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ICT masterplans of Singapore and Hong Kong

  1. Leveraging ICT for Educational Leadership: Masterplans in Hong Kong and Singapore
  2. ICT Strategies and Policies in Hong Kong
  3. The First ICT Strategy in HK- Information Technology for Learning in New Era -Five year strategy: from 1998 to 2003 Mission1 access and connectivity Four missions of the 1st ICT strategy Mission2 teacher enablement Mission3:curriculu m and resource support Mission4 community-wide culture aim provide sufficient IT facilities; funding flexibility; aim encourage front-line teachers; arrange technical support service integrate IT into school education; foster better software and supporting materials aim foster the emergence of a community-wide environment conductive to culture change aim The vision of the First Strategy: to promote a paradigm shift in school education from a traditional textbook-based teacher-centered approach to a more interactive and student-centered approach to equip students for information
  4. The Second ICT Strategy in HK-Empowering Learning and Teaching with Information Technology: form 2004 to 2007 The vision of the second strategy: to encourage students, teachers, schools and other stakeholders to use ICT effectively as a tool for enhancing learning and teaching, with a view to preparing the younger generation for the information age, turning schools into dynamic and interactive learning institutions, and fostering collaboration among schools, parents and community.
  5. The Second ICT Strategy in HK-Empowering Learning and Teaching with Information Technology form 2004 t0 2007 Seven strategic goals of the 2nd ICT strategy Goal 1: Empowering Learners with IT – empowering students with IT skills and knowledge, creative problem solving skills and attitudes for lifelong learning. Goal 2: Empowering Teachers with IT – empowering teachers with IT through the provision of professional development opportunities and support for the use of IT in curriculum and pedagogical innovations that aligned with the goals of Curriculum Reforms. Goal 3: Enhancing School Leadership for the Knowledge Age – providing guidance and support so that individual school heads and their associates could establish their own blueprints for the integration of IT to enhance the learning and teaching process. Goal 4: Enriching Digital Resources for Learning – establishing platforms for updating resources and sharing experiences to meet school needs. Goal 5: Improving IT Infrastructure and Pioneering Pedagogy Using IT – helping schools upgrade and replace hardware and encouraging innovative use of IT to enhance learning and teaching. Goal 6: Providing Continuous Research and Development – providing continuous research and development to evaluate the effectiveness of IT in education strategies and their impact on students’ learning outcomes,and to pioneer innovative IT applications in education. Goal 7: Promoting Community-wide Support and Community Building – enhancing partnership between the IT industry and the education sector, and encouraging support from parents.
  6. The Third ICT Strategy in HK-Right Technology at the Right Time for the Right Task: from 2008-2014 Six Strategic Actions of 3rd ICT strategy Action1: To provide a depository of curriculum-based teaching modules with appropriate digital resources Action2: To continue to sharpen teachers’ IT pedagogical skills Action3: To assist schools in formulating and implementing school-based IT in education development plans Action6: To collaborate with non-government organizations to improve parents’ information literacy and launch parental guidance programs on e-learning at home Action5: To strengthen technical support to schools and teachers Action4: To enable schools to maintain effective IT facilities The Third IT Strategy declared that “the key to success of taking IT in education forward is to enable teachers to use the right technology at the right time for the right task’’.
