Archive Consultation Papers and Consultancy Reports Information Technology for Learning in a New Era Five-Year Strategy 1998/99 to 2002/03

Chapter 4 Teacher Enablement 4.1To effect the paradigm shift mentioned in para. 1.2, it is important that our teachers appreciate the need for the paradigm shift and are receptive to the challenge of taking up their new role as a learning facilitator. Whilst we are glad to note from a survey conducted recently that our teachers are in general receptive to the potential advantages of IT for school education, we realise that the paradigm shift would mean a cultural change for teachers who are only familiar with the textbook-based approach of teaching and, for those who have had no exposure to computing so far, an IT literacy challenge altogether. Hence we will take active steps to assist teachers transit to the new mode of teaching. In so doing, we will be careful not to place emphasis solely on technical skills, but also on how the traditional textbook-based approach to pedagogy can diversify to include elements of IT, be more interactive and less rigidly structured, as the cases in Annex A show. Teachers' professional skills as a teacher will never be replaced by IT; IT will only serve to enhance it. On the other hand, we do not think teachers need to be computer experts at all, since most educational software and computer-aided teaching system are user-friendly nowadays. In fact, once teachers take the first step to use IT, they would not find it too difficult to get up to speed. 4.2It has been suggested that teacher enablement will not be important as long as students are all connected to the Internet because the students will quickly outpace their teachers. Whilst we fully appreciate the importance of more access and connectivity for students (see Chapter 3), it is exactly because students will be exposed to so much more information that the role of the teacher as a guide and facilitator becomes all the more important. For instance, although some students may be very adept with computers, they still need guidance to adopt the correct approach in searching the right materials, so that they will not go astray amidst the many distractions on the network. Teachers need to develop in students the skills to critically and intelligently select, analyse, absorb and present the abundance of information obtainable through the use of IT. "Comfortable" level capability to use IT tools and make use of teaching resource available on the Internet and the Intranet etc. in classroom teaching and lesson preparation. About 30 training hours may be required; "Competent" level capability to handle computer networking, resolve simple hardware and software problems, make more advanced use of authorware for lesson preparation etc., and understand the characteristics and uses of different IT tools and resources. 30 training hours in addition to those for "comfortable" level competency may be required; and "Creative" level capability to understand the functions of computer managed instruction systems, evaluate the effectiveness of instructional computer programs, design instructional materials with use of IT, and choose appropriate IT equipment to meet a school's needs. We expect a teacher who reaches the "creative" level to be able to advise his/her colleagues on a wide range of matters relating to use of IT in teaching, promote an IT culture in the school, develop school-based IT plans or teaching software, and manage the school's IT system. Part-time studies taking up 120 hours over two years may be required. As the training could be fairly intensive, the teachers concerned may have to be partially relieved of their teaching duties during the training period. 4.5Pending the establishment of an independent assessment mechanism (para. 4.9 below), we will commission a study to more clearly define the different levels of competency, and to develop the corresponding assessment tools. Assessment will be conducted by the training providers and/or schools depending on the training mode, and the results will be forwarded to the schools to facilitate planning of professional development for the teachers. 4.6As regards the training mode, we are developing several options for schools to choose to suit their varying readiness and needs. We will give schools a cash grant for them to acquire training for their teachers. For training up to the "competent" level, schools may choose to have any combinations of the following modes: - enrol their teachers in full training courses commissioned by ED following central tender; obtain core elements of training from any training suppliers short-listed by ED, and negotiate with the suppliers regarding any additional elements and logistical arrangements; and arrange training on their own, with maximum flexibility in terms of course contents and logistical arrangements. Training courses at the "creative" level are expected to be tailor-made and it would be more cost-effective for Government to provide them centrally through tertiary institutions. 4.7To enable our teachers to update their skills to keep up with the latest developments in IT in education, we will also: include IT elements in the general refresher courses and curriculum-related re-training provided by ED and tertiary institutions; and commission tertiary and other institutions to develop self-learning packages for teachers. Pre-service teachers 4.8With the high degree of IT application in the tertiary curriculum, we are confident that most graduates from our teacher training institutions will be at least IT literate. However, the issue of using IT to enhance the effectiveness of teaching has not yet been fully addressed in the current teacher education programme. We will require all teacher training institutions to integrate in their pre-service programmes, IT competency such as producing courseware, applying the skills of computer-aided instruction, and using various electronic networks for peer support and collaborative learning. Targets 4.9In the long term, we will consider setting up a graded certificate system administered by an independent assessment organisation. Within an overall timeframe, teachers can work towards different certificates at their own pace. The certificate system will not only facilitate the professional development of teachers, but will also provide school management with useful information on their teachers' competence in teaching through IT. Schools should be responsible for ensuring that the whole body of the teaching staff is adequately trained at different levels to fully meet the needs of the schools' IT plans. 