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The University of Hong Kong Quality Education Fund CITE Hong Kong Study Centre
Key Findings Analysis of Innovation Classroom Analysis of Innovation Schools Exploring M2 Case Study Database
ICT and Innovation Exploring Innovation Community Database

 

Learning from Innovative Classrooms

ICT can be integrated into education to deliver old classroom practices for the achievement of long existent goals, or it can be used in practices that bring about new learning goals and new modes of learning that will define and shape the future of schooling. In analyzing the cases, we identified 6 types of pedagogical practices
 

6 types of pedagogical practices   
The pedagogical practices found in the 130 case studies could be categorized into six types: project work, scientific investigations, media production, virtual schools/ online courses, task-based learning and expository teaching. The most popular format for organizing learning was project work(56) , follow by scientific investigations(7) , media production(29) , task-based activities(21) , virtual schools or online courses(14) and expository lessons(3) .While the type of pedagogical practice was not sufficient to determine the kind of roles played by the teachers or the students in those practices, it had important influences on them nonetheless. Specifically, we found that in all of the expository teaching and task based learning cases and almost all of the virtual schools/online courses, the roles played by the teachers in these practices were traditional. On the other hand, it was found that teachers played an emergent role in about 40% of cases that were either scientific enquiries, project work or media productions. This implies that it was much more likely for teachers and students to take on emergent roles in scientific enquiry, project work or media production. Further, changing how learning is organized is no guarantee that emergent learning outcomes will result unless the teachers concerned are consciously assuming the roles of guiding collaborative enquiry or facilitating exploratory learning. The study also that it was easier for the teachers to adopt more emergent practice formats but much more difficult to change the pedagogical roles played by them.

based on the way the teaching and learning is organized. However, the type of pedagogical practice was not found to be a useful framework for analysing innovations. Instead, we have identified 6 key dimensions (or aspects) of classroom practices for comparing the extent of innovation in the different cases. Great diversities were observed across different case studies in the profile of features along the 6 dimensions. While classroom practices for which all features were highly innovative were rare, many of the case studies were highly innovative along one or a few of the 6 dimensions. Further, the 6 dimensions were not mutually independent, and arguably the roles played by the teacher is the most important dimension since the teacher orchestrates and exerts the greatest influence on the other 5 dimensions. However, it was also found that the roles played by students have the most critical impact on studentsˇ¦ learning outcomes . The claimed curriculum goals did not, however, show up specific links with the other innovation characteristics. The connectedness dimension describes a prominent observation that in many of the cases, there were individuals or groups external to the classroom who played a variety of different roles in those practices. Most of the cases mentioned the use of basic internet access and there appears to be some links between the use of some ICT tools and software with specific aspects of the innovative practices . Besides exploring the key findings listed above, a database of 130 selected case studies are available for further investigation. You may also enter our innovation community database to explore and further reflect on your own pedagogical uses of ICT with other interested education professionals.

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