A study of ICT implementation in English

education in Hong Kong

By Arnold Pang ICT implementation policies in Hong Kong Education Before the late 1990s, ICT in education had not drawn much attention publicly in Hong Kong. Educational computer programs were mostly developed in a tailor-made manner by computer subject teachers in schools rather than by ICT professionals. Being a computer teacher, I experienced this tailor-made approach. I developed some computer programs in BASIC, a programming language commonly used in the 80s to early 90s. I am responsible for conducting ICT training programs for my colleagues in my school. I had also worked as a member of a working group formed by computer teachers from different schools to promote the use of a tailor-made assessment system. We did not get many resources from the Hong Kong government until the mid 1990s.

In 1993, with the five-year Information Systems Strategy plan by the Education Department (ED)1 the School Administration and Management System was developed. This system was not mandatory for the schools. Schools were allowed to decide to use either this system or their own systems for school administration and management tasks. The use of ICT in school management was the first step towards ICT implementation, which was followed by the use of ICT in teaching and learning. Since the Policy address (Tung 1997, Paragraph 46, 47 ) in 1997 and the resulting EMBs Five-year IT in Education Implementation Strategy ( shortly the Five-year IT Strategy ) in 1998, the use of ICT in education has been foreseen to be a feasible path for enhancing teaching and learning in Hong Kong. A document named 'Information Technology for Learning in a New Era: Five-year Strategy 1998/99 to 2002/03' (EMB, 1998) was distributed to all schools to direct the school leaders to implement the innovation strategy. Schools began to receive more resources for ICT implementation. Schoolbased ICT reforms were then initiated in many schools. To put teacher ICT training into practice, the EMB included a plan in the Five-year IT Strategy to provide 80,000 training places for serving teachers. Each school could use

The Education Department (ED) was responsible for education matters while the Education and Manpower Bureau (EMB) was responsible for both education and manpower. To ensure better synergy between policy formulation and implementation and to reduce duplication of efforts, the two organizations merged in 2003. The new organisation retained the title of EMB (EMB, 2002b). In 2007, the manpower portfolio of EMB was transferred to the Labour and Welfare Bureau and the EMB was restructured and carried the name of Education Bureau (EDB).
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the cash grant to provide training for its teachers either by appointing teachers of own schools as trainers or training suppliers listed by the ED. My school adopted both measures : parts of the training programs were designed and conducted by me while others by the listed training suppliers. I have been the main ICT trainer of my colleagues since after the Five-year IT Strategy in 1998. One of the main subjects of the ongoing education reform, as advocated by the Hong Kong Government, is the way educators view the learning and teaching process. Since the release of the document 'Reform Proposals for the Education System in Hong Kong' in 2000 (EC., 2000), teaching has been expected to change from teachercentred to student-centred (EC., 2006, P.15) and schools have been recommended to use ICT for interactive learning as one of the entry points to achieve the learning goals and targets of the subject curricula (EC., 2006, P.13). Since the Five-year IT Strategy in 1998, teachers have been encouraged to attend various teacher-training courses on mastering basic computer skills. The motive was further strengthened by the outbreak of Severe Acute Respiratory Syndrome (SARS) in 2003 when some schools were required for a temporary suspension and many educators advocated the use of elearning system with ICT tools like WebCT or discussion groups through the internet (Bodomo, 2003; Fox, 2004; Fung, 2004).

The rapid growing education need of ICT makes the education sector become one of the areas providing the ICT industry with many business opportunities. Many ICT elements are introduced to the education sector. Products such as interactive white board, internet platform, software packages and ebook readers are developed especially for educational purposes. Provided that the school has got sufficient financial resource (EDB, 2007), the teachers and students have many choices in ICT integration (CDC, 2001; EDB, 2007). ICT and pedagogical shift Teachers' ICT competency and classroom practice With the release of the Five-year ICT Strategy (EMB, 1998) in 1998, the vision and mission on promoting and implementing ICT in Education in Hong Kong became explicit. The government put an emphasis on developing teachers' skills in using ICT in the initial stage of the ICT implementation in education (Law & Plomp, 2003). The EMB specified four levels of IT Competency for teachers; namely the Basic (BIT) Level, the Intermediate (IIT) Level, the Upper Intermediate (UIT) Level and the Advanced (AIT) Level. In 2003, the government (EMB, 2003) reported that all the 50,600 teachers in Hong Kong fulfilled this competency requirement. The distribution of each level from 2000-01 to 2002-03 is showed below: IT Competency 2000-01 2001-02 2002-03

