CCEAM 2004

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CCEAM 2004 The Role of Technology Leaders in
Schools of Hong Kong Teddy So
teddy_at_cite.hku.hk
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Introduction For more than twenty years Telem
has been researching on information technology
in educational administration (1982, 1984a,
1984b, 1985a, 1985b, 1987a, 1987b, 1988a, 1988b,
1989, 1990a, 1990b, 1990c, 1991a, 1991b, 1993,
1994, 1997, 1998, 1999, 2003 Telem and Avidov,
1994, 1996 Telem and Buvilski, 1995). School
management information system (SMIS) was
installed to provide support for the principal
and other school employees in their daily
activities to improve their performance (Telem,
1995).
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Due to the introduction of SMIS, a new task,
technological leadership, was added to the roles
of principal. A new type of principal has
emerged a principal who manages the schools
large amounts of data and uses information and
statistical analysis provided by SMIS (Telem,
1995, p. 6). In order to help principal to
fulfill his new role, and to manage and control
the SMIS, a new role of SMIS administrator was
created .
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• This role was fulfilled either by converting the
  role of an existing
• school employee or by recruiting a new one (Telem
  and
• Buvilski, 1995).
• As a matter of fact, Telem stated that many
  important questions
• were left unanswered
• Who should be the SMIS (technical) expert in the
  school
• (the principal, deputy teacher, computer
  teacher, or
• special school employee)?
• What should be the experts role and status?
• How does the experts role affect other roles in
  schools?
• (Telem, 1991)

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Background of the Hong Kong Case In the first
Information Technology Strategic Plan (1998
2003), The Education Department and the Quality
Education Fund had funded the post of
Information Technology Coordinator (ITC) in all
primary and secondary schools in Hong
Kong. However, the qualification and the job
descriptions of the ITC was not clearly defined.
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• Aims of this Study
• This study aims to find out
• the expectation of teachers/schools who need help
  and
• support from the IT personnel
• the existence of mismatch in human resources when
  
• implementing the five-year strategic plan
  (1998-2003).
•  
• It is hope that the Hong Kong lesson is
  beneficial to other
• school systems which face similar questions

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Significance of this Study The principal, senior
management, IT leader, teachers, and supporting
staff all have their roles to play in a school as
a social system. Therefore, an understanding of
different roles played by various groups in a
school is essential for the smooth running of
such institution. Analysis of the role of the IT
leader can provide information for better
understanding of the whole system. As a result it
can achieve greater effectiveness in the running
of the system.
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Literature Review Who should be the Technology
Coordinator? This role was fulfilled either by
converting the role of an existing school
employee or by recruiting a new one (Telem and
Buvilski, 1995). Three years later Telem amended
that this post should be taken by a teacher
(Telem, 1998). Poole (1997) describes ITC as a
teacher-computerist. As the name reveals, the
teacher-computerist suggests that this special
personnel should be a teacher. It is because
teacher is the ideal person to work with other
teachers as he understands their needs. Yee
(2000) also explains that technology instructors
should be effective teachers as they are able to
translate technical information into language
which can be readily understood by other
teachers
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• Literature Review
• What should be the experts roles?
• Supporting Other Teachers to Integrate IT in
  Learning and Teaching
• Hardware Management
• Staff Professional Development / Training
• Curriculum Development
• Budget Controlling Purchasing

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Literature Review What should be the experts
roles? Supporting Other Teachers to Integrate IT
in Learning and Teaching "The computer
coordinator may serve several roles, but the most
dominant is meeting the immediate needs of
teachers". Marcovitz calls this a style of
support "support by walking around". It includes
any support given by virtue of "being in the
right place at the right time (Marcovitz, 1998,
p. 1).
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• Literature Review
• What should be the experts roles?
• Hardware Management
• Strudler (1996) argues that a coordinator is
  needed to organize and maintain the hardware and
  software of a computer lab, and to help teachers
  to keep up with new programs, applications, and
  directions. It is difficult to maintain a lab
  without a coordinator to oversee its use.
  Without the implementation support that the
  technology coordinators provide, it is unlikely
  that technology will fulfill its potential to
  impact teaching and learning in school programs
  in the coming years.

