assessment methodsSchool implementation factors*physical & technological infrastructure*teaching & learning resources*teachers’ vision & expertiseIMPLEMENTATIONIndividual LevelSchool LevelVia classrooms8Framework for conceptualizing and analyzingIT-supported pedagogical practices in school settingsEducational Policy  (country/regional level)Educational Policy  (country/regional level)Educational Policy  (country/regional level)Educational Policy  (country/regional level)Support from parents,old students’association and communitySchool cultureLeadershipSchool levelPedagogical Practices(Implemented curriculum)Types of interactionsTypes of interactionsTypes of interactionsGoals(Intended curriculum)Outcomes(Achieved curriculum)Classroom levelTeacher’s role•academic/ professional/ technical background•pedagogical orientationStudent’s role•academic/  technical competence•family support and backgroundTechnology’s role•technical infrastructure•technical support10Methodologies & InstrumentsPolicies on*networked IT rich environment for education*professional development*research and resources development*change in curriculum and assessment*implementation plan*monitoring & review mechanismsPOLICIES & STRATGIESSUPPORT from*SAR Government *PTAs *schools*universities *private sector *voluntary agencies*professional organizations *publicly funded organizations *community centres & public librariesEducationSystem LevelFamily & personal factors*social economical background*personal characteristicsLEARNING OUTCOMESMonitoring& evaluationExecution structureMonitoring& evaluationSchool governanceSchool policySchool managementMonitoring& evaluationCurriculum & assessment factors*curriculum goals*curriculum content*curriculum methods*assessment goals*assessment methodsSchool implementation factors*physical & technological infrastructure*teaching & learning resources*teachers’ vision & expertiseIMPLEMENTATIONIndividual LevelSchool LevelVia classroomsQuestionnaires: Principal IT coordinatorQuestionnaire:TeachersQuestionnaire:StudentsDocument Analysis: Circulars Internal doc. Monitoring/ evaluation reportsDocument analysis: School plans/ applicationsCase studies of pedagogical practices -using ICT 12Findings• Survey results:- Infrastructure & community support- Teaching and learning• Document analysis & case studies- Policy & strategies at system & school levels13How schools take advantage of various initiatives•Access and connectivity•Teacher enablement•Curriculum and resource support•Community-wide culture14Implementation of ICT in Education since 1998• Clear priorities and focus in its implementation– computer:student ratios– good connectivity– getting teachers to reach basic levels of IT competency– sufficient technical and human resource supports, provide curriculum resources• Effective strategies for dissemination of resources to schools15Access and Connectivity16Mean N2001HK1999HKPrimary 82 13.4:1 53:1Secondary 47 7.5:1 36:1• Greatly improved in student:computer ratio and connectivity• Home access to Internet Teacher (95%) Student (82%)17• Pilot schools: high availability of hardware and peripherals and wide diversity of hardware deployment and resources distribution– Classroom– Computer rooms– Special rooms– Library– Staff roomHardware and resources configuration in other schools was found to be quite homogeneous18• Computers made accessible to student outside of formal teaching time by schools were often limitedMean(SD) Primary SecondaryComputers available after school24.4(23.0) 61.9(44.7)Opening hours per week5.4(5.0) 17.0(15.1)19Teacher Enablement20• Noticeable improvement in the teachers’ and students’ IT skills since 1998 (primary, secondary)– Word processing, spreadsheet, presentation software (4.2, 4.3)– Advanced processing, spreadsheet, presentation software (4.0, 4.1)– Multimedia and web design (3.3, 3.5)– Advanced multimedia and web design (3.0, 3.1)– Basic operations of computer network (3.7, 3.8)– Using educational software (3.9, 4.0)– Integration of ICT into teaching and learning (3.7, 3.8)21• Most teachers have already reached the BIT level• Submission of teacher portfolios (teacher questionnaire)– Secondary 84.3% (22% IIT)– Primary 81.4% (14.9% IIT)22• Teachers had doubts about the need for teachers to reach more advanced levels of IT technical competence for the purpose of IT integration across the curriculum23Curriculum and Resource Support24• Major obstacles or difficulties: from support and resources to instructional software and teacher competence• Secondary– Lack of suitable instructional software– Existing curricular is not adaptable to integrate ICT in classroom instruction– Lack of space in the classroom– Lack of teachers who are competent with the use of ICT in education– Teachers lack of knowledge / skills in using ICT in education• Primary– Lack of suitable instructional software– Insufficient number of computers– Insufficient peripherals– Lack of teachers who are competent with the use of ICT in education– Lack of space in the classroom25• Useful web-based resources and technical support services were seen to be important by teachers, who also appreciated the efforts made by the ED in these regards26Community-wide Culture27• Collaboration culture in the community have mainly been local ones (secondary, primary)– Local schools (48%, 24%)– Local organizations (35%, 23%)– Local tertiary institutions (36%, 28%)– China schools (10%, 2%)– China organizations (4%, 1%)– China tertiary institutions (2%, 0%)– Overseas schools (4%, 1%)– Overseas organizations (4%, 0%)– Overseas tertiary institutions (0%, 1%)28• Teachers had more reservations towards collaboration and the impact of IT while students were found to be more open and positive– increases my social circle– increases opportunities to work with teachers from other schools– increase the opportunities to work with external organizations– enhances communications with parents29Impact on Teaching and LearningThe use of computers in the classroom• In the early study (SITES-M1), it was found that a relatively high percentage of students at different levels have indicated that they had competence in basic computer operations as well as in the use of  Internet.