Leadership and Change

This paper reports on research carried out in Western Australia to develop a framework to support, describe and promote good practice in the use of ICT in learning and teaching in schools. The framework is multi-faceted and flexible enough to be used by individuals, groups, schools or educational organizations. It is modelled on the concept of the Curriculum Framework, with the layers allowing various levels of investment in the processes of the teacher using ICT in teaching and learning
In Hong Kong, as with many other countries, there is the belief that educational reform will endorse lifelong learning with the help of technology. Many leaders and policy makers correlate the use of technology with pedagogical changes. The greater the skills of the teachers in using technology and the more computers available to students will relate to better learning. Unfortunately this is not always the case.
ICT is a constantly developing range of tools that we can utilise to enhance our teaching practices. The arrival of convertible notebook computers extends this range significantly, in that it brings together the display size, storage and performance of laptops and the pen interface of handhelds - without sacrificing the laptop's keyboarding facility.
While there is no shortage of policy documents encouraging effective ICT integration, student teacher stories and discussions about their practicum experiences are characterised by reports of their observing little or no effective ICT integration.
ACCE Partners
ACCE Partners
ACCE Partners
ACCE Partners