1. Structuring e-Leadership Workshops in the APEC Region

2. Planning for leadership and change in education through ICT Dr Nancy Law Principal Investigator and Bob Fox Co-investigator e-educational leadership in ICT

3. Exploring the nature of change Technological? Modernizing the classroom Content of education? Computer science/literacy Goals of education? Lifelong learning abilities Processes of education? Collaborative learning Productive learning/PBL Self-directed learning Developing solutions to problems New knowledge production

4. What does it take to implement ICT in Education? Computer specifications? Computer:student ratio? Network speed and connectivity? Multimedia capabilities: VOD … Multimedia curriculum resources? Technical expertise of teachers/students? Becoming learning organisations …

5. Building a vision Do we know what we want? Is ICTE just old wine in new bottles? What constitutes effective use of technology? What is the most important change to be brought about? What would you expect to see when you finally arrive there? Focus on what happens in the classrooms

6. Who should lead ICTE? Ministry? Local departments of education? School principals? Teachers, research staff? Professional education societies? Who plays the most important role? How should this leadership be realised?

7. Policies on *networked IT rich environment for education *professional development *research and resources development *change in curriculum and assessment *implementation plan *monitoring & review mechanisms POLICIES & STRATGIES SUPPORT from *SAR Government*PTAs*schools *universities*private sector*voluntary agencies *professional organizations*publicly funded organizations*community centres & public libraries Education System Level Family & personal factors *social economical background *personal characteristics LEARNING OUTCOMES Monitoring & evaluation Execution structure Monitoring & evaluation School governance School policy School management Monitoring & evaluation Curriculum & assessment factors *curriculum goals *curriculum content *curriculum methods *assessment goals *assessment methods School implementation factors *physical & technological infrastructure *teaching & learning resources *teachers’ vision & expertise IMPLEMENTATION Individual Level School Level Via classrooms A systems model of leadership for IT in education Case studies of pedagogical practices -using ICT Challenge to build on others experiences. What changes have led to improvements in student learning

8. Emerging pedagogical paradigm Education moving from training the learner To educating the learner To empowering the learner Second International Information Technology in Education Study conducted under the International Association for the Evaluation of Educational Achievement

9. Educational Policy (country/regional level) Educational Policy (country/regional level) Educational Policy (country/regional level) Educational Policy (country/regional level) Support from parents,old students’ association and community School culture Leadership School level Pedagogical Practices (Implemented curriculum) Types of interactions Types of interactions Types of interactions Goals (Intended curriculum) Outcomes (Achieved curriculum) Classroom level Teacher’s role academic/ professional/ technical background pedagogical orientation Student’s role academic/ technical competence family support and background Technology’s role technical infrastructure technical support

10. Case studies in the workshop http://sites.cite.hku.hk/index_eng.htm To help focus on where we want to be – an examination of emerging pedagogical paradigms – Innovative Pedagogical Practices (IPPs) using ICT We are unsure what IPPs look like – but we have some visions of what we would like to see happen The case studies offer us concrete examples to explore IPPs

11. Case studies in the workshop http://sites.cite.hku.hk/index_eng.htm Samples of IPPs from various countries Cases represent wider contexts – Individual state policies; rural, urban, private, public, primary, secondary schools; Rich, poor schools. At different stages of development. Key concerns – sustainability and transferability

12. Case studies in the workshop http://sites.cite.hku.hk/index_eng.htm Vision building for ICTs in education Approaches & strategies for ICT implementation Developing ICT implementation plans

13. Models of technology implementation at school level: technological adoptiontechnological adoption catalytic integrationcatalytic integration cultural integrationcultural integration

14. http://eleadership.cite.hku.hk/home/1/ E-Leadership website

19. Structuring e-Leadership Workshops in the APEC Region Where to next? Questions and Answers