HKAECT 2004

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HKAECT 2004 The Role Ambiguity of Multi-media
Producer in Schools of Hong Kong Teddy So
teddy_at_cite.hku.hk
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The Way Forward In the past few years schools,
teachers, tertiary institutions, private sectors
and NGOs have produced a lot of curriculum
resources and materials. Difficult for teachers
to select and identify the digital
resources Developing more instructional software
is encouraged in the next IT strategic
plan SITES M2 Report The strategy implementation
often resulted in encouraging teachers to spend
much of their energy on the design and
implementation of multimedia curriculum resources
that linked closely with textbook knowledge, thus
indirectly promoting traditional,
teacher-centered (or resource centered) learning,
rather than promoting inquiry and problem-solving
(Law et al., 2003).
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In the school setting, we need to prepare a lot
of multi-media materials for the teaching and
learning activities. They include
text graphics photos movie (VHS tape, DV
tape, VCD, DVD) Power point presentation Web
pages Flash Authorware Word Excel
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Teacher A is responsible for updating the school
web site and helping other teachers to integrate
IT into curriculum. Case 1 In order to update
the news of different clubs and societies,
teachers B, C, D, and E each give him a pile of
photos after the school functions. Should teacher
A accept the photos or should he ask teachers B,
C, D, and E to digitize the photos first? Case
2 Teacher F recorded a video clip from TV for his
class discussion. He asks teacher A to include
this video clip into a power point presentation.
Should teacher A do it himself, or should he
train teacher F to do the conversion ?
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Who is/are responsible for this kind of jobs
? Teachers? IT-in-charge? Technician? St
udents? Publishers?
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The principal, senior management, IT leader,
teachers, and supporting staff all have their
roles to play in a school as a social system.
Therefore, an understanding of different roles
played by various groups in a school is essential
for the smooth running of such institution. Analy
sis of the role of the IT leader can provide
information for better understanding of the whole
system. As a result it can achieve greater
effectiveness in the running of the system.
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Literature Review Integrating Technology for
Meaning Learning Computer coordinators are
frequently the target of jealousy. It relates to
the wrong perceptions that they have a great deal
of free time, and control a lot of money and
resources. ( Evans-Andris, 1995 Strudler,
1995-1996 ) The Technology Coordinator One may
argue that if there is a need for every school to
have a full time technology coordinator. Moursund
(1992) points out that it is not just the total
quantity of computer equipment in a school or
district that determines if a technology
coordinator is needed. Rather, it is the nature
and extent of the use of this equipment. A
coordinator is not needed if computer is used
just as an electronic typewriter. On the other
end of spectrum, technology coordinator is needed
for taking care of the computers installed in
classrooms equipped with multi-media devices, and
a wide range of hardware and software and other
instructional learning materials. The networked,
multi-media classroom becomes a major challenge
to our educational system.
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• Literature Review
• Education for an Information Age
• As the name reveals, the teacher-computerist
  suggests that this special personnel should be a
  teacher. It is because teacher is the ideal
  person to work with other teachers as he
  understands their needs. Teacher who is also
  computerist is suitable to help his fellow
  colleagues learn about computers because he is
  trained as a teacher on one hand, and has
  experience working computing novices on the
  other. As a result, it is less likely to frighten
  off other teachers who may be timid about using
  the technology.
• A teacher-computerist should have adequate
  release time
• to work with other teachers
• to work with vendors

