Chinese version

 

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 are critical in the implementation of the innovations. We found clear associations between the innovative practices and types of leadership and strategies. Supporting innovations

 

Supporting Innovations  

Government support in terms of the provision of general education policy as well as ICT specific directions in education policies was reported in most school cases. Apart from the government support, the community often represented by stakeholders such as parents and alumni may also contribute to the formulation of the innovation as well as to the provision of enriched technology infrastructure and support. 16 different support elements including government and community support (such as parents, alumni, and business sector) were identified from the analysis of the cases. A cluster analysis on these elements found that the cases could be classified into three groups: (1) general government policy support ,(2) government policy and resource support , and (3) community support .

In the cases analysis, the results indicated that cases with government policy and resource support or community support appeared to be more traditional pedagogical practices in terms both teachers・ roles and students・ roles (examples :AU005,PH011,ES006), nevertheless, cases with general government policy support appeared to be relatively emergent in terms of teachers・ roles (examples :NO004,AU001,CN008).

ICT infrastructure is necessary to the success of the implementation. In the cases analysis, it is clear that almost all innovation schools were equipped with reasonable ICT infrastructure including computers, Internet access, and specific tools for the innovation. About half of the schools allow student access to ICT facilities beyond class contact. 7 different school ICT infrastructure elements were identified from the analysis of the cases. A cluster analysis on these elements found that the cases could be classified into four groups: (1) specific physical renovation and student access beyond class contact , (2) student access beyond class contact , (3) mobile computing capability , and (4) no specific features .

We observed cases with mobile computing capability or specific physical renovation and student access beyond class contact appeared to be relatively emergent pedagogical practices in terms of both teachers・ roles and students・ roles (examples :NO004,FI001,CN012).



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.