The Hong Kong Government has launched three five-year strategies on Information Technology in Education since 1998. The First Information Technology in Education (ITEd) Strategy invested heavily in resources to; build a solid foundation for schools with Information Technology (IT) infrastructure and equipment, provide professional training programmes and digital resources for teachers, and foster IT as a learning tool for students. The Second ITEd Strategy was aimed at harnessing the power of IT to enhance the effectiveness of teaching and learning for teachers and students alike. The Third ITEd Strategy pointed out that IT is only one of many mediators in learning and teaching, and the use of IT should be placed in the wider context of a learning environment (EDB, 2008b:4). Nevertheless, this thesis argues that some challenges or obstacles have emerged during the process of education reform in Hong Kong and are yet to be overcome. These include issues such as: the 'richness' versus 'reachness' of IT, 'information overflow', 'islands of information'; building a repository for managing knowledge and motivating knowledge sharing culture. In order to explore these issues, the thesis problematises the idea of knowledge and information. It suggests that since people have different understandings on the term 'Knowledge', it is more useful to use the taxonomy of four 'Knows' - 'Know Who', 'Know What', 'Know How' and 'Know Why' (Lundvall and Johnson, 1994: 23-42). In relation to Hong Kong and IT, the first three 'Knows' of the new taxonomy have been developed to identify some obstacles encountered under the three ITEd strategic plans in Hong Kong from the viewpoint of Knowledge Management (KM). The fourth 'Know' - 'Know Why' has been developed to identify the reasons to initiate a KM project Secondly, Handzic's (2004) extended KM framework was adopted to study a case study - Wetland Project According to the Third ITEd Strategy, the technological component of the Handzic's framework was further developed to enhance its original attributes. The framework was also revised to testify a student-centred pedagogical approach, KM process and to define the characteristics of knowledge in a knowledge stock with an illustration of the KM project Importance-Performance Analysis (IPA) was used to study the significance of all KM practices in the project and to examine its services perceived by the participants. Based on the research findings, some results were considered to be significant (i.e. the significance of transferring knowledge instead of information, examining the constraints/limitations of KM project, and identifying any pedagogical tools). They could be used to tackle the challenges of, or obstacles to, education reform under the three ITEd Strategic Plans (i.e. improve the effectiveness in managing the IT resources, students' learning outcomes; and any shortcomings during project implementation).
|Creators||Tam, Bernard Chung Hong|
|Publisher||University of Bristol|
|Source Sets||Ethos UK|
|Type||Electronic Thesis or Dissertation|
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