Information technology in education: policy and provision in Hong Kong schools

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1 Journal of Information Technology for Teacher Education ISSN: X (Print) (Online) Journal homepage: Information technology in education: policy and provision in Hong Kong schools John Pearson To cite this article: John Pearson (2001) Information technology in education: policy and provision in Hong Kong schools, Journal of Information Technology for Teacher Education, 10:3, , DOI: / To link to this article: Published online: 20 Dec Submit your article to this journal Article views: 231 View related articles Citing articles: 1 View citing articles Full Terms & Conditions of access and use can be found at Download by: [ ] Date: 12 January 2016, At: 10:47

2 Journal of Information Technology for Teacher Education, Vol. 10, No. 3, 2001 Information Technology in Education: policy and provision in Hong Kong schools JOHN PEARSON University of Hong Kong, Hong Kong ABSTRACT This article reviews the Hong Kong policy (1998) on information technology in education (ITE). Key proposals in the policy and the rationales presented for introducing new technology in schools are examined. It is suggested that initiatives presented would have been difficult to implement fully without more far-reaching changes in education policies and school practices. Now, other proposals for reform of education in Hong Kong have been released. The ways in which these recent proposals for reform support existing initiatives in ITE are identified and discussed. Available data on the implementation of ITE are also reviewed. It is suggested that while a comprehensive policy framework has now been developed, the vision for ITE may take some time to be realised. Introduction Since President Clinton s State of the Union address in January 1996, and the United States Department of Education (1996) report Getting America s Students Ready for the 21st Century, many governments have reviewed policy statements on the use of new technology in schools. One of the first initiatives of the United Kingdom Blair Government was the 1997 report Connecting the Learning Society: National Grid for Learning (Department for Education and Employment, 1997). Singapore published a Masterplan for IT [Information Technology] in 1997 (Ministry of Education, 1997). In Australia, the Victorian Government published Learning Technologies in Victorian Schools in 1998 (Department of Education, Victoria, 1998). At the same time as other policy statements were released, Hong Kong published Information Technology for Learning in a New Era. Five Year Strategy 1998/99 to 2002/03 (Education & Manpower Bureau [EMB], 1998). In all cases, governments have been particularly concerned with the adoption and use of new technologies in schools to widen opportunities for learning, improve the motivation of learners, and increase levels of student achievement. Encouraging learning with (rather than about) new technology 279

3 John Pearson has been a priority, and substantial resources (infrastructure, software and professional development for teachers) have been provided to facilitate changes in the ways in which students learn in schools. This article reviews the Hong Kong policy document Information Technology for Learning in a New Era. Five Year Strategy 1998/99 to 2002/03 (herein Strategy), and other proposals to promote information technology in education (ITE) in schools.[1] It is suggested that these important initiatives focused attention on ITE, but that widespread changes in teaching and learning which were envisaged in the Strategy were unlikely to succeed without more far-reaching changes in education policies and school practices. Now, recent proposals for reform by the Education Commission (EC, 2000) and the Curriculum Development Corporation (CDC, 2000) have recommended changes to existing policies and practices in Hong Kong schools. The ways in which these recent reforms support initiatives in the Strategy are identified and discussed in this article. In addition, available data on the implementation of the Strategy are briefly reviewed. It is suggested that while a comprehensive policy framework has now been developed, the vision for ITE outlined in the Strategy may take some time to be realised. Five Year Strategy Until recently, ITE had not been prominent in primary and secondary schools in Hong Kong (Fung, 1998; Law et al, 1999; Law et al, 2000; Wan, 1999). For instance, the Strategy noted that: On the whole we do not see a strong IT culture in our campuses, and most teachers have little experience in using IT to teach, partly due to lack of training opportunities and facilities. The level of accessibility of the average student to computer[s] and the Internet is also not very high. (p. 27) Recent interest in ITE is generally acknowledged to date from the Chief Executive s Policy Address in July 1997 and the commitment to make Hong Kong a leader, not a follower in the information world of tomorrow (Tung, 1997, p. 44). The 1997 policy address also launched: a five year IT education strategy to promote the use of IT to enhance teaching and learning. The main tasks are to equip our teachers with the necessary IT skills; to apply computer-assisted teaching and learning across the curriculum; and to place students in an environment where they can use this technology as part of their daily activities and grow to use it creatively. (p. 46) Targets on the integration of IT in curriculum activities were suggested: Within five years, we are aiming to have teaching in at least 25% of the curriculum supported through IT. Within ten years, we aim to see IT 280

