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


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? ) 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


21st century competencies  

It is widely believed that for an information society, learners have to acquire ˇ§productiveˇ¨ (as opposed to ˇ§reproductiveˇ¨) skills, problem-solving skills, independent learning skills, and/or skills for life-long learning. The achievement of these learning goals is only possible when schools enable learners to become more active and more responsible for arranging their own learning process. However, learning in schools has traditionally been organized such that the learner receives support in the form of well-adapted subject matter content, learning activities organized by a teacher, adequate curriculum materials, and technical infrastructure. While ICT can be and is widely applied to enhance education using a traditional pedagogy, bringing about the learning outcomes desirable for an information society requires important changes in pedagogy, a key aspect of the implemented curriculum.

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.