Understanding Teacher Mindsets: IT and Change in Hong Kong Schools

Autor/inn/en	Fox, Robert; Henri, James
Titel	Understanding Teacher Mindsets: IT and Change in Hong Kong Schools
Quelle	In: Educational Technology & Society, 8 (2005) 2, S.161-169 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Educational Change; Foreign Countries; Teachers; Leadership; Educational Technology; Computer Uses in Education; Teaching Methods; Faculty Development; Technology Integration; Computer Attitudes; Teacher Attitudes; Instructional Leadership; Student Centered Curriculum; Hong Kong + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Lehrer; Lehrerin; Lehrende; Führung; Führungsposition; Unterrichtsmedien; Computernutzung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Instruction; Leadership; Bildung; Erziehung; Hongkong
Abstract	In 1998, the Hong Kong government introduced a new policy to use information technology (IT) as a "catalyst" for change in classroom practices. The desired effect was to create a shift from a predominantly teacher-centred approach to more learner-centred teaching. This investigation explores the impact of IT on teaching practices in Hong Kong schools from the perspective of teachers, through the collection of data from surveys and reports into individual school practices, group discussions and follow-up individual interviews. The data was analysed using Fullan's 2001 framework for understanding leadership within a culture of change. This framework was chosen to facilitate a better understanding of the problems facing classroom teachers. The analysis revealed that while the teachers in this study had indeed taken up the challenge to use IT in their teaching, their practices were little changed. IT was used mainly to support the existing teacher-centred approach. This study identified that the lack of clear and systematic leadership support, the inflexibility of the curriculum and assessment processes, time constraints, and limited appropriate professional development were the main reasons for the restricted impact of IT on the teachers' practices in the classroom. (Contains 1 figure.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10