4 HONG KONG S INFORMATION TECHNOLOGY POLICY being applied comprehensively in school life, and all our teachers and Secondary 5 graduates being able to work competently with IT tools. (p. 47) The 1997 policy address was followed by (a) a discussion paper for public consultation (June 1998) and (b) the Five Year Strategy in November 1998 (EMB, 1998).[2] It presented a vision on the ways in which IT might transform schools in Hong Kong, and outlined key components of the Strategy such as access and connectivity, teacher enablement, curriculum and resource support and community-wide culture. The vision for ITE recognised the widespread adoption of information technology and the impact this had had, and would continue to have on individuals and groups in society. It was argued that since IT was transforming on a global scale the way that business is conducted, schools needed to help students develop an understanding of the pervasive impact of IT on the society and their daily lives, as well as habits of life-long learning so as to ride on the tides of rapid changes (p. 1). This can be identified as a social rationale for introducing computers in schools because schools prepare children for life, they should prepare them to deal with computers (Hawkridge, 1990, p. 2). The Strategy recognised that a preparation for this changing world would also involve helping students develop: higher order thinking skills, as well as abilities to seek, evaluate, organise and present information. They also need to develop habits of life-long learning so as to ride on the tides of rapid changes. (p. 1) There is nothing controversial about statements like these. Similar statements about what needs to be done, and why, can be found in other policy documents (such as those noted in the introductory paragraph of this article). However, the vision also anticipated that substantial changes in schools would be needed if students were to be prepared for a changing world: To respond to these new requirements, our school education needs to see a paradigm shift from a largely textbook-based teacher-centred approach to a more interactive and learner-centred approach. (p. 1) ITE was expected to have a prominent role in bringing about changes in schools: To effect the paradigm shift, there have to be changes to the mind set and culture among teachers, parents and students; the way in which the curriculum is designed and delivered; student assessment etc. Recent education initiatives such as the medium of instruction policy; reviews of the aims of school education, education structure, and examination system; and measures to improve language proficiency among our students all stem from the need to equip our students with the skills and attitudes to meet the challenges of tomorrow s world. IT in 281

5 John Pearson education is part and parcel of this overall plan. As a powerful educational tool, IT can play a catalyst role in the transformation of school education in such direction. (p. 1, emphasis added) Visions like this have been classified as catalytic computers are seen as catalysts, enabling desired changes in education to occur (Hawkridge, 1990, p. 2). According to the Strategy, computers could help teachers move away from text-book approach[es] to pedagogy and take up a new role as a learning facilitator (p. 10). Students would be able to take up a more active role in learning, setting their own learning objectives as well as the means to achieve them (p. 21). To facilitate these changes, approximately two classes per day conducted in either the multimedia room or in the classroom using an interactive and non-textbook-based approach and with some support of IT facilities (p. 16) were suggested as initial targets for schools. The problem, as Hawkridge (1990) suggests, with a catalytic rationale for using computers in schools is that it promises a Utopian future that will never arise (p. 3). Without other changes in schools, computers are unlikely to change current approaches to teaching and learning computers follow the law, rather than the law following computers (Hawkridge, 1990, p. 4). Reservations about a catalytic rationale seem important to note since the constraints on change in Hong Kong secondary schools have been well documented (EC, 2000; Lee, 1999; Tong, 1998; Tsang et al, 1998; Yeung, 2000). The curriculum is rigidly prescribed in syllabus statements which outline the content to be covered at various year levels. Student progress is assessed by public examinations. Inspectors visit schools to ensure teachers cover the content at the required pace to reach examination deadlines. The timetable is divided into 35-minute periods, classes are large (usually over 40 students), space is restricted and resources are limited. In these circumstances, teachers use chalk and talk (or, more recently, PowerPoint and talk ) modes of delivery to teach content from prescribed textbooks. The pressures felt by teachers about covering the content, and concerns about off-task behaviours which might occur if students were to work together, have meant that few opportunities are usually provided for active participation in classroom activities. The Five Year Strategy contained a range of initiatives to promote the use of ITE. Infrastructure Infrastructure: o no target ratios of computers to students formulated. Notion of a fixed target rejected (p. 7); o by 1999/2000, 40 computers on average in each primary school, and 82 computers on average in each secondary school (it was anticipated that many schools would exceed these totals); 282

