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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

 

ICT and Educational Innovations

The introduction of ICT into the school curriculum began around the early 1980s. With the short timespan of a quarter century, not only has the presence of ICT in schools increased exponentially in many countries, the key justification for their presence ( Why should ICT be introduced into the curriculum?

 

Why should ICT be introduced into the curriculum?   

One can generally differentiate three distinctive roles for ICT in the curriculum:

  • Learning about ICT: ICT as a subject of learning in the school curriculum, such as computer (or ICT) literacy, computer science, and information literacy.
  • Learning with ICT: the use of various computer capabilities such as computation, multimedia, the Internet or the World Wide Web (WWW) as a medium to enhance instruction or as a replacement for other media without changing beliefs about the approach to and the methods of teaching and learning.
  • Learning through ICT: in which ICT is integrated so completely as an essential tool in a course/curriculum that the teaching and learning of that course/curriculum is no longer possible without it. This is also described as the transformative use of ICT.

This taxonomy of possible uses of ICT is used as a conceptual framework for analyzing and discussing policies and practices on ICT in education, though these different uses may not be implemented in isolation of each other in actual practices.

) has also changed. The technological changes brought about by ICT have lead to deep changes in the workplace . Towards the end of the 20th century, many countries have identified the development of 21st century competencies through educational reforms that encompass fundamental changes in pedagogy that integrate the use of ICT to be their top educational priority. The Second International Information Technology in Education Study (SITES M2) has thus identified innovative pedagogical practices the focus of this comparative study in order that we can learn from the most innovative cases of ICT use in schools around the world how ICT can transform our classrooms to better prepare our students for the future. The Hong Kong SITES research team has analysed the SITES cases collected from around the world based on an analysis model that conceptualizes ICT use as an integral part of curriculum interactions within the context of school, regional and national policies and strategies. The purpose of this website is to support professional and leadership development for ICT integration that supports educational innovation.