SITES M2

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Learning from SITES M2 A Comparative Study of
Innovative Pedagogical Practices Using
Technology (IPPUTS)
Angela Chow Centre for Information Technology in
Education The University of Hong Kong IT in
Education Symposium, 10th July, 04
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Innovation the future of schooling

• Why introduce ICT into the curriculum?
• About ICT as a subject of study
• With ICT make learning more effective
• Through ICT new goals new processes in
  education for the information society/ knowledge
  economy
• Education societal change
• Apprenticeship
• ? standardized production
• ?production of knowledge workers

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21st century competencies?

• Premise new abilities needed for the knowledge
  society
• Lifelong learning ability ability to face new
  challenges, seek new information, refine problem
  and learn new knowledge and skills to solve new
  problems or seek new ways of solving old problems
• Ability to use ICT for all facets of life, for
  work or leisure, professional or social purposes

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New Learning goals require new pedagogical
practices

• The traditional classroom is singularly ill
  suited to producing lifelong learners Right
  now, youve got 30 little workers who come into a
  room, sit in rows, follow instructions from a
  boss, and cant talk to one another. School is
  the last time theyll ever see that model
• (Corcoran, 1993)

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Emerging pedagogical paradigm
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What pedagogical practices are found in the 174
cases?
1. Project work (92 cases) 2. Scientific
Investigation (8 cases) 3. Media Production (29
cases) 4. Virtual School Online Course (20
cases) 5. Task-Based Activity (20 cases) 6.
Expository Lessons (5 cases)
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IPPUT Pedagogical features

• extended learning task over a period of months
• deeply engaging, personally meaningful/relevant
  for learners
• involvement of significant others outside of the
  classroom in the learning process
• availability of suitable facilitation.

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Questions we tackled

• Is there any meaningful way of comparing levels
  of innovation across cases?
• Which should be the focus ICT or pedagogy? Or
  does it matter?
• Can such a comparison contribute to our knowledge
  and understanding of ICT use and pedagogical
  innovation?

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Questions we tackled

• Are there some common features or models of
  pedagogical practice found across the
  international selection of IPPUT case studies?
• What are the most important dimensions/ features
  for studying ICT-supported pedagogical
  innovations?
• What type of analysis will contribute most to our
  understanding of IPPUTs, and for dissemination to
  practitioners?

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Questions we tackled

• Would the same findings be found across different
  countries?
• Would the findings be different if the focus is
  not on change brought about by ICT, but on
  pedagogical curriculum change, with ICT as one
  of the elements?

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HK SITES team analysisComparing extent of
emergence in curriculum,with ICT as one of the
dimensions for comparison
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Analysis Framework
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Focus of Analysis

• How do we compare innovations?

6 dimensions to understand innovativeness (from
old to new)

• 6 dimensions of comparison
• Curriculum Goals
• Teachers Role
• Students Role
• Sophistication of ICT used
• Manifestation of Learning Outcome
• Connectedness

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6 dimensions to understand innovativeness
1. Curriculum Goals
Ability to function effectively as members of a
learning community
Subject-based knowledge
Higher Order Thinking
2. Teachers Role
Coach to establish and support the development of
learning communities
Transmitter of information and evaluator of
learning
Design learning tasks provide resource for
learning
3. Students Role
Develop own learning goals, learning strategy,
self monitor evaluate contribute to communal
knowledge building
Determine learning strategies and schedule
Follow instructions
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6 dimensions to understand innovativeness
4. ICT used
Sophisticated technology tailored for specific
educational purposes
General software for classroom presentation
No ICT used
5. Manifestation of Learning Outcome
Multidimensional knowledge, skills, abilities
and attitudes operating in concert for complex
problem solving
Multiple ways to assess learning outcomes
Unidimensional
6. Connectedness
Multiple ways of involving outsiders in the
curriculum process
Partial involvement of outsiders
Standalone classroom
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• Primary
• Art

Scoring on a 7-point likert scale for each of the
6 dimensions
More Innovative
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• Primary
• Chinese

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• Primary
• Project Work

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• Secondary
• Online Discussion

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The Hong Kong SITES report the secondary
analysis with international case studies examples

• http//sitesdatabase.cite.hku.hk

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Where lies the future of IT in education? Some
recommendations for Hong Kong
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1. Integrate IT in education with Curriculum
Reform
The curriculum reform consultation document,
Learning To Learn, was published after the launch
of the Five Year Strategy. Only a few visionary
schools principals are able to integrate the
implementation of IT with their schools
curriculum reform in order to enhance the quality
of teaching and learning in the schools.
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2. Provide Professional and Leadership Training
for School Principals and Teachers

• Professional development is NOT the simple
  acquisition of ICT-related technical skills.
• Should focus on the development of curriculum
  leadership that can make use of ICT to enhance
  quality of education and support innovation
• Should relate ICT integration to the 6 dimensions
  of understanding innovation, and not just a
  uni-dimensional emphasis on technology use

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3. 4 strategic components must be implemented
coherently to support curriculum reform

• The 5-year Strategy has identified 4 strategic
  components
• Access and Connectivity
• Teacher Enablement
• Curriculum and Resource Support
• Community-wide Culture

 
How each component should be implemented, e.g.
where computers are placed when these can be
used would affect what pedagogical practices are
supported and the impact of ICT use.
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4. Formulate Long-term policy for ICT in
education

• The main achievement of the Five Year Strategy
  has so far provided schools with the necessary
  conditions for ICT integration into teaching and
  learning.
• Without a long term policy for ICT in education,
  the necessary conditions will fade and Hong Kong
  education will face a stark future without
  leading schools into the knowledge era.