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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 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

Comparing innovations   
The 6 dimensions of change (intended curriculum goals of the innovative practices, pedagogical role(s) of the teachers, role(s) of the students, nature and sophistication of the ICT used, connectedness of the classroom, learning outcomes exhibited by learner during the process) are the key elements in any curriculum implementation involving ICT use. When the features of each case study were examined along each of these 6 dimensions, it became apparent that there were large diversities across these cases. While some of the features observed were very similar to traditional practices, others may have quite innovative features that are rarely found in current classrooms. To compare the innovations, a "scale of innovativeness" was developed on the basis of the ˇ§magnitude of changeˇ¨ along each of the 6 dimensions of analysis, taking the ˇ§traditionalˇ¨ classroom to be typically one that is isolated, knowledge-focused, teacher-centered, does not use ICT and only assess students on cognitive learning outcomes.
The graphical representations of the extent of innovativeness for each case based on the case report descriptions provide a birdˇ¦s eye view of the research teamˇ¦s interpretation of the most innovative aspects of a case. These also highlights some of the diversities across cases (e.g. CN003, CN008, AU003).

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.