  7. A comparison of the key strategic elements identified in the four ICT policies in Hong Kong 1998 2004 2008 2014 Mission1: ICT facilities and access Goal5: infrastructure and pedagogy using ICT Goal 1: empowering students with ICT Action4:effective ICT facilities Action5: technical support Action1: enhance school’s IT infrastructure Mission2: teacher enablement Goal 2:teacher development focusing on pedagogical innovations, curriculum reform,and research Action2: teachers’ ICT pedagogical skills Action 4: professional development of teachers Mission3:curriculum and resource support Goal 4: enriching digital resources for learning Action1: depository of digital resources Action 2: the quality of e-learning resources upgrade Action3: curriculum renewal Mission4: community-wide environment conductive to the culture change Goal 7: community-wide support and community building Action6: information literacy of parents Action5: parents, skate holders and the community involvement Goal 3: school leadership for knowledge age Action 3: school-based ICT in education development plans Action4: professional leadership building Goal 6: research and development IT infrastructure teacher competence digital resource& IT support community culture building e-leadership building
  8. Key Implementation outcomes arising from the first and second ICT strategies(based on the Preliminary Evaluation of the First ICT strategy in 2001, the over Evaluation of the First ICT strategy in 2005, and the Phase I Evaluation of the second strategy) The First ICT Strategies The Second ICT Strategies Infrastructure and access 1. the average student-computer ratios in SS and PS reduced from 36:1&53:1 in 1999 to 7.5:1& 13.4:1 in 2001, then to 7.4:1&4.6:1 in 2005; 2. Internet connectivity of computers in the lab was improved to 100% until 2005 1. additional ICT-related equipment was purchased, the gross student-computer ratio reduced to 3.91:1; 2. All schools had access to the Internet through broadband connectivity Support ICT coordinating team was equipped in school to support teaching school-based technician support service was strengthened Digital resource more and more educational software package are available in school two-thirds of teachers used digital resource to teach Teacher competence all teachers had completed IT training at the basic level, 77% at the intermediate level or above 1. teachers are more proficient in using new software and hardware; 2. More IT training programs provided to meet teachers’ demand Pedagogical use of ICT Increasing rate of using IT in teaching, but the ratio is relatively low over 80% of teachers had used ICT to conduct learning and teaching activities Student learning More than 80% students have developed confidence in using IT for learning different types of learning activities were engaged with the use of IT, not only for information search, but also for self-evaluation Community culture a growing culture of IT use by school heads, teachers in school and outside school a sharing or collaborative culture was fostered in a high rate
  9. The Fourth ICT Strategy in HK-Realizing IT potential, Unleashing Learning Power: from 2014 Action1 Enhancing school’s IT infrastructure and re-engineering the operation mode Five recommende d actions of the 4th ICT strategy 1.1 Providing a WIFI campus for all 1.2 Adopting a diversified service model 1.3 Using mobile devices wisely Action2 Enhancing the quality of e-learning resources Action3 Renewing curriculum, transforming pedagogical and assessment practices 5.1 Communicating with parents 5.2 Working with stakeholders and community 5.3 Leveraging community resources Action5 Involving parents, stakeholders and the community 4.1 Empowering e-leadership 4.2 Providing a self-learning web-based tool kit 4.3 Enhancing professional development of teachers 4.4 Rendering support services 4.5 Building communities of practice Action4 Building professional leadership, capacity and communities of practice The goal of the Fourth Strategy: 2.1 Developing an e-textbook market 2.2 Leveraging global e-learning resources 2.3 Enriching the free resources on EDB one-step portal 2.4 Sharing of resources by teachers 2.5 Enabling Single Sign-on 2.6 Integrating e-learning platforms 3.1 Articulating clear learning objectives 3.2 Enhancing problem-solving and programming-related skills 3.3 Applying IT skills across school curricula 3.4Promoting an e-learning repertoire 3.5 Using e-assessment for student learning 3,6Engaging students in IT-related life-wide learning 3.7 Exploring IT-related career paths 3.7 to unleash the learning power of all our students to learn to learn and to excel through realizing the potential of IT in enhancing interactive learning and teaching experiences, and aim to strengthen students’ self-directed learning, their creativity, collaboration, problem- solving and computational thinking skills, as well as ethical use of IT
  10. ICT Masterplans in Singapore
  11. Masterplan 1:key dimensions of the masterplan 1 Curriculum &Assessment Content &Learning Resource Human Resource Management Physical& Technology Infrastructure  Shift towards better balance between acquisition of factual knowledge& mastery of concept of skill  Encourage pupils to engage in more Active & independent learning  Include assessment measuring Abilities in applying information, thinking &communicating  Acquire & Stimulate development Of education software to meet curriculum needs.  Facilitate use of relevant international resources for T&L  Provide a system of Convenient procurement help schools obtain software easily & on time  Train every teacher In purposeful use of ICT for teaching  Equip trainee teachers with core skills in teaching with ICT  Involve institutions of higher learning & industry partners in school  Provide pupils with Access to ICT in learning Areas in school  Provide school-wide network & Link all schools through wide- Network eventually connected to Singapore ONE, enabling speed Delivery of multimedia services On island-wide basis
