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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 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
 

Students・ Roles and Innovations (List of Examples)   

In terms of the roles played by students in the case studies, we found that these fell into 5 broad typologies, three of which could be considered as emergent engaging in general enquiry (e.g. ZA001, AU001), engaging in online enquiry with remote peers (e.g. IL006) and engaging in productive learning involving the design and creation of various types of media products or reports (e.g. CN003, CL007), accounting for about half of the cases analyzed. For the remaining cases, the students were engaging in relatively traditional roles: engaging in low level project work that comprised the completion of well defined instructional tasks, searching and presenting information (e.g. ZA008) or listening and following instructions (e.g. KR004, TW003, UK009). Similar to the analysis of teachers・ pedagogical roles, scientific inquiry, project work and media production were also found to be more conducive to students taking on the more emergent roles. Furthermore, the study showed that the roles played by students were indeed related to the roles played by the teachers in those practices. It was found that

Which types of practices are more likely to be associated with emergent student・s roles?
Similar to the analysis results of teacher・s roles, project work, media production or scientific investigation tend to provide more favourable learning contexts to bring about the more innovative students・ roles. However, the format of the pedagogical practices were not the only conditions in determining whether deep changes in students・ roles took place. The level of innovativeness of students・ roles in the same type of pedagogical practices could be very diverse. For example, in the 2 scientific investigation practices (CN008 and KR004), the students exhibited rather different levels of innovativeness in their roles.

Students・ roles and teachers・ roles

We found that more emergent students・ roles were indeed associated with more emergent teachers・ roles. For cases where the teachers played the emergent roles of facilitating exploratory learning or guiding collaborative enquiry, the students・ roles were found to be also emergent in 86% of the cases. On the other hand, where the roles played by students were traditional, 90% were associated with traditional teachers・ roles.

have the most critical impact on students・ 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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