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ICT implementation and school leadership Case studies of ICT

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					ICT implementation and school leadership
Case studies of ICT integration in teaching and learning




          Allan H.K. Yuen, Nancy Law and K.C. Wong
          University of Hong Kong, Hong Kong, China
Background
 HKSAR government launched a five-year ICT
 strategy in schools in late 1998.

 Challenge involved:
 1. not simply a case of technological adoption
 2. a process of innovation
 3. cooperation
This study

1.   case studies by the (CITE-HKU) on 2000.

2.   aims to explore the leadership issues in
     ICT implementation in a case study of
     schools in Hong Kong.
Selection of Cases

             Steering
           Committee of
            SITES-M1

                             Schools
                            actively in   Contract
Research                   integrating
           EMB Officials                  Principals
Team                           ICT
                           curriculum

               Public
            Information
           (Newspaper)
Number of Schools Selected




     Total: 18 Schools
     7 Primary and 11 Secondary
Data Collection
    Lesson Observation
        Filed Notes
        Video
    Interviews
        Teachers
        Students
        Principle
        ICT Team
    Documentary Data
        Goals and missions
        Year plan, annual report
        ICT implementation plan
        ICT infrastructure
        Staff development
Model A
The technological adoption model                (11 schools)


 Key Features:
    Schools did not have strong traditions or
     cultures
    Enhanced teaching effectiveness and ICT
     competence of students were the main
     objectives
    Sharing of teacher produced course materials
 Leadership strategy:
    Ensure all teachers reach minimum level of ICT
     competence
    Clear targets for achieving ICT competencies
    Set timeline for all teachers
Limitations
(Model A: The technological adoption model)

   The role of teachers: narrow
   The role of ICT: narrow
      1) to enhance the effectiveness of
         information presentation
      2) to stimulate student interest using
         attractive multimedia
     Technical infrastructure , training 
Limitations
(Model A: The technological adoption model)




                                  The role of ICT
     Technical                    •stimulate student interest
     infrastructure               •enhance presentation




   Good staff training
                               The role of teachers:
                               Presenters and Evaluators
Model B
The catalytic integration model 5 schools
 Key Features:
  Schools have successfully engaged in a continuous
   process of reform
  ICT enhances the curriculum reform
  Have more interesting uses of ICT than those found in
   model A schools

 Leadership strategy:
  Visionary leadership and principal
  Top-down arrangement
  Staff development is stressed
Limitations
(Model B: The catalytic integration model)

     Teachers need to face some challenges
      (rethink their personal attitudes, beliefs and
       values about their roles as educators)




  The school principal needs to have a clear direction
Model C
The cultural innovation model (2 schools)
 Key Features:
    Strong cultural and historical foundation
    ICT is used as an empowering tool
    Students initiates new ideas with ICT
    Realization of students’ individual potential –development
     of self-actualization
 Leadership strategy:
    Principal 
    Teachers’ freedom 
Limitations
(Model C: The cultural innovation model)

     The intake ability of students




     The teachers’ value system
Major differences between 3 models
                            Model A             Model B             Model C
Change process                 Rush                Stress            Smooth

Pedagogical Practice    Expository, Induction   Task- based       Great variety
                           Approaches

ICT Implementation           Adoption           Integrating       Well Integrated


Teacher’s role         Presenter, evaluator      Facilitator        Facilitator

Compulsory ICT                  Yes                 Yes                Free
Training
                                Leadership
Tradition & Culture     Failed to build up                       Well established

Role of Principle           Top down            Critical Role    Not a key role
                                                 Top down       Multiple leadership
Vision & Mission       Don’t have strong         Only the         Strong & Clear
                       educational               principal
                       philosophy
Conclusion

    ICT is an innovation which can promote and
     foster various degrees of organizational
     changes
    The most important task for leaders in facing
     these changes was to mobilize people in the
     organizations to become adaptive
Drilling Questions:

  Q1. Which model type does your
       school/workplace belong to?
       Please give some reasons why it
       belongs to that model.
  Q2. How ICT promote and foster change
       at your school/workplace?

				
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