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Literature Review New Technologies for Learning
Contribution of ICT to Innovation in
Education the authors suggest to develop a
middle-management in school. In order to
integrate ICT into teaching and learning,
classroom teachers need technical support. A
special division within the school is formed to
coordinate the technical support activities.
Moreover, this division is responsible for
coordinating the cross-curricular teamwork among
teachers. A coordinator of such activities can be
part of the middle-management staff. Such a
person can be a teacher, however this teacher
should be relieved from other duties and task.
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History of ICT in Hong Kong Education
Some landmarks in IT education in Hong Kong
10/1979 1st meeting of Computer Studies Tasks
Force. 9/1982 Computers Studies was introduced
in 30 pilot secondary schools. 5/1984 The
first HKCEE examination for Computer Studies
was held. 9/1984 Another 75 secondary schools
joined the Computer Studies pilot scheme.
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History of ICT in Hong Kong Education
7/1985 Computer Studies became a generally
available subject open to all secondary
schools. 9/1987 Computer Literacy was
introduced in 70 secondary schools as a
subject at secondary 1-3 levels. 9/1989 Comput
er subjects were first introduced in special
education schools. A second revision of the
Computer Studies curriculum started. 9/1990 C
omputers Literacy was implemented in another
30 secondary schools.
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The Human Resources Survey on Computer Teacher in
Secondary School
Subject Major Minor Computer
Science 12.3 30.5 Mathematics/Science 60.3
30.7 Chemistry/Biology 8.9
3.3 Engineering 5.3 1.0 Social
Science 5.3 3.6 Business 1.0
1.3 Art 1.7 0.7 Others 0.3
0.3 Not indicated 5.0 28.4 ( The
Hong Kong Association for Computer Education,
1991 )
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Comparison between two Computer Teachers Human
Resources Surveys
Qualification Year 1988 Year 1991 by E.
D. by HKACE A. Institute Attended University
of Hong Kong 31.2 30.8 Chinese
University 34.3 37.1 Overseas 28.8 26.7
B. Major Computer Science 12.4 12.3 Sc
ience 71.4 69.2 Others 16.2 18.5 C.
Minor Computer Science 31.4 30.5 Science
32.7 34.0 Others 36.0 35.4
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History of ICT in Hong Kong Education
9/1992 A Computer Awareness Programme was
introduced to eight pilot schools. AS level
Computer Application and A-level Computer
Studies started implementation.
12/1992 Upgrading computers to 486SX (with
Chinese and English Windows installed) for 315
secondary schools. 9/1994 The programming
language 'BASIC' faded out. Only the PASCAL
programming language was taught. 3/1997 Multim
edia computers were first introduced to primary
schools (ED1 project)
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History of ICT in Hong Kong Education
10/1997 The HKSAR Chief Executive expressed his
commitment for a five year plan on IT in
education. 1/1998 Quality Education Fund
(QEF) established 4/1998 The list of 20 pilot
schools (10 from primary schools and 10 from
secondary schools) for integration of IT
across the curriculum was announced. 9/1998 I
T Regional Support Section of the Education
Dept. commenced operation. 11/1998 The
consultation on 'IT for quality education
Five-years strategy' was completed.
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History of ICT in Hong Kong Education
1/1999 A 6-hr Basic Computer Assisted Learning
training course for about 15,200 primary
school teachers started. 4/1999 Establishment
of IT Learning Centres in 46 prevocational
schools and secondary technical schools and a
computer laboratory in each of the 27
prevocational schools commenced. 5/1999 IT
coordinator scheme commenced in 120 schools.
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History of ICT in Hong Kong Education
8/1999 Initial cash grant to provide Basic
Information Technology (BIT) training for all
teachers issued to schools. 9/1999 The
Computer Awareness Programme should be offered
by all primary schools by incorporating it
into the school curricular activities. 1/2000
Technical Services Support (TSS ED 4 project)
started
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Methodology a. Qualitative ( on site
observation, interview ) b. Quantitative Quest
ionnaire to Teachers 480 sets sent to 24
schools ( 11 Primary, 13 Secondary ), 340
collected Questionnaire to ITCs 48 sets sent
to 24 schools, 29 collected Questionnaire to
IT graduates 50 sets sent, 26 collected
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Question 28 from the survey questionnaire to
Teachers

Question 21 and 22 from Teacher Questionnaire
 
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Question 28 from the survey questionnaire to
Teachers

Question 3 from ITC Questionnaire
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Question 28 from the survey questionnaire to
Teachers

The IT Competence Levels of the ITCs
Level Primary Secondary Total
BIT 22 5 10 IIT 0 20 14 UIT 3
3 55 48 AIT 33 20 24 Exempted 11
0 3
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What are the jobs of the ITC ?
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Question 28 from the survey questionnaire to
Teachers

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(No Transcript)
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Question 28 from the survey questionnaire to
Teachers
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Question 28 from the survey questionnaire to
Teachers

• Summary
• Teachers
• Teachers need help from ITCs
• Primary teachers need even more help
• ITCs
• Do not have the IT skills to complete all tasks
• Do not have enough time to complete the tasks
• Do not agree they are responsible for some jobs

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Question 28 from the survey questionnaire to
Teachers

Recommendation The target group of personnel to
fill the ITC posts should be clearly
defined Clearly define the roles/job duties of
the ITC and the TSS in schools ITC should be
released from other teaching duties Respect the
post of ITC as a profession A permanent post
should be set up for recruiting IT related
personnel, preferably IT graduate The current
salary pay scale should be reviewed Consider
recognizing teacher qualifications other than
Dip. / Cert. of Education Not only technical
skills, but also interpersonal/communication
skills should be emphasized
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Finally THE END Thank you