This paper attempts to explore into teacher perception of using information technology (IT) in education by examining four major domains, namely, teacher perception of their computer training, computer facilities and assistance available, their confidence and comfortability in using computer in daily lessons, and their perception of their roles in using IT in classrooms. On one hand, a semi-structured survey revealed that there were positive impacts of teacher perception on the usage of computer in classrooms and highlighted teachers' preferences of adopting teachercentered approach in teaching with IT. On the other hand, a semi-structured interview reflected that the teaching staff members worked harmoniously and school administration was supportive. However, cross-subject or cross-curricular collaborative projects among teachers were rare. Finally, some recommendations are made to promote the use of IT in teaching concerning school-based collaborative culture, conceptual and strategic issues in e-leadership and inter-regional / intraregional resource bank for teaching and learning. Copyright © 2005 The authors. All rights reserved.

The objective of this paper is to determine the extent to which adopting Nonaka's SECI knowledge-creation processes enhances strategic planning capacity in the context of Hong Kong school education.A quantitative questionnaire survey is conducted to examine the predictive effects of the knowledge-creation processes of the SECI model on strategic planning processes. Data is collected from 42 principals and 392 teachers from 42 schools. A multilevel structural equation model is applied to examine the predictive effects of the mechanism on strategic planning capacity. Results show that the combination process of the SECI knowledge-creation model predicts strategic planning capacity, while a collaborative culture enables the process of knowledge externalization and combination. In response to the international debate on culture and context-dependent issues in using Nonaka's SECI model for knowledge creation, this study reaffirms that the SECI model is largely dependent on Japanese collaborative culture. The study also brings theories of knowledge management into discussion of strategic management in the school context. To enhance school planning capacity, school leaders should cultivate a collaborative culture to support the alignment of different departments in the knowledge combination process to craft strategies for development planning. Copyright © 2020 The Author(s).