6 HONG KONG S INFORMATION TECHNOLOGY POLICY o all schools would have access to the Internet; o about 100 secondary schools would have a multimedia learning centre with 21 computers; o pilot scheme involving 10 primary and 10 secondary schools to establish best practices for IT application in teaching and learning. Professional Development for Teachers Includes: o schools given funding for professional development activities for IT training; o by 2000/01, all teachers at basic level of IT competency; o by 2002/03, 75% of teachers at the comfortable level, 25% at competent level, and one or two teachers in each school at creative level in IT competence; o one IT coordinator for some schools. Resources Provided to Teachers Includes: o schools can apply for additional funding for professional development from the Quality Education Fund (QEF) ( o professional support provided by Information Technology Education Resource Centre (ITERC) ( As the Strategy noted, the government assumed a leadership and coordination role, providing a threshold level of hardware for schools, training for teachers and any necessary infrastructure support, whilst providing more resources and support for those schools which are more advanced in terms of IT-readiness, teacher capability and physical conditions to progress at a faster rate (p. 27). By mid-2001, most government initiatives had been implemented. One or two laboratories for timetabled classes had been set up in most schools. Computers had also been located in libraries, and in corridors and cafeterias for student access outside scheduled classes. The pilot scheme to explore best practices had been established. Levels of IT competency for teachers had been defined, and professional development courses funded. The QEF had supported a wide range of proposals from schools, and the ITERC had been established to offer resources and support for teachers. Clearly, much had been achieved in a short space of time to provide the facilities, training and support services needed to promote the use of ITE in Hong Kong schools. However, these developments can be considered to be necessary but not sufficient to promote ITE in schools. The vision of transforming schools into dynamic and innovative learning institutions where students 283

7 John Pearson can become more motivated, inquisitive and creative learners (p. 26), and the task of effecting a paradigm shift in the delivery of school education from a largely textbook-based teacher-centred approach to a more interactive and learner-centred approach (p. 26) also required other changes, particularly in curriculum. This was envisaged in the Strategy; the initial stage of enhancing the level of awareness and use of IT in the existing curricula (Stage 1) was to be followed by a period of full integration of IT in the new curriculum (Stage 2). This would occur after a comprehensive review of the school curriculum by the CDC. In addition, the Education Department was expected to provide a range of support services to schools helping teachers to develop innovative school-based IT curriculum, disseminating best practices and allow[ing] schools more flexibility in delivering and interpreting the school curriculum (Strategy, pp ).[3] Two significant reports by the Education Commission [4] (EC, 2000) and the Curriculum Development Centre (CDC, 2000) on education in Hong Kong have recently been released. These complement the vision for schooling, and the paradigm shift in pedagogy introduced in the Strategy for ITE. Since these proposals for reform in Hong Kong are also considered to be significant in the implementation of the strategy for ITE, key proposals from both documents are briefly outlined and discussed in the following section. Reform Proposals for Hong Kong Schools The Education Commission report titled Learning for Life, Learning through Life (EC, 2000) presents a comprehensive review of early childhood, junior ( basic ) and senior secondary, higher education and continuing education in Hong Kong, and a blueprint for the development of education in the 21st Century. While wide-ranging in scope, the focus of the report is on changing teaching and learning at the school level. This is highlighted early in the report: The overall direction of the education reform is to create more room for schools, teachers and students, to offer all-round and balanced learning opportunities, and to lay the foundation for lifelong learning. (p. 1) The EC was critical of present practices in many schools:... we must address the inadequacies within the existing education system... despite the huge resources put into education and the heavy workload endured by teachers, learning effectiveness of students remains not very promising; learning is still examination-driven and scant attention is paid to learning to learn. School life is usually monotonous, students are not given comprehensive learning experiences with little room to think, explore and create. The pathways for lifelong learning are not as smooth as they should be. To make up 284

