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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 have the most critical impact on studentsĦĤ learning outcomes . The claimed curriculum goals
 

Curriculum goals targeted by the innovative pedagogical practices  

All the case studies described the key curriculum goals that the innovation wanted to bring about through the implementation of the learning activities. A total of 19 different curriculum goals can be identified through these explicit descriptions, which could be categorized into 7 coherent groups of learning goals:
ĦE Enhance conceptual learning
ĦE Develop Collaborative and Organizational Skills.
ĦE Develop Information Skills.
ĦE Empower Learning with ICT .
ĦE Motivate Students.
ĦE Provide Authentic Learning Contexts to Students
ĦE Develop values
While these are rather different goal orientation and may lead to different innovation characteristic, we did not find strong links between the curriculum goals and the other 5 dimensions. In fact, we found many practices claiming a long list of curriculum goals such that these would generally encompass several groups of goals. Furthermore, the specific interpretations and methods of implementation given to the same learning goal could be extremely different, and as such we did not find curriculum goals to be a very meaningful dimension to focus on for this analysis.



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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