Structuring e-Leadership Workshops in the

APEC Region

Planning for leadership and change in education through

ICTDr Nancy Law Principal Investigator

and Bob Fox Co-investigator

e-educational leadership in ICT

Exploring the nature of change

• Technological? Modernizing the classroom

• Content of education? Computer science/literacy

• Goals of education? Lifelong learning abilities

• Processes of education? Collaborative learning

Productive learning/PBL

Self-directed learningDeveloping solutions to problems

New knowledge production

What does it take to implement ICT in Education?

• Computer specifications?

• Computer:student ratio?

• Network speed and connectivity?

• Multimedia capabilities: VOD …

• Multimedia curriculum resources?

• Technical expertise of teachers/students?

• Becoming learning organisations …

Building a vision Do we know what we want?

• Is ICTE just old wine in new bottles?

• What constitutes effective use of technology?

• What is the most important change to be brought about?

• What would you expect to see when you finally arrive there?

• Focus on what happens in the classrooms

Who should lead ICTE?• Ministry?

• Local departments of education?

• School principals?

• Teachers, research staff?

• Professional education societies?

Who plays the most important role?

How should this leadership be realised?

Policies on*networked IT rich environment for education*professional development*research and resources development*change in curriculum and assessment*implementation plan*monitoring & review mechanisms

PO

LIC

IES

& S

TR

AT

GIE

S

SUPPORT from*SAR Government *PTAs *schools*universities *private sector *voluntary agencies*professional organizations *publicly funded organizations *community centres & public libraries

EducationSystem Level

Family & personal factors

*social economical background*personal characteristics

LEARNING OUTCOMES

Monitoring& evaluation

Execution structure

Monitoring& evaluation

School governance

School policy

School management

Monitoring& evaluation

Curriculum & assessment factors

*curriculum goals*curriculum content*curriculum methods*assessment goals*assessment methods

School implementation factors

*physical & technological infrastructure*teaching & learning resources*teachers’ vision & expertise

IMP

LE

ME

NT

AT

ION

Individual LevelSchool Level

Via classrooms

A systems model of leadership for IT in educationA systems model of leadership for IT in education

Case studies of pedagogical

practices -using ICT

Challenge to build on others experiences.

What changes have led to improvements in student learning

Emerging pedagogical paradigm

Education moving from training the learner To educating the learnerTo empowering the learner

Second International Information Technology in Education Study conducted under the International Association for the Evaluation of Educational Achievement

Educational Policy

(country/regional level)

Educational P

olicy

(country/regional level)

Educational Policy

(country/regional level)

Educational P

olicy

(country/regional level)

Support from parents,old students’ association and community

School cultureLeadershipSchool level

Pedagogical Practices(Implemented curriculum)

Types of

interactionsTypes of

interactions

Types

of

interactions

Goals

(Intended curriculum)

Outcomes

(Achieved curriculum)

Classroom level

Teacher’s role

• academic/ professional/ technical background

• pedagogical orientation

Student’s role

• academic/ technical competence

• family support and background

Technology’s role

•technical infrastructure

•technical support

Case studies in the workshop

http://sites.cite.hku.hk/index_eng.htm

To help focus on where we want to be – an examination of emerging pedagogical paradigms –

Innovative Pedagogical Practices (IPPs) using ICTWe are unsure what IPPs look like

– but we have some visions of what we would like to see happen

The case studies offer us concrete examples to explore IPPs

Case studies in the workshop

http://sites.cite.hku.hk/index_eng.htm

Samples of IPPs from various countriesCases represent wider contexts –

Individual state policies; rural, urban, private, public, primary, secondary schools;

Rich, poor schools.At different stages of development.

Key concerns – sustainability and transferability

Case studies in the workshop

http://sites.cite.hku.hk/index_eng.htm

Vision building for ICTs in educationApproaches & strategies for ICT implementation

Developing ICT implementation plans

Models of technology Models of technology implementation at implementation at school level:school level:

• technological technological adoption adoption

• catalytic integrationcatalytic integration• cultural integrationcultural integration

http://eleadership.cite.hku.hk/home/1/E-Leadership website

Structuring e-Leadership Workshops in the

APEC Region

• Where to next?

• Questions and Answers