8 HONG KONG S INFORMATION TECHNOLOGY POLICY for these weaknesses, we need to uproot outdated ideology and develop a new education system that is student-focussed. (p. 4) The concept of student-focussed learning was prominent in the report:... the focus of the curriculum reform suggested by the EC is not on specific changes in the subjects of the syllabus, but rather an overall reform of the rationale behind teaching and learning. It aims at placing students learning at the centre of the education system and making students the masters of learning, in the true spirit of the studentfocussed principle. (p. 40) Elsewhere the report noted that the development of a new culture of learning and teaching was the key to a successful curriculum reform (p. 60). According to the report, this culture might be developed by shifting from: teaching methods based on transmission of knowledge to learning how to learn ; compartmentalised subjects to integrated learning ; textbooks to diversified learning and teaching materials ; and traditional time-tabling to an integrated and flexible arrangement of learning time. Another suggestion was greater use of community resources to develop diversified and interesting learning experiences. In presenting these suggestions, the report did not specifically discuss the role of IT in changing the culture of learning and teaching in schools, except in the obvious case where the Internet might be used to provide alternative learning resources to textbooks. However, in highlighting student-focused learning, and the development of a new culture of learning and teaching, the report recommended changes consistent with the vision presented in the Strategy, and the paradigm shift considered necessary for ITE to be successfully introduced in schools. At the same time, the introduction of new technology in a school implementing changes recommended in the EC report may well have a catalytic effect in transforming schools along the lines suggested in both reports. Hence, computers may follow the law and at the same time act as catalysts for desired changes to be implemented. The CDC review of the school curriculum, completed at the same time as the EC review of education in Hong Kong (EC, 2000), was presented in nine consultation documents a general statement about curriculum change and development (CDC, 2000) and frameworks for eight key learning areas. In advocating a move away from centrally prescribed curriculum and the prescriptive teaching/examination syllabus, the CDC review proposed greater autonomy for schools in designing and implementing learning activities. Many of the issues discussed schoolbased curriculum, learner-focused approaches, inquiry learning, flexible timetabling, flexible grouping of students, formative assessment, and an active role for learners in the learning process were consistent with proposals for change in the Strategy on ITE (EMB, 1998). In suggesting that schools replace present teaching practices based on a prescriptive 285

9 John Pearson teaching/examination syllabus with more investigative and exploratory approaches to learning, the CDC review supported the notion of the paradigm shift from a largely textbook-based teacher-centred approach to a more interactive and learner-centred approach (p. 1) which the Strategy considered necessary to prepare students for the information age. In advocating curriculum changes of this nature, the CDC review outlined a different context for the use of IT. In schools adopting the challenges associated with changing teaching/learning activities, favourable conditions would also be created for ITE to have a catalytic role in transforming schools along the lines outlined in the ITE Strategy. Concluding Comments Comprehensive data on the implementation of policy initiatives in ITE have not been published. Interim (98/99) reports from primary (n=8) and secondary (n=9) schools in the IT Pilot Scheme (an initiative in the Strategy) indicate that attention in the initial stages has focused on networking the school site, acquiring hardware (PC, Mac and NC platforms) for students and teachers, professional development (basic applications) for teachers, Internet access, community and student access to computer equipment after school hours, identifying web sites with resources and creating the school web site. The reports reveal little about the actual or potential impact of new technology on teaching and learning activities. However, there are indications that some initiatives are consistent with the transformation of school education envisaged in the Five Year Strategy. The location of computers in subject rooms (secondary schools), and the flexibility provided by portable computers, are indicative of attempts to integrate computers in classroom-based learning activities. The development of tailor-made courseware is another promising development. If the assessment by one school that foreign made educational software are generally not desirable for teaching purposes due to language barriers is correct, and if suitable software is lacking in other subject areas (e.g. history), teachers may be motivated to develop suitable courseware. Collaborative projects with other schools (local and international) are other initiatives consistent with policy objectives. Other data about what schools are doing are proposals approved and funded by the QEF. The number of proposals in the category of Information Technology has increased significantly (Table I) following the release (November 1998) of the Five Year Strategy. However, many of the proposals funded have been infrastructure related (e.g. hardware, networking), and have not been framed in terms of integrating new technology in teaching/learning activities. 286