• We wish to find out in the present study, how much computer have they used in the school curriculum and how did they used them?• There is no marked differences between students of the Pilot Schools and other types of schools. The learning method in these schools did not differ substantially from others. • Student from the Pilot schools reported that their teachers often asked or encouraged them to use computer in homework, or worked with them in solving computer problems,  in extra-activities and other issues than the other category of schools. Whether students are given more time in using the computer themselves?• The findings show that there is no mark difference among the different category of schools in the time spent in class. • Over half of the class time is used for explanation and demonstration. • Students from Pilot and ITC schools are higher in percentage than the rest to indicate:- their teachers have introduced useful software in class, - their teachers introduced to them useful website, and - the students themselves found useful websites.  • More Pilot school students (29.3% vs  some 23% of the rest) have acquired ICQ habit. The readiness of schools in the use of IT in class• The findings suggest that in both the primary and secondary schools, the longer exposure and engagement in computer usage is helpful to students in building up a habit of using IT in school and life. • In the primary schools the scene is very different. When measured in the computer usage in subjects, both the Pilot and ITC schools performed better than those that do not have ED support. Unlike the secondary schools, the differences between the Pilot and ITC primary schools are small. • One interesting phenomenon is that although there are clear behavioral differences in computer usage among students of different category of schools, we do not see a mark difference in their attitude. • Although there is quantitative difference in computer usage, the teaching method in the different classrooms is very similar.• There has not been, in our view, a paradigm shift in IT teaching and learning as advocated in the five-year strategy. 36Implementation at the systems level37Total: HKD 3.05 billionFigure 3.1.1 Non-Recurrent Funding by ObjectiveAccess62%Connectivity22%Teacher Enablement16%38Fig. 3.1.2 Recurrent Funding by TypeResource Support95.8 %Access4.2 %39Figure 3.1.3 Government Funding for IT in Education by Key Category over Financial Year0200400600800100012001400160097/98 98/99 99/00 00/01 01/02Financial YearAmount (in HK$　millions)Recurrent Fund:Resource SupportRecurrent Fund:AccessNon-recurrent Fund:Teacher EnablementNon-recurrent Fund:ConnectivityNon-recurrent Fund::Access40Total: HKD 1.11 billionFig. 3.1.4   QEF funds granted (total) by Objective1. Access55%4. Curriculum Resources7%3. Teacher Enablement1%2. Connectivity4%5. Resource Support19%6. Community-Wide Culture1%7. Mixture1%Small Projects11%8. Uncodable1%41Foci for each strategy implementationAccess & Connectivity• High student:computer ratio with good connectivity in the form of centralized multimedia computer roomsTeacher Enablement• All teachers reach a basic level of technical competence, most teachers some ability to develop multimedia resources using authoring and web page development toolsResource Support• Provision of IT coordinator with flexible deployment, additional technical support services   42Implementation strategy –rewarding readiness• Set solutions – fastest way to ensure attainment of baseline target & simple admin. • Flexibility and freedom – a response to pilot schools’ demand, but not really taken up by most schools• Increased provisions given out as a competition of “readiness” & set menu of QEF packages 43Implementation at the school level44What distinguishes successful applications from unsuccessful ones?The data indicates that when all the applications are taken as a whole, the main difference between successful and unsuccessful applications lies with the ICT infrastructure (existing and planned) in the schools submitting those applications, which might thus be interpreted as an indicator of ICT readiness used in the selection process.45What have we learnt about implementation strategies at the school level46Schools generally do not have a good understanding of the meaning of “developing lifelong learning abilities in students” and that it requires taking on curriculum change and innovation to achieve, most popular aim for implementing IT in education in schools was to use ICT as a tool to enhance the ability of teachers to present information effectively/interestingly.47“Paradigm shift” mentioned in the 5-year strategy to a reduction in the use of conventional chalk and board and to switch to using multimedia presentations/animations.48The enabling factors ( infrastructure, staff development, etc.) need to be considered in tandem with the goals & purposes49Case studies indicate that only in schools where there is already a culture of curriculum innovation did the implementation of ICT helped to generate valuable pedagogical practices.50The SequelTheme Presentation 2 at 3:30 p.m.Learning from International Case Studies on Innovative Classroom Practices using Technology

ICT Implementation in Hong Kong Schools: findings from an preliminary review of the HKSAR 5-year IT in Education strategy plan

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ICT Implementation in Hong Kong Schools: findings from an preliminary review of the HKSAR 5-year IT in Education strategy plan

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