Chapter 7

1. Do you think it is essential to set up a state of the art technology infrastructure in schools to assist teachers to make pedagogical changes to use ICT effectively? Why? Why not?

Yes. With the suitable infrastructure designed and in place, the school could begin thinking about curriculum changes. I totally agree with John Pearson (2001) that physical limitations would present real disincentives for teachers who might consider incorporating computer-based work in learning activities. At the present time, portable computing and wireless networks have already been a way of overcoming this difficulty. In my view, mobile technology will be another solution in the near future.

To ensure the school always has up-to-date equipment and other resources now and in the future, the following principles are worth looking when preparing the basis of the technology vision:
(a) Plan for today and tomorrow
(b) Purchase quality hardware that is reliable and has excellent technical support
(c) Develop a long term budget to ensure equipment is replaced on a regular basis
(d) Ensure that the appropriate technical expertise is available
(e) Develop partnerships with ICT companies and the local community to ensure the school remains at the 'cutting edge' of new developments
(f) Inspire staff to develop curriculum that can enhance learning using the available resources

I see that there is a common point among these principles. The principles signify a school leader's commitment to drive the school to become a leader, not just follower, in the information age. A holistic and strategic plan is needed from implementing ICT in terms of resources, policies, staffing, budget and vision not just for the present use but also for the future expansion need.

Reference:
Pearson, J. (2001). Information Technology in Education: Policy and Provision in Hong Kong Schools. Journal of Information technology for Teacher Education, 10 (3), 279-290


2. What do you think are the key factors to implement successful ICT practices and pedagogies across the curriculum?

Quality leadership is the most important key factor. Successful school leadership helps to set directions, develop people and develop organization (Leithwood & Riehl, 2003). Such kind of visionary people can always see the unseen that may not be aware of by ordinary people.

In Hong Kong, according to EMB's Empowering Learning and Teaching with Information Technology (p.5), the lack of vision and leadership in schools is one of the major obstacles to affect the use of IT in learning and teaching. Yu, Leithwood & Jantzi (2002) also found similar result:
There was a low level of agreement that principals made much effort to clarify school vision or to build consensus about school goals. Teachers disagreed that principals had a high priority to change teachers' values, although they invited teachers' collaboration in the implementation of change. (p.382)

Although part of Hong Kong principals engage in certain level of transformational leadership, some still rely on dictatorial methods of leadership (Yu et al., 2002). This further shows that ongoing professional development for school heads must be required.

References:
Education and Manpower Bureau (EMB) (2004). Empowering Learning and Teaching with Information Technology. Hong Kong: EMB. Retrieved 13 June 2006 from: http://www.emb.gov.hk/index.aspx?langno=1&nodeID=2497

Leithwood, K. A. & Riehl, C. (2003). What we know about successful school leadership.Philadelphia, PA: Laboratory for Student Success, Temple University. Retrieved 4 July 2006 from: http://www.cepa.gse.rutgers.edu/whatweknow.pdf

Yu, H., Leithwood, K. & Jantzi, D. (2002). The effects of transformational leadership on teachers' commitment to change in Hong Kong. Journal of Educational Administration, 40 (4), 368-389.


3. Do you think students learn more effectively by using ICT at the level described in this chapter? Why? Why not?

Yes. The chapter shows that students take the initiative to employ ICT in their learning. They become more independent in their learning and more willing to take responsibility for their own learning experience. Apart from the final marks obtained in examinations, it seems that students are required to stress and demonstrate their learning process and their growth which form part of the assessment.

However, this may not be the case in Hong Kong for the time being. Under the current examination-oriented curriculum in Hong Kong, schools, teachers and parents want their students or children to get good results in paper-and-pen public examinations. Most people, especially parents, have a general perception that getting high marks in examination means one has really learnt something. What is concerned most is the marks, not the learning process. It seems that the main targets of students and teachers at present are that the former get good results and the latter teach the former how to attain this. To pay safe to the jobs and living, most teachers are reluctant to make changes in the way they now practice. They will not want to give up existing teaching methods and try new teaching method that is most probably to have many challenges and problems. The ultimate effect of the new method is still not known. It will be assessed solely under the current examination-oriented curriculum and the general perception. In the future, the curriculum should be revised in such a way that can further favour the development of teaching and learning with IT in Hong Kong (Pearson, 2001).

Reference:
Pearson, J. (2001). Information Technology in Education: Policy and Provision in Hong Kong Schools. Journal of Information technology for Teacher Education, 10 (3), 279-290