10 Sector 2nd round (May 1998) 3rd round (Dec 1999) 4th round (Dec 2000) Pre-primary Primary Secondary Special Cross sector Total HONG KONG S INFORMATION TECHNOLOGY POLICY Table I. Proposals from schools funded by the QEF. (Source: However, despite these promising indications about the take-up of new technology, policy directions are not always evident in initiatives taken by schools. In some (primary) schools, the creation of computer literacy and computer studies classes may indicate that computers are seen as objects for study, rather than essential resources in teaching/learning activities. The introduction of presentation software such as PowerPoint in all basic professional development programs for teachers may be indicative of teachers preference for software consistent with transmission modes of teaching. Some of the ways in which the Web is used for example, to locate model answers to past examination papers, rather than as an important source of up-to-date information on topics being investigated might also indicate that new technology is being adopted only when consistent with existing teaching practices. While the emphasis on hardware, networking and basic professional development may be understandable in the initial stages of implementation, the lack of projects focusing on the pedagogical implications of introducing new technology may indicate that the anticipated paradigm shift in teaching and learning envisaged in the Five Year Strategy may be some time in coming. Now that major reviews have been completed, and numerous reforms suggested, teaching and learning with new technologies would seem to be an important focus for further initiatives to promote ITE. The way in which teachers now using a largely textbook-based teacher-centred approach might adopt more interactive and learner-centred approaches using ITE needs to be investigated. In focusing on pedagogy, two initiatives would seem to be important: (a) exploring what is possible (action research in schools); and (b) sharing good practice. Exploring what is possible assumes particular importance given present circumstances in many schools. Apart from the reforms suggested by the EC and CDC which need to be implemented, physical limitations in many school buildings need to be addressed. Difficulties associated with moving classes of over 40 students from their home room on the sixth floor to the computer room on the ground floor, and back again at the end of the class, presents real disincentives for teachers who might consider incorporating computer-based work in learning activities. At the same time, providing access to computers in students home room also presents 287

11 John Pearson difficulties rooms are not large enough to accommodate 40 students and some computers, networking is difficult when this involves drilling through 3 metres of reinforced concrete, while moving notebook computers between floors without access to lifts presents practical difficulties. Exploring ways of overcoming difficulties such as different types of portable computing and access to wireless networks would seem to be crucial in integrating new technology in teaching/learning activities. Sharing good practice is also important. The Strategy (Annex A) made a start by briefly describing ways in which IT could be used in learning activities. Examples of good practice in Hong Kong schools can also be found in Law et al (2000). But more could be done to illustrate good practice particularly in cases where this is evident, for example, in buildings which impose restrictions on what is possible. In this way, a range of ideas on how the particular difficulties faced by schools in Hong Kong can be handled would be available for consideration in those schools facing similar problems. The Strategy, and other proposed reforms set the scene for greater use of IT in teaching/learning activities. While problems such as those presented by school buildings remain to be overcome, and changes in pedagogy need to be fostered, new technology will increasingly be used in learning activities. The vision for promoting ITE turning schools into dynamic and innovative learning institutions where students can become more motivated, inquisitive and creative learners is a challenge for teachers in Hong Kong, as it is for teachers everywhere. Notes [1] Hong Kong became a Special Administrative Region (SAR) of the People s Republic of China on 1 July Under the Basic Law (constitution), the government of the Hong Kong Special Administrative Region (HKSAR) has a high degree of autonomy (except for defence and foreign affairs). The formulation, coordination and implementation of education and manpower policies in the HKSAR is the responsibility of the Education and Manpower Bureau. [2] The Education and Manpower Bureau has overall responsibility for the formulation, coordination and implementation of education and manpower policies in Hong Kong ( [3] In November 1998, the EC announced the formation of a sub-committee on information technology in education. According to the press release, the sub-committee was to be set up by EC to advise the Commission on the further implementation of IT in education, and the fine-tuning of the strategy in the light of implementation experiences, advances in technology and other new developments ( This subcommittee does not appear to have taken an active role in policy implementation. 288

