教育政策實施的進程研究至今仍然是不清晰的。近期的研究，對於政策能否實施，都是基於理性選擇的基礎上而作出闡釋，相信施行者都會依設定程序來執行。本項研究提出：實施時出現的落差，是源自忽視了人類認知過程的複雜性。本研究是把資訊科技教育政策的實施視為政策的學習，教師在實施過程中，因建構知識而帶來認知基模的改變。本研究透過訪問兩間香港中學的教師，瞭解他們如何內化資訊科技教育政策，從而探索政策的實施與教師認知的關係。探討實施過程的重點，是在於三方面的互動，包括：個別教師、資訊科技教育政策、教師與系統元素互動的實施平臺。根據研究結果和認知框架，建構出一個分為五個階段的認知架構：資訊科技教育政策的實施不僅是獲取技術，亦涉及教師的認知屬性；把內化資訊科技教育政策，體現為由隱性知識轉化為顯性知識，與知識建構的概念重組。研究發現，政策的實施是從個人到實踐社群、由個人的隱性知識轉化為組織的顯性知識及從政策的轉變到認知基模的改變。 / The implementation process has hitherto remained largely implicit in the research of education policy. Recent research on how policy does and does not get implemented has developed explanations with assumptions rest on rational-choice foundation that implementers respond to the policy that is intended. This study suggests viewing implementation gap as neglect of the complexity of the human sensemaking processes consequential to implementation. This study argues that policy implementation of ICT in education could be viewed as policy learning where knowledge is built and created during the implementation process for change in cognitive schema. Drawing on the cognitive frames, this study aims at exploring the relationship between policy implementation and teacher cognition to investigate how teachers in two Hong Kong secondary schools internalize the policy of ICT in education. The process of implementation is explored with emphasis on the interaction among individual teachers, the policy of ICT in education and implementation sites where teachers interact with system elements. Building upon the research findings and the cognitive framework of sensemaking, this study puts forth a five-phase cognitive framework of individual sensemaking, in which ICT policy implementation is more than just technical skill acquisition, involving teachers' cognitive attributes to internalize the policy by embodying explicit knowledge into tacit knowledge and by attributing into the cognitive structures with knowledge building and knowledge creation for conceptual reorganization. The policy implementation is unveiled from individual to community of practice whilst externalizing individual tacit knowledge to organizational explicit knowledge resulted from policy change to change in cognitive schema. / Detailed summary in vernacular field only. / Wan, Wing Fong. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 216-238). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Abstract --- p.i / Acknowledgements --- p.iii / Table of contents --- p.iv / List of figures --- p.vii / List of tables --- p.viii / Chapter CHAPTER ONE --- STATEMENT OF THE PROBLEM / Introduction --- p.1 / Background of the study --- p.1 / Chapter 1 --- Policy context of ICT in education --- p.2 / Chapter 1.1 --- Global policy context --- p.2 / Chapter 1.2 --- Policy context of Hong Kong --- p.4 / Chapter 1.3 --- Cascade of policy implementation of ICT in education and practice in HK --- p.4 / Chapter 2 --- Theoretical background --- p.7 / Chapter 3 --- Purpose of the study --- p.9 / Chapter 3.1 --- Research questions --- p.10 / Chapter 3.2 --- Research context and target --- p.12 / Chapter 4 --- Significance of the study --- p.14 / Chapter 5 --- Limitations of the study --- p.16 / Chapter CHAPTER TWO --- REVIEW OF LITERATURE / Introduction --- p.17 / Chapter 1 --- An overview of education policy implementation --- p.17 / Chapter 2 --- New dimensions of educational change and education policy implementation --- p.21 / Chapter 2.1 --- A new unit of analysis in education policy implementation --- p.21 / Chapter 2.1.1 --- Cognitive framework --- p.24 / Chapter 2.1.2 --- Sensemaking --- p.25 / Chapter 2.2 --- Strategic role of the implementation site --- p.29 / Chapter 2.2.1 --- Reconceptualization of learning --- p.30 / Chapter 2.2.2 --- Knowledge-creation metaphor as policy learning versus constructivism --- p.31 / Chapter 2.2.3 --- Teacher learning and teacher cognition --- p.33 / Chapter 2.2.4 --- Approaches to teacher learning --- p.34 / Chapter 2.2.5 --- Teacher knowledge --- p.36 / Chapter 2.2.6 --- ICT policy implementation as organizational learning with technological vision --- p.38 / Chapter 2.2.7 --- Collegial interaction in community of practice --- p.39 / Chapter 2.2.8 --- System-wide interaction --- p.44 / Chapter 2.3 --- Conceptualization of implementation process --- p.45 / Chapter 2.3.1 --- The link between individual and organizational learning --- p.45 / Chapter 2.3.2 --- Implementation as organizational learning --- p.46 / Chapter 2.3.3 --- Cognitive preparation for paradigm shift --- p.47 / Chapter 2.4 --- Implementation outcomes --- p.48 / Chapter 2.4.1 --- Outcome assessment --- p.48 / Chapter 2.4.2 --- Conceptual reorganization during implementation process --- p.48 / Chapter 2.4.3 --- Teacher capacity building --- p.50 / Chapter 2.4.4 --- Social capital --- p.50 / Chapter 2.4.5 --- Human capital and community of practice --- p.51 / Chapter 2.5 --- Role of technological advancement in educational change --- p.51 / Chapter 2.5.1 --- A review of technological advancement --- p.51 / Chapter 2.5.2 --- Context of twenty-first century --- p.53 / Chapter 2.5.3 --- Educational change --- p.54 / Chapter 2.5.4 --- Implementation of ICT in education --- p.55 / Chapter 3 --- Related research and literature --- p.57 / Chapter 3.1 --- International research and literature --- p.57 / Chapter 3.2 --- Local research and literature --- p.59 / Chapter 4 --- Orientation to the nature of knowledge about education policy implementation --- p.60 / Chapter CHAPTER THREE --- THE STUDY / Introduction --- p.62 / Chapter 1 --- Implications for the study --- p.62 / Chapter 2 --- Framework of study --- p.64 / Chapter 3 --- Research questions and assumptions --- p.66 / Chapter 4 --- Research methodology --- p.67 / Chapter 5 --- Research design --- p.69 / Chapter 5.1 --- Site selection --- p.69 / Chapter 5.2 --- Data collection --- p.70 / Chapter 5.3 --- Data analysis --- p.75 / Chapter 6 --- Research limitations --- p.78 / Chapter 7 --- Consent, access and human participant protection --- p.79 / Chapter CHAPTER FOUR --- INDIVIDUAL PERSPECTIVE OF TEACHER COGNITION: SENSEMAKING AS A NETWORK OF RELATIVITY / Introduction --- p.80 / Chapter 1 --- The influences of the teacher on sensemaking --- p.80 / Chapter 1.1 --- ICT implementation more than skill acquisition --- p.81 / Chapter 1.1.1 --- Superficial similarities --- p.81 / Chapter 1.1.2 --- Reflection on teaching --- p.82 / Chapter 1.2 --- Policy implementation as idiosyncratic understanding --- p.84 / Chapter 1.2.1 --- An act of interpretation --- p.85 / Chapter Vignette 1: --- How Quintus makes sense of the policy implementation of ICT in education in his individual perspective of cognition --- p.86 / Chapter 1.3 --- Sensemaking as deep and thorough understanding --- p.92 / Chapter 1.3.1 --- Experiences and beliefs --- p.92 / Chapter 1.3.2 --- Hot cognition --- p.98 / Chapter 1.4 --- Internalization as embodying explicit knowledge into tacit knowledge --- p.103 / Chapter 1.4.1 --- Prior knowledge --- p.103 / Chapter 1.4.2 --- Knowledge created in implementation process --- p.105 / Chapter 1.5 --- Internalization as an attribute of cognitive structures for conceptual reorganization --- p.111 / Chapter 1.5.1 --- A relational conception of understanding --- p.111 / Chapter 1.5.2 --- Understanding as problems to encounter --- p.113 / Chapter 1.5.3 --- Knowledge building as a mediator in conceptual reorganization --- p.115 / Chapter 2 --- A summary of key findings: Individual sensemaking of ICT implementation --- p.117 / Chapter 2.1 --- Relationship between individual informant-teachers and ICT policy --- p.118 / Chapter 3 --- Summary & discussion --- p.121 / Chapter CHAPTER FIVE --- SOCIAL & DISTRIBUTED PERSPECTIVES OF TEACHER COGNITION: SENSEMAKING AS A NETWORK OF SITUATEDNESS / Introduction --- p.123 / Chapter 1 --- The influences of the school on sensemaking --- p.123 / Chapter Vignette 2: --- How Jadon makes collective sense of the policy implementation of ICT in education in his social and distributed perspectives of cognition --- p.125 / Chapter 2 --- Social perspective of teacher cognition --- p.129 / Chapter 2.1 --- Engagement --- p.130 / Chapter 2.2 --- Shared repertoire of knowledge and practice --- p.132 / Chapter 2.3 --- Joint enterprise --- p.134 / Chapter 2.4 --- Learning opportunities --- p.135 / Chapter 2.4.1 --- Opportunities to discuss about subject matter --- p.136 / Chapter 2.4.2 --- Opportunities to discuss about students and learning --- p.136 / Chapter 2.4.3 --- Opportunities to discuss about teaching --- p.138 / Chapter 2.4.4 --- Opportunities to express emotions --- p.139 / Chapter 3 --- Distributed perspective of teacher cognition --- p.141 / Chapter 3.1 --- Sensemaking affected by organizational context --- p.142 / Chapter 3.1.1 --- Leadership practices and teacher sensemaking --- p.143 / Chapter 3.2 --- Sensemaking as a co-production of students and teachers --- p.148 / Chapter 3.3 --- Situatedness of sensemaking --- p.151 / Chapter 4 --- A summary of key findings: Collective sensemaking of ICT implementation --- p.153 / Chapter 4.1 --- Communities of practice as an analytic construct --- p.153 / Chapter 4.2 --- Situatedness for ICT implementation --- p.157 / Chapter 5 --- Interaction between the individual level- and school-level sensemaking --- p.159 / Chapter 5.1 --- Organizational knowledge created in implementation process --- p.162 / Chapter 6 --- Summary & discussion --- p.167 / Chapter CHAPTER SIX --- MAJOR FINDINGS, CONCLUSION & DISCUSSION / Chapter 1 --- Major findings --- p.169 / Chapter Research finding 1: --- From individual to communities of practice --- p.170 / Chapter Research finding 2: --- From individual tacit knowledge to organizational explicit knowledge --- p.186 / Chapter Research finding 3: --- From policy change to change in cognitive schema --- p.192 / Chapter 2 --- Conclusion --- p.196 / Chapter 2.1 --- Revised cognitive framework of teacher cognition & policy implementation --- p.196 / Chapter 2.2 --- Three propositions --- p.198 / Chapter 3 --- Discussion --- p.203 / Chapter 3.1 --- Theoretical implications --- p.203 / Chapter 3.2 --- Implications for policy --- p.205 / Chapter 3.3 --- Methodological implications --- p.207 / Chapter 3.4 --- Limitations and new opportunities for further investigation --- p.208 / APPENDIXES / Chapter Appendix 1 --- Interview protocol --- p.211 / Chapter Appendix 2 --- Information sheet and consent form --- p.214 / BIBLIOGRAPHY --- p.216
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_327963 |
| Date | January 2012 |
| Contributors | Wan, Wing Fong., Chinese University of Hong Kong Graduate School. Division of Education. |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, bibliography |
| Format | electronic resource, electronic resource, remote, 1 online resource (viii, 238 leaves) : ill. (some col.) |
| Coverage | China, Hong Kong, China, Hong Kong, China, Hong Kong |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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