Framing ICT implementation in a context of educational change: A structural equation modelling analysis

Framing ICT implementation in a context of educational change: A structural equation modelling analysis

• Wong, Emily M. L. Vine Education Consultancy, Hong Kong
• Li, Sandy C. Hong Kong Baptist University

Australasian Journal of Educational Technology, 27(2), 361-379, 2011

ASCILITE

2011

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching

Change Management Educational Change Government Schools ICT in Education Primary School Teachers Program Implementation Secondary School Teachers Structural Equation Models Teacher Attitudes Teaching Methods

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

• View Full Text 全文連結

Despite the common belief that information and communication technology (ICT) has the potential to support certain fundamental changes in learning, few have examined ICT implementation conceptually within a wider context of educational change. Methodologically, researchers are by and large limited to building simple models that accommodate only a single dependence relationship among variables. Framing ICT implementation as a process of interactions among pedagogical and organisational factors in bringing about changes in student learning, this article used data collected from 1076 teachers in 130 primary and secondary government schools in Hong Kong to construct a structural equation model (SEM), from which the authors are able to examine multiple interrelated dependence relationships in a single model. Results indicated that from teacher perspectives, the collegial capacity of ICT implementation strategies played a central and mediating role in effecting changes in student learning, of moving away from a teacher-centred approach to one that is more student-centred. Specifically, ICT brought about these changes in the context of establishing collegiality in fostering pedagogical innovations in schools. Implications for both researchers and practitioners are discussed.
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Refereed article

• English

Journal Articles

• 14493098

https://bibliography.lib.eduhk.hk/en/bibs/76957a51

2014-06-24