Enacting Government IT in Education Policy: Designing Modules for Teacher Education in Hong Kong

A recent Hong Kong government report reaffirms the vision that the effective use of Information and Communication Technologies (ICTs) can improve learning outcomes for students. The underlying pedagogical philosophy for integrating ICTs in the report is based on constructivist approaches. However, the majority of teachers today in Hong Kong continue to practice a ‘knowledge telling’ model of teaching and learning with ICTs. In Hong Kong schools, there is a commonly held technological view of computers and education, where computers and software are topics of study rather than being seen as potential change agents. While most teachers have achieved basic IT skills, the percentage of teachers who have reached the ‘creative’ level is low (about 6%). This article outlines the pedagogical philosophy that supports the development of modules in the Department of Information and Applied Technology (IAT). The modules have been redesigned in recent years to emphasise a more constructivist view of teaching and learning in order to support a culture of innovation in the use of ICTs in teaching and learning. Preliminary evaluation evidence supports the approach that has been adopted.