BIT IIT UIT AIT

100% 21.7% 6.0% 3.9%

100% 50.6% 12.0% 4.8%

100% 75.0% 25.0% 6.7%

TABLE xxx: IT Competency for teachers in each levels from 2000-01 to 2002-03 However, teachers' ICT competences do not guarantee satisfactory ICT integration. 'The research literature offers little support for the popular (though perhaps unrealistic) rhetoric about technology revolutionising teaching and learning or teachers fundamentally re-working their lesson plans and pedagogy' and teachers 'are simply using the technology to do what they have always done' (Hennessy et al., 2005, p.3). The type of ICT use remains limited to 'whole-class technologies and the use of office tools and internet search tools' (BECTA 2007, p.69) such as presentation software, 'word processing and internet search' (Sutherland et al, 2009, p.3), which may 'keep learners in a passive role where learners are on the receiving end of knowledge transmission' (ibid, p.4). Yet, it is possible to teach in an more interactive style with these basic ICT. The key point is how the teachers use the technologies in their classes. To put ICT into classroom practice, teachers have to develop meta-knowledge and skills in using ICT in meaningful ways to reform pedagogical practices (Law & Plomp, 2003). Both the teachers' pedagogical beliefs and ICT skills are important in ICT integration (OECD, 2001) and therefore teachers not only need to be trained in

ICT skills but also pedagogical knowledge of using ICT (Gillespie, 2006). In order to 'utilize the potential of technologies for more learner-centred approaches' and 'give learners more autonomy and choice' about learning, a 'pedagogical change is needed' (Sutherland et al, 2009, p.4). The shift in pedagogies is supported by relevant training for teachers in Hong Kong, as 'the focus of professional development for teachers had been switched from IT skills to effective pedagogical use of IT' (HKIEd, 2007, p.453). The anticipated pedagogical shift Hong Kong has developed from an industrial society in the 1950s to an information society in which information is used in almost all forms of activities (C&SD, 2012). Hong Kongs industry was founded in the textile sector in the 1950s and gradually diversifying in the 1960s and 1970s to clothing, electronics, plastics and other laborintensive production (Zhang, 2006). Then 'the economy was to build a stronger industrial base and develop into an energetic financial center able to encourage the free transfer of funds' in the 1980s (ibid, p.146). 'Over the last two decades, we have witnessed a period of unprecedented changes in information and communication technology (ICT) and the pervasive adoption of an increasing number of ICT-related products/services such as personal computer, Internet and mobile phone' (C&SD, 2012, p.vii).

Concerning the structural changes happened in a changing society, Voogt (2003) distinguished two types of pedagogy: the 'traditional pedagogy' for the industrial society and the 'emerging pedagogy' for the information society. The 'traditional pedagogy' formed a teacher-dominated classroom where students mainly learnt on an individual basis by receiving what the teacher had taught. 'Emerging pedagogy,' on the other hand formed a student-centered learning environment which allows students learn in their own paces and support one another. The differences are summarized in the following figure.