  12. Launched incubator schools Scheme Initiated devolution Scheme for ICT funds Formed ICT consultancy teams Launched MS-MOE l Development Award for Teachers Set up learning Sciences Lab in the national Institute of Education Launched ISHARE on inter-cluster resource sharing platform Initiated roll-out of baseline ICT standards for school Launched LEAD ICT@ Schools programme Introduced graphic calculators for A level Mathematics Introduced data loggers for O level Science Practical assessment Launched FutureSchool @Singapore programme Launched Lenovo Innovation Award for teachers Masterplan 2 : Implementation of Milestones Ensure baseline level of ICT use Develop schools’ capacity for ICT implementation Strengthen the integr -ation of ICT into C & A Encourage higher levels of ICT use
  13. Masterplan 3 :Implementation • MOE & MCI Build up coordinates well • still government-driven overall • Driven from the top • Key constructs like SDL & CoL Centralized Top-down Decentralized Top-down Decentralized Bottom-up Centralized • Top-down Bottom-up support for bottom-up • Policies to encourage innovations • Agency from the grassroots • Build up constituency • Collaboration with industry partners
  14. Implementation outcomes arising from MP3 • A high usage of ICT • The integration of ICT into curriculum • Formal Learning Masterplans in future • Different outcomes toward different masterplan strategies projects • Masterplans in future towards 21CC
  15. Necessary Transformation of MP C & A ICT supporting Curriculum ICT integration into C & A ICT embedded into syllabuses teaching guide Professional Development Core training for all teachers and school leaders Differentiated prof Development Consultancy to school leaders ICT mentorship Professional learning communities R & D Spearheading R&D Efforts in collaboration with industry & schools Seeding innovation in schools Translating Research to influence classroom practices Central provision to equip all schools One-size-fits-all Flexible provision to suit schools needs Closer alignment to curriculum change and schools needs Infrastructure for Learning MP1 MP2 MP3
  16. Key Differences from ICT Masterplans of Singapore and Hong kong
  17. Hong Kong Strengthen &maintain R&D E-Leadership from MP2 Community-wide support and community building Focus on Post-PC era, the 4st strategy Singapore SDL+COL with two types of goals Centralized Research & Development Focus on cyber wellness &sustainablty
  18. Learning without ICT Homework is so difficult without ICT. Just killing me!
  19. Learning without ICT Math, I don’t know! Chinese , I don’t know! Science ,I don’t know! Everything ,I don’t know! Help! Help! Help!
  20. Learning with ICT So easy! 媽咪,再也不擔心我的學習了!
  21. Summary of Hong Kong and Singapore ICT Masterplans
  22. Hong Kong ICT strategy The First Strategy focused on access to computing equipment and the development of a network infrastructure within schools. The Second strategic focus was on the further integration of ICT into the teaching and learning process. The Third Strategy focused on the human factor necessary for the integration of IT into learning and teaching and the appropriate use of IT. The fourth strategy focus on strengthening students’ self-directed learning, creativity, collaboration, problem- solving and computational thinking skills
  23. Singapore Masterplans MP1 laid a strong foundation for schools to harness ICT, particularly in the provision of basic ICT infrastructure and in equipping teachers with a basic level of ICT integration competency. MP2 focused on strengthening the integration of ICT into the curriculum, establishing baseline ICT standards for students, and seeding innovative use of ICT among schools. MP3 focuses on both students and teachers as learners .It envisages that through the use of ICT, learning will not just take place in the classroom ,but wherever and whenever the learner chooses..
  24. Which policy is better? --Funding Hong Kong Singapore ICT exp (US$million) 922(98-07) 1000(97-02) Annual exp per head(US$) 14.6 39.4 The investment of Singapore has been much larger than the Hong Kong. Singapore’s determination in the development of ICT in education is clear.
  25. -- Initial Goal Hong Kong Singapore The effort to integrate IT in support of learning and teaching as primarily a technological transformation rather than an educational one.(The first strategy) ICT was regarded as educational linkages between the school and the world, generate innovative processes in education, enhance creative thinking, lifelong learning and social responsibility, and promote administrative and management excellence in the education system.(MP1) The educational property is important.
  26. -- Research &Development Hong Kong: Promoting research & development in the second strategy. Singapore : Improve research & development in the MP1 Research & Development can promote and affect the progress of ICT.
  27. -- Curriculum and Pedagogical Reform Hong Kong Singapore Building leadership capacity, fostering the establishment of communities of practice for pedagogical innovation and supporting continuous research and development were distinctive strategic goals that were not found in the first IT in Education policy document. The identification of these omissions indicate a recognition of the challenges that needs to be overcame to achieve deep curricular and pedagogical reform. In parallel to the sustained systemic efforts on curriculum and pedagogical reform, the Singapore government made a landmark commitment to education research on schools and pedagogy through the establishment in 2002(MP1) of the Centre for Research in Pedagogy and Practice (CRPP) within the National Institute of Education, which is affiliated with the Nanyang Technological University and is the sole teacher-training institution in Singapore. An efficient government Institution will determine execution and development of ICT