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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 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

Technology Use and Innovative Pedagogical Practices  
In terms of the specific technology used within the innovative practices (as opposed to the general ICT infrastructure available within the innovation schools), more than 80% of the cases mentioned the use of basic internet access, which appears to be the most popular as an essential technology for the innovations, followed by general office applications and multimedia production tools. The least common technology used was laptops, followed by tutorials, resources and references, each of which was found in about a quarter of the total number of cases. However, it is noteworthy that the analysis did not indicate any specific relationship between the kind of technology used and the pedagogical features of the innovation except that the use of digital (on- and off-line) tutorials, resources and references tended to be associated more traditional roles played by the teachers and students while those that used more subject-specific tools like simulations and datalogging equipment tended to be associated with more emergent teachers' roles.

. 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.