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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Despite frequent attempts to address educational changes and the roles of information and communication technology (ICT) in effecting changes in student learning, few have conceptually examined ICT implementation within a wider context of managing change in schools. Methodologically, it has been argued that ignoring the multilevel nature of the data collected might incur significant discrepancies in the results. These research gaps direct us to develop multilevel models to explore how the relevant contextual factors contribute to effective ICT implementation, in particular the school-level factors. Results indicated that from teacher perspectives, ICT was able to act as a lever to bring about changes in student learning in the context of establishing collegiality in schools. Sociocultural setting rather than structural characteristics of the school accounted for the variation of school mean for perceived changes in student learning. Specifically, perceived changes in pedagogy modulated perceived changes in student learning among schools.
[Copyright of School Effectiveness and School Improvement is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09243450801896809]