This qualitative study investigated the extent of Teachers’ Private Theories on the level of instructional technology integration within a Hong Kong international school. Such private theories develop as a result of personal and pedagogical experiences influencing how teachers think, manage their classrooms and make decisions, essentially acting as a foundation for instructional decision-making practices. The participants within this study consisted of three teachers with various degrees of experience. Lesson observations and interviews were conducted, and an intervention measure in the form of Moodle, a course management system, was introduced to enhance existing pedagogical practice and provide an opportunity for the teachers to facilitate a higher level of technology integration; something that is generally attributed to a strong focus on student centered pedagogy. Private theories were categorized into six key areas - student learning, management, assessment, teaching, technology and support. Results from the study indicated that intervention measures used to facilitate higher-levels of technology integration for teachers who already focus on student-centered pedagogy, do not result in any noticeable transformation of their private theories. Instead, teachers develop a deeper cognitive understanding of the intervention, and begin to question how they can modify existing teaching and learning practices. Teachers that participate in comprehensive school wide technology programs need continuous support to ensure they achieve higher-levels of technology integration, and continue to develop student-centered pedagogy. / published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Business Administration / Master / Master of Business Administration

published_or_final_version / Business Administration / Master / Master of Business Administration

In recent years, the popularity and the capabilities of the iPad, Apple's tablet computer, have prompted educational technology advocates and policy makers to evaluate its facilitation possibilities in classrooms. However, there are few studies which draw on the Tangible User Interface (hand touch screen), one of the most significant evolvements on the iPad compare to previous mobile devices. Therefore, in this paper, the investigator looks at this interface specifically for its potential in terms of usability with input interaction for young learners. To examine this aspect, a case study was employed at three international schools in Hong Kong attempting to further explore the impact the iPads Tangible User Interface on the students learning process and behaviour that incorporate the use of Information and Communication Technology (ICT), using a concurrent mixed method of observation and interview. With statistical analyses, the amount of student help seeking behaviours at the schools employing iPads was compared with that at the school using traditional laptops. Evidence emerged to support the inference that the Tangible User Interface on the iPad may contribute to reducing the challenges of operation as well as enhancing student engagement and collaboration in class. Implications of the findings in terms of usability, engagement, interaction, practice and future research are considered. / published_or_final_version / Education / Master / Master of Science in Information Technology in Education

The dissertation describes a case study conducted in a Hong Kong secondary school, which investigated educational practices relating to the adoption of Information and Communication Technology(ICT). The study examined the changes in the educational practices; identified obstacles, success factors, strategies and interventions for ICT integration into teaching and learning from a professional development and leadership perspective; and investigated teachers’ pedagogical practices and students’ classroom activities with the use ICT. A framework based on the literature was developed to address the professional development and leadership issues related to integrating ICT into teaching and learning, with the aim of providing a holistic view and achieving better understanding of relationships between these issues and educational practice and change. The researcher’s school has experienced three major ICT initiatives in Hong Kong, and was selected for the study. The principal, the ICT coordinator, five Mathematics teachers and four Science teachers participated in the study. A mixed-methods approach was used to collect and analyze the data. The study first adopted parts of the questionnaire survey instruments used by the SITES 2006, which depicted a general picture of participants’ attitudes towards ICT on teaching and learning. Lesson observations and semi-structured interviews were then conducted to provide an in-depth understanding about the adoption of ICT on teachers’ pedagogical practices and students’ classroom activities from the perspective of professional development and leadership. Analysis of documentation and archival records were done for supplementing the understanding of the study. The findings of the study showed that the school leaders enacted ICT policies and practices with various strategies to ensure the effectiveness of teaching and learning. The school provided a rich-ICT environment conducive to teaching and learning. The teachers used a variety of ICT tools to develop their pedagogical practices and adopted a student-centered teaching approach in designing classroom activities, allowing students to control their learning progress. In regard to professional development, the school organized different related activities to meet the teachers’ individual professional needs and improve student achievement. The professional development activities not only equipped teachers with various ICT knowledge and skills, but also supported their pedagogical practices through collaboration and sharing among teachers. Furthermore, the school leadership was found to be effective at building an ICT vision and supporting teachers in exercising their leadership at different levels. Trust relationships were built among the school leaders, empowering them to risk integrating ICT into pedagogical practices. The school leaders also provided equity of ICT access and a ubiquitous network on campus to ensure that teaching and learning could occur anywhere and at any time. Finally, teachers were provided opportunities to share their good pedagogical practices with colleagues. This study provides educational practitioners with an in-depth insight into the current state of pedagogical approaches and how technologies can be integrated into pedagogical practices and classroom activities with the support of professional development and leadership, resulting in a genuine improvement in students’ learning outcomes. / published_or_final_version / Education / Doctoral / Doctor of Education

published_or_final_version / Public Administration / Master / Master of Public Administration

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Education / Master / Master of Science in Information Technology in Education