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 through educational reforms that encompass fundamental changes in pedagogy that integrate the use of ICT

 

Innovative pedagogical practices using technology  

¡¥The traditional classroom ¡K¡K is singularly ill suited to producing lifelong learners: ¡§Right now, you¡¦ve got 30 little workers who come into a room, sit in rows, follow instructions from a boss, and can¡¦t talk to one another. School is the last time they¡¦ll ever see that model¡¨¡¦
(Corcoran, 1993)

New Learning goals require new pedagogical practices

An ¡§emerging pedagogy¡¨ for an information society should therefore reflect changes on all these components of the learning process, and such changes have, to some extent, been emerging in many countries (Pelgrum & Anderson, 1999). Finding out which are the innovative features of technology-using classrooms most indicative of classrooms of the future in preparing students for challenges of the knowledge society was the focus of the SITES M2 study.

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.