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Literature Review What should be the experts
roles? Staff Professional Development / Training
Successful implementation of technology is not
about equipment but the empowerment of people
(Cooley, 1997). Therefore, Staff development is a
priority (Yee, 2000). Improved skills of
teachers and readiness for further growth are the
most prominent outcomes of the work of the
technology coordinator (Strudler, 1996).
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Literature Review What should be the experts
roles? Curriculum Development Marcovitz
suggests that other ITC responsibilities include
setting or discussing policies and developing
curriculum (from planning lessons with or for
teachers to finding adequate technology for
teachers).
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Literature Review What should be the experts
roles? Budget Controlling Purchasing Computer
coordinator is responsible for adding resource
(including upgrading the current computers and
obtaining new software), organizing and
preparing, training, and collaborative problem
solving. Teachers are clearly more resistant to
allocating instructional time to computer-based
activities if the quantities of hardware and
software are inadequate to meet the needs of
their students (Strudler, 1996). Technology
coordinator makes recommendations involving large
amount of money. He is responsible for drafting
the specifications for vendors so that they can
bid to provide hardware and software. Hence
budgetary and financial skills are useful to him
(Moursund, 1992).
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History of ICT in Hong Kong Education
Some landmarks in IT education in Hong Kong
10/1979 1st meeting of Computer Studies Tasks
Force. 9/1982 Computers Studies was introduced
in 30 pilot secondary schools. 5/1984 The
first HKCEE examination for Computer Studies
was held. 9/1984 Another 75 secondary schools
joined the Computer Studies pilot scheme.
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History of ICT in Hong Kong Education
7/1985 Computer Studies became a generally
available subject open to all secondary
schools. 9/1987 Computer Literacy was
introduced in 70 secondary schools as a
subject at secondary 1-3 levels. 9/1989 Comput
er subjects were first introduced in special
education schools. A second revision of the
Computer Studies curriculum started. 9/1990 C
omputers Literacy was implemented in another
30 secondary schools.
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The Human Resources Survey on Computer Teacher in
Secondary School
Subject Major Minor Computer
Science 12.3 30.5 Mathematics/Science 60.3
30.7 Chemistry/Biology 8.9
3.3 Engineering 5.3 1.0 Social
Science 5.3 3.6 Business 1.0
1.3 Art 1.7 0.7 Others 0.3
0.3 Not indicated 5.0 28.4 ( The
Hong Kong Association for Computer Education,
1991 )
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Comparison between two Computer Teachers Human
Resources Surveys
Qualification Year 1988 Year 1991 by E.
D. by HKACE A. Institute Attended University
of Hong Kong 31.2 30.8 Chinese
University 34.3 37.1 Overseas 28.8 26.7
B. Major Computer Science 12.4 12.3 Sc
ience 71.4 69.2 Others 16.2 18.5 C.
Minor Computer Science 31.4 30.5 Science
32.7 34.0 Others 36.0 35.4
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History of ICT in Hong Kong Education
9/1992 A Computer Awareness Programme was
introduced to eight pilot schools. AS level
Computer Application and A-level Computer
Studies started implementation.
12/1992 Upgrading computers to 486SX (with
Chinese and English Windows installed) for 315
secondary schools. 9/1994 The programming
language 'BASIC' faded out. Only the PASCAL
programming language was taught. 3/1997 Multim
edia computers were first introduced to primary
schools (ED1 project)
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History of ICT in Hong Kong Education
10/1997 The HKSAR Chief Executive expressed his
commitment for a five year plan on IT in
education. 1/1998 Quality Education Fund
(QEF) established 4/1998 The list of 20 pilot
schools (10 from primary schools and 10 from
secondary schools) for integration of IT
across the curriculum was announced. 9/1998 I
T Regional Support Section of the Education
Dept. commenced operation. 11/1998 The
consultation on 'IT for quality education
Five-years strategy' was completed.
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History of ICT in Hong Kong Education
1/1999 A 6-hr Basic Computer Assisted Learning
training course for about 15,200 primary
school teachers started. 4/1999 Establishment
of IT Learning Centres in 46 prevocational
schools and secondary technical schools and a
computer laboratory in each of the 27
prevocational schools commenced. 5/1999 IT
coordinator scheme commenced in 120 schools.
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History of ICT in Hong Kong Education
8/1999 Initial cash grant to provide Basic
Information Technology (BIT) training for all
teachers issued to schools. 9/1999 The
Computer Awareness Programme should be offered
by all primary schools by incorporating it
into the school curricular activities. 1/2000
Technical Services Support (TSS ED 4 project)
started
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Methodology a. Qualitative ( on site
observation, interview ) b. Quantitative Quest
ionnaire to Teachers 480 sets sent to 24
schools ( 11 Primary, 13 Secondary ), 340
collected Questionnaire to ITCs 48 sets sent
to 24 schools, 29 collected Questionnaire to
IT graduates 50 sets sent, 26 collected
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Question 28 from the survey questionnaire to
Teachers

What are the teachers expecting?
23. The post of the IT Coordinator should be a
permanent post like other teachers 98.73
95.08 96.76 be a temporary post
1.27 4.92 3.24
 
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Question 28 from the survey questionnaire to
Teachers

Question 3 from ITC Questionnaire
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Question 28 from the survey questionnaire to
Teachers

The IT Competence Levels of the ITCs
Level Primary Secondary Total
BIT 22 5 10 IIT 0 20 14 UIT 3
3 55 48 AIT 33 20 24 Exempted 11
0 3
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What are the jobs of the ITC ?
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Question 28 from the survey questionnaire to
Teachers

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(No Transcript)
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Question 28 from the survey questionnaire to
Teachers
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Question 28 from the survey questionnaire to
Teachers

• Summary
• Teachers
• Teachers need help from ITCs
• Primary teachers need even more help
• ITCs
• Do not have the IT skills to complete all tasks
• Do not have enough time to complete the tasks
• Do not agree they are responsible for some jobs

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Question 28 from the survey questionnaire to
Teachers

Future Development In the next IT strategic plan
(Empowering Learning and Teaching with
Information Technology, 2004 2007?), the post
of ITC will be cancelled. The jobs are expected
to be absorbed by existing teachers.
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Question 28 from the survey questionnaire to
Teachers

Recommendation The target group of personnel to
fill the ITC posts should be clearly
defined Clearly define the roles/job duties of
the ITC and the TSS in schools ITC should be
released from other teaching duties Respect the
post of ITC as a profession A permanent post
should be set up for recruiting IT related
personnel, preferably IT graduate The current
salary pay scale should be reviewed Consider
recognizing teacher qualifications other than
Dip. / Cert. of Education Not only technical
skills, but also interpersonal/communication
skills should be emphasized
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Finally THE END Thank you