'Traditional pedagogy' for the industrial society Active Activities prescribed by teacher Whole class instruction Little variation in activities Pace determined by the program Collaborative Individual Homogeneous groups Everyone for him/herself Creative Reproductive learning Apply known solutions to problems

'Emerging pedagogy' for the information society Activities determined by learners Small groups Many different activities Pace determined by learners Working in teams Heterogeneous groups Supporting each other Creative Productive learning Find new solutions to problems

Integrative

No link between theory and practice Separate subjects Discipline-based Individual teachers

Integrating theory and practice Relations between subjects Thematic Teams of teachers Student-directed Diagnostic

Evaluative

Teacher-directed Summative

Figure xxx : Overview of traditional pedagogy and emerging pedagogy (Voogt, 2003)

Voogts idea agrees with that of Collins (1991) who studies ICT integration and suggests a more student-centered, task-base, cooperative and multimedia pedagogical approach. It also applies to the situation in HongKong where the government suggests that pedagogy change includes the use of ICT to facilitate the 'application of interactive elements', the establishment of 'networked student-centred Learning environment' (EC, 2006, P.13, 15) and the running of the 'task-centred, constructivist, problem-based teaching approaches' (EMB, 2005, p.32). The pedagogical potential of technology is characterized by its authenticity, interactivity and connectivity (Bransford et al., 1999). Social-constructivism has become one of the influential pedagogical approaches to support the use of ICT in education (Law et. al., 2000; Newhouse, 2002; EMB, 2005; Hadjerrouit, 2009). For

the young generation, learning always takes place by interacting with and connecting to the open world. We can see that the sharing of resources, content and information within the electronic virtual world is already a key component of life because of the development of broad and effective social networks (C&SD, 2012; Oblinger & Oblinger, 2005; Thompson, 2007). Halfway through the shift Though there is no significant pedagogical shift upon ICT integration found (Hennessy et al, 2005), teachers in Hong Kong are moving forwards the goal. After years of classroom practices, teachers become 'competent in some usual applications including word processing, spreadsheet, presentation software and Internet usage' (EMB, 2005, P.20). For example, TESOL teachers 'search text book information' (ibid, P.103) with ICT. They may carry out some lessons in the computer room, where each student independently operates a computer. One of the main goals of the government policy to empower teachers with ICT is to provide them with professional development opportunities and supports to undertake the challenge of using ICT for curriculum and pedagogical innovations (EMB, 2004). The shifting pedagogical approaches can be 'facilitated through appropriate professional development of teachers' (UNESCO, 2004, p.111) who 'have to become

aware of the interaction between pedagogical objectives and the potential of ICT.' (European Commission, 2010, p.25) It is reported that in Hong Kong computers has been used the most frequently in teaching English Language as compare to other subjects (HKIEd, 2007). In addition to the use of PCs in classrooms or computer lab, there are some more recent portable types of technology that can be used to support and enhance learning (Hennessy et al, 2010), such as tablet computers and mobile phones. 'These are not only low-cost, lowenergy and low-maintenance, but they offer far more flexibility in terms of mode, timing and location of use' (ibid, p.44). As the development of ICT is forever growing, there is a need to think about what and how ICT is to be used in classroom. It is the pedagogical knowledge of the subject matter in relation to the resource which imbues the use of the resource with meaning in the contexts of practice (Ramrez et. al., 2012) and determines the success of ICT integration. ICT and Roles of Teachers The shift in pedagogies accompanies a shift in teachers roles. One of the roles of the teachers is to create a supportive, motivating and language-rich environment and enhance quality interaction in the classroom. Teachers have to structure the activities in various grades according to the level of competence and personal particulars of the

students and provide appropriate scaffolding such that the students can develop new knowledge during the activities (EDB 2007). Teachers have a managerial role and the responsibility to conduct the lesson properly (Fisher, 1993). They have to monitor all activities in the classroom and always be ready to intervene in the work of the students. To facilitate the student-centered approach, the teachers have to play the role as a supporter or facilitator rather than an information provider as there should be 'a proportional shift towards a less didactic and more open style when computers are used' (ibid, P.60). The teacher have to adopt the role of a coach and no longer only passes information to the students, but guides them to become more involved in the ownership of their learning and develop their own knowledge (McGee, 2000, p.206; Smeets & Mooij, 2001, p.416).. Haddad and Draxler (2002, p.13) state that 'the effectiveness of different levels of sophistication of use of ICTs depends to a large extent on the role of learners and teachers as practised in the educational process' (ibid p.13) and use the figure shown below to demonstrate the use of ICT for different roles of teachers and learners.

