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 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

 

Conceptual Framework for Analysis  

Altogether 174 innovative practices using technology was collected from
28 participating education systems. These case studies are analyzed based on a general curriculum framework that supports case analysis at both the classroom and school levels. The framework focuses on interactions between the teacher, students and the technology (with the possibility of having outsiders involved as well) at the classroom level, and contextualizes the classroom innovations within the broader school, regional and national policies and strategies which provide the critical factors that contribute towards the success and sustainability or otherwise of these practices. The concept of emergent pedagogical practices based on the idea that innovations need to build on existing practices for it to be viable and yet need to have the courage to break new grounds in order to be fruitful was used as a basis for comparing innovations. Each case study was examined to look for indicators of change on a continuum along a traditional versus emergent dichotomy for key dimensions of analysis.

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.