Like many other countries, Hong Kong Special Administrative Region Government has invested heavily in the computer facilities of schools. It is expected that by using ICT, the quality of education will be enhanced through a paradigm shift in school pedagogical practices. However, some educational innovations resulted in disappointing outcomes and some of them did make the progress expected and failed to sustain their development. This research addresses such problems by presenting a model that provides guidance on how to facilitate effective and sustainable Innovative Pedagogical Practices Using Technology (IPPUT). The model was derived from an in-depth case study of one innovative primary school in Hong Kong. The research first investigated what an innovative classroom might look like, then by using the "Layer-Two" Model Instrument (Typology of ICT Uptake) (Newhouse, Trinidad, & Clarkson, 2002) and other Matrix Construction Techniques (Miles & Huberman, 1984), various conditions and constraints on the development of IPPUT were identified, subsumed and grouped into two "issue trees." It is particularly useful for the school leaders to formulate optimum strategies for implementing IPPUT by comparing their school's realistic situations with those factors in the two "issue trees". Finally, the whole-school system model was presented suggesting that given favourable conditions including visionary school leadership, whole-hearted collaboration and participation of all school stakeholders, with a systematic managerial methodology, it is possible to have true ICT integration and sustainable pedagogically-sound environments for students' learning.
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