Figure XXX. Use of ICTs for different Roles of Teachers and Learners (Haddad and Draxler, 2002, p.13) ICT provides powerful tools to support the shift to student-centred learning and the new roles of teachers and students (UNESCO, 2002). With the introduction of ICT, the teacher's role shifts from a knowledge provider who demonstrates and tells the knowledge to a facilitator who carries out interactive and collaborative learning activities, and the language education shifts from 'systems of teaching and supervision of learning' to 'systems of learning and facilitation of learning' (Haddad and Draxler, 2002, p.14). Sutherland et al (2009, p.6) share a similar idea that the teacher's role involves a complex shifting of perspectives from the 'more-knowledgeable-other' to the 'co-constructor of knowledge' to the 'vicarious participant'. The study by Ramrez et. al. (2012) revealed that the teacher's role in the classes is

reflected in the actions of supervision and explanation. In the classes, the students were allowed to carry out tasks while the teachers assessed and evaluated how the students were performing them, and also explained the contents and tasks related to student performance. Teachers' barriers to ICT integration Effective use of ICT in education 'necessitates changes in pedagogy' (Knupfer, 1993, p. 171). 'The kinds of pedagogical change that new technologies make possible frequently challenge current practice' (Sutherland et al, 2009, p.4). It results in a complex atmosphere of excitement, hope, optimism, skepticism, confusion and resistance among teachers. Some teachers develop the resistance to ICT because computers had brought uncertainty and complexity (Shiva, 1999). Teachers may be aware of the pedagogical shift subjected to ICT integration. However, for those who are currently using traditional ways of teaching, such pedagogical shift may induce pressure on them. As postulated in the study of 'high access and low use of ICT' by Cuban et al. (2001) that the low use rate might be due to the "deeply entrenched structures of the self-contained classroom, departments, time schedules, and teachers' disciplinary training" (p. 83). Only a small portion of teachers in Hong Kong are using ICT actively in teaching and learning (EMB, 2005). They are more interested to receive professional development in effective use of the

software applications than in how to use them to enhance their teaching (EMB,2005). Teachers perceive a wide range of difficulties in using ICT : lack of time, suitable resources, teachers' self-efficacy and confidence, adaptability of the curriculum and teacher training (BECTA, 2004; Bingimlas, 2009; Cuban et al., 2001; HKIEd, 1999; Hutchison, 2012; Levy, 2008; NCREL, 2000; Russell et al., 2003). In addition to the difficulties mentioned above, the use rate of ICT in education can be affected by teachers' beliefs and attitude towards ICT (BECTA, 2009; Bingimlas, 2009; Russell et al., 2003). Some teachers may think that they are wasting their time and effort to support ICT implementation because innovation projects are risky, fraught with difficulties and affected by complex sociocultural variables (Markee, 1997). There are some others who consider ICT as teaching tools similar to pervious technologies such as TV, radio, tape recorders, VCR and OHP (Kenning & Kenning, 1983). They do not necessarily consider or accept the inevitability of such tension in a real change, depending on their beliefs in the use of ICT in education (Fullan, 2001). Hu et al (2003) discovered that perceived usefulness and a high self-efficacy both had significant effects on the teachers' intention to use technology. They (2003) examined 350 public school teachers' acceptance of the use of PowerPoint in Hong Kong. They suggested that teachers differ from other computer users in technology acceptance because of their autonomy over technology choice and use. Teachers may not use ICT

in class if they are uncertain about the usefulness of it in education. This echoes with what Dexter et al. (1999, p. 224) had noted that 'this autonomy provides teachers with choices to adopt, adapt, or reject an instructional reform'. Hudgins (2008) conducted a study examining the teachers in junior high schools and also found a positive correlation existed between the beliefs and attitudes of the teachers toward ICT integration and the amount of ICT integration. Even though teachers recognise the significance of ICT in society at large, 'this is not necessarily reflected in beliefs that their own practice needs to change' and therefore a change in 'deep-seated beliefs' is needed BECTA (2009, p.43).