4.10We will work with schools and tertiary institutions to ensure that: By the 2000/01 school year: all teachers reach at least the "basic" level of IT competency; all graduates of pre-service teacher education programmes reach at least the "competent" level of competency; By the 2002/03 school year: about 75% teachers reach at least the "comfortable" level; about 25% teachers reach at least the "competent" level; and one to two teachers in each school reach the "creative" level. Daily use 4.11Practice should accompany training for our teachers to get up to speed as soon as possible with the use of IT. In the consultation document, we proposed providing an incentive subsidy for teachers to acquire their own computers. Under the present economic condition, it is not possible to provide assistance in the form of a cash grant, but we will actively explore other possibilities, such as soliciting discounts in computer prices for teachers to acquire their own computers. Also, as more flexibility is given to schools to use the funding for hardware acquisition and IT training for teachers, schools will have a bigger scope in deploying resources to cater for the needs of their teachers. To help foster the cultural change among teachers, ED has been distributing circulars and other materials to schools and teachers through IT since mid 1998. Technical support 4.12A lot of respondents to the consultation document have pointed out that, as we provide more IT facilities for schools, there should be sufficient technical support to keep the facilities in a good working order, and to help teachers and students overcome difficulties such as mechanical breakdown or malfunctioning, especially during the start-up period. 4.13It is already our requirement that the computer suppliers will also provide Helpdesk service to teachers and schools. To further alleviate the concerns expressed by many principals and teachers about technical support, we shall arrange contract technical support service by region for all primary and secondary schools to ensure proper functioning of their newly-acquired computer equipment at an additional recurrent cost of $184 million. This mode of providing technical service would ensure that the technicians keep abreast of latest technological developments through support by their own companies. We will lay down clear conditions in the specifications for the potential contractors that we expect the technicians to be on site to provide support for a substantial part of the school hours, as well as prompt and sufficient servicing as and when schools need it. We will review in due course the effectiveness of this mode of providing technical support. Professional support 4.14The Information Technology Education Resource Centre (ITERC) was set up in September this year. With an ultimate establishment of about 60 staff, ITERC will: advise schools on the use of IT across the curriculum, development and implementation of school-based IT plans and preventive maintenance of IT equipment; disseminate information on and facilitate development of educational software (see Chapter 5); plan IT training for teachers; facilitate sharing of expertise and IT-based teaching resources among schools and teachers; and disseminate best practices emerged from the IT pilot scheme . In rendering support to schools, ITERC will give priority to schools which do not have an IT co-ordinator (see para. 4.15 below). It will also work closely with the IT co-ordinators in a particular district in giving advice and support to the other schools in the same district. 4.15As announced in the Chief Executive's 1998 Policy Address, from the 1999/00 school year, we will provide an IT co-ordinator per school to 120 schools which are more advanced in terms of IT culture and readiness and which can formulate a sound plan for promoting IT in education. The IT co-ordinator will be a qualified teacher who can develop and roll-out school-based IT plan, take charge of all IT-related teaching and learning activities in the school, tailor general software to meet the needs of the teachers and students, as well as supervise the maintenance of the school's IT system. The number of IT co-ordinators will rise to 250 in the 2000/01 school year when more schools become more ready in applying IT to teaching and learning. An additional recurrent cost of $95 million will be incurred. 4.16The principle of giving more resources and support for the more IT-ready schools is fully in line with our policy to encourage excellence and competition while ensuring a threshold level of provision for all. This is also the principle behind the IT pilot scheme whereby 20 schools have been given extra resources, including an IT co-ordinator in each school, to establish good practices in applying IT. At the same time, we are providing all schools with adequate resources to make a start in IT in education. These include resources and support for teacher training, technical support through contract service, professional support through ITERC as well as cash grant for acquiring teaching resources and other IT-related services. We will evaluate the performance of schools provided with an IT co-ordinator against their stated IT objectives and plans. Subject to the outcome of the evaluation and the general progress made in IT-related teaching and training in a year's time, we will consider seeking further resources to provide more schools with an IT co-ordinator as they reach the stage where they require and seek one.