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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 Innovation Schools

While the description of any innovative classroom is essentially concerned with the relationship between the teacher, students and technology, such practices take place in the complex conditions of the school context, which is influenced by school contextual factors as well as external forces at system or community level. The classroom, school, and system levels are mutually interacting and the boundaries between them are indistinct. Innovative classroom practices as an implementation of the school curriculum are affected by educational policies at the system or national level, which provides the framework for the intended curriculum. The integration of ICT supported pedagogical practices into the school curriculum is thus by nature not a simple case of technology adoption but must be understood within the context of educational change. Successful implementation of educational change is a complex process with no clear solution.

In analyzing the cases, we identified the characteristics of innovation schools in terms of various school contextual factors. We have discovered a typology of school background in association with the innovative classrooms for comparing innovation schools . Varieties of school background were observed across classroom practices. Then, the question of how innovations are introduced would be addressed. Six sources of initiating innovations were found in the cases analysis. Leadership and strategies for innovations

 

Leadership and Strategies for Innovations  

In the process of innovation, leadership at the school level involves the provision and management of different factors associated with values, strategies, and planning. 17 different principal leadership elements were identified from the analysis of the cases. The findings indicated that principals of the innovation schools were in general supportive and welcome teachers' contribution for the innovation. A cluster analysis on these elements found that the cases could be classified into four groups: (1) initiator of school changes , (2) supporter of innovation and professional development , (3) innovation champion and initiator , and (4) visionary leader .

The finding demonstrated that cases with principal as innovation champion and initiator appeared to be more traditional pedagogical practices in terms of both teachers・ roles and students・ roles (examples :CN010,TH004), whereas cases with visionary leader appeared to be relatively emergent in terms of teachers・ roles (examples :AU004,NO005,CN009).

Obviously, the school strategies are very much influenced by the principal leadership as this determines the change priorities and resource deployment. School strategies are clearly essential to the implementation of the innovation. 11 different school strategy elements were identified from the analysis of the cases. The results demonstrated that most innovation schools provided general training for teachers and technical support by technology coordinator, ICT teacher, or technician for the innovation. Some schools established new team to coordinate the implementation of innovation. A cluster analysis on these elements found that the cases could be classified into four groups: (1) general technical support and training , (2) professional development for innovation , (3) new team for implementation , and (4) bottom-up initiation .

We observed cases with strategies focused on general technical support and training or professional development for innovation appeared to be more traditional pedagogical practices in terms of students・ roles and teachers・ roles respectively (examples :AU005,PH001,TW003,TH002,CL009,UK009), whereas cases with strategies in establishing new team for implementation or bottom-up initiation appeared to be relatively emergent in terms of both teachers・ roles and students・ roles (examples :ES001,CN005,NL024,CL007,DE010).



are critical in the implementation of the innovations. We found clear associations between the innovative practices and types of leadership and strategies. Supporting innovations is also important to the success of the implementation. In the cases analysis, we observed relationships between the innovative practices and different supporting factors such as infrastructure, government, and community support. 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 school in relation to the pedagogical uses of ICT with other interested education professionals.