12 HONG KONG S INFORMATION TECHNOLOGY POLICY [4] The EC advises the government on... the overall educational objectives and policies, and the priorities for implementation having regard to resources available [and] the co-ordination and monitoring of the planning and development of education at all levels. The EC submits reports and recommendations to the Chief Executive. The EC is also an Advisory Board related to EMB ( Correspondence Dr John Pearson, Department of Curriculum Studies, University of Hong Kong, Room 120, Hoi Oi-Chow Building, Pokfulam Road, Hong Kong (jpearson@hkucc.hku.hk). References Curriculum Development Council (CDC) (2000) Learning to Learn: the way forward in curriculum development. Consultation Document. Hong Kong: CDC. Department for Education and Employment (1997) Connecting the Learning Society: National Grid for Learning [on-line]. Available at: Department of Education, Victoria (1998) Learning Technologies in Victorian Schools. Melbourne: Education Department. Education Commission (EC) (2000) Learning for Life. Learning through Life. Reform Proposals for the Education System in Hong Kong. Hong Kong: Education Commission. Education & Manpower Bureau (EMB) (1998) Information Technology for Learning in a New Era. Five Year Strategy 1998/99 to 2002/03. Hong Kong: EMB. Fung, A. (1998) Development of Information Technology in Hong Kong Education Over the Past Decade, in G. Marshall & M. Ruohonen (Eds) Capacity Building for IT in Education in Developing Countries, pp London: Chapman & Hall. Hawkridge, D. (1990) Who Needs Computers in Schools, and Why?, Computers and Education, 15, pp Law, N., Yuen, H. K., Ki, W. W., Li, S. C. & Lee, Y. (1999) Second International Information Technology in Education Study. Hong Kong SAR Report. Hong Kong: Centre for Information Technology in School and Teacher Education (CITE). Law, N., Yuen, H. K., Ki, W. W., Li, S. C., Yee, Y. & Chow, Y. (2000) Changing Classrooms & Changing Schools: a study of good practices in using ICT in Hong Kong schools. Hong Kong: CITE. Lee, K. T. (1999) Primary School Teachers Views on the Use of IT in Hong Kong Schools, in F. Castro, R. Lai & M. Wong (Eds) e-education Challenges and Opportunities, pp Proceedings of the Fifth Hong Kong Web 289

13 John Pearson Symposium, 4-6 October. Hong Kong: Social Sciences Research Centre, University of Hong Kong. Ministry of Education (Singapore) (1997) Master Plan for IT [on-line]. Available at: Tong, A. K. H. (1998) Connecting Hong Kong Students and Teachers to the Information Age, in J. Bacon-Shone (Ed.) Vision and Reality of IT in Education: first glimpses, pp Proceedings of the Fourth Hong Kong Web Symposium, 9-12 April. Hong Kong: Social Sciences Research Centre, University of Hong Kong. Tsang, E. P. K., Yuen, Y. Y., Day, J. R. & Vong, S. P. S. (1998) Application of the Internet and World-Wide Web for Cross-curricular Education: a Hong Kong perspective, in J. Bacon-Shone (Ed.) Vision and Reality of IT in Education: first glimpses, pp Proceedings of the Fourth Hong Kong Web Symposium, 9-12 April. Hong Kong: Social Sciences Research Centre, University of Hong Kong. Tung, C. H. (1997) Policy Address 1997 [on-line]. Available at: United States Department of Education (1996) Getting America s Students Ready for the 21st Century [on-line]. Available at: Wan, N. (1999) 1999 Software Usage in Secondary Schools. Hong Kong: Software Industry Information Centre. Yeung, S. P. (2000) The Use of Information Technology for Geography Teaching and Learning in Hong Kong Secondary Schools: problems and prospects, in B. King (Ed.) Proceedings of the International IT Conference on Geo-Spatial Education, pp Hong Kong: Hong Kong Polytechnic University. 290

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