1. ICT and School Leadership for Change
1.1. Definition
1.2. Rational: Why is Important?
1.2.1. Outcomes: Accountable
1.2.2. Complexity: Guide through Increasingly Complex Environment
1.3. Research Base
1.3.1. Significant Effects on Student Learning
1.3.1.1. *Galvanizing Effort
1.3.1.2. Promote Vision and Goals
1.3.1.3. Ensure Resources and Processes
1.3.2. Provide Leadership
1.3.2.1. Most in School
1.3.2.2. Other Potential Sources
1.3.3. Basics of Successful Leadership
1.3.3.1. Setting Directions
1.3.3.2. Developing People
1.3.3.3. Developing the Organization
1.3.4. Respond to Challenges and Opportunities
1.3.4.1. Creating and Sustaining a Competitive School
1.3.4.2. Empowering Others to Make Significant Decisions
1.3.4.3. Providing Instruction Guidance
1.3.4.4. Strategic Planning
1.3.5. Diverse Groups of Students
1.3.5.1. Building Powerful Forms of Teaching and Learning
1.3.5.2. Creating Strong Communities in Schools
1.3.5.3. Expanding the Proportion of Students' Social Capital Valued By the School
1.3.5.4. Nurturing the Development of Family Educational Values
2. Understanding Change
2.1. Diffusion of Innovation
2.1.1. Attributes
2.1.1.1. Relative Advantages
2.1.1.2. Compatibility
2.1.1.3. Complexity
2.1.1.4. Trialability
2.1.1.5. Observability
2.1.1.6. Re-invention
2.1.2. Roger's Diffusion
2.1.2.1. Innovation
2.1.2.1.1. New Ideas
2.1.2.2. Channel
2.1.2.2.1. Messages Get from One Individual to Another
2.1.2.3. Time
2.1.2.3.1. Innovation-Decision Process
2.1.2.4. Rate of Adoption "S-shape" Curve
2.1.2.4.1. Adopter Categories
2.1.2.5. Social System
2.1.2.5.1. Structure
2.1.2.5.2. Norms
2.1.2.5.3. Informal
2.1.2.5.4. Consequences
2.1.2.5.5. Organizational Innovativeness
3. Curriculum and ICT Leadership
3.1. ICT Policy in education
3.1.1. Two learning models
3.1.1.1. Current position
3.1.1.2. Changes (Trend)
3.1.1.2.1. Theories of changes
3.1.1.2.2. Innovation
3.1.1.2.3. Sustainability
3.1.1.3. Policy (Intentions)
3.1.1.4. Practice (Evaluations)
3.1.1.5. Theories support
3.1.1.5.1. New learning environment
3.1.1.5.2. Resources
3.1.1.5.3. Leadership
3.1.2. Key features of plans
3.1.2.1. China
3.1.2.2. Singapore
3.1.2.3. Japan
3.1.2.4. USA
3.1.2.5. Hongkong
3.1.2.5.1. Infrastructure
3.1.2.5.2. PD for teachers
3.1.2.5.3. IT focused curriculum and resource support
3.1.2.5.4. Fostering a community-wide culture
3.1.3. Knowledge construction
3.1.4. Vision for the future
3.1.4.1. 7 Goal
4. ICT Implementation and E-leadership
4.1. Barriers & Challengs
4.1.1. Barriers in School
4.1.1.1. Vision and Leadership
4.1.1.2. IT Hardware
4.1.1.3. Communication between Parents and School
4.1.1.4. Professional Development (TPCK)
4.1.1.5. ......
4.1.2. First-Order Barriers
4.1.2.1. Lack of Access to ICT
4.1.2.2. Inadequate Technical Support
4.1.2.3. ......
4.1.3. Second-Order Barriers
4.1.3.1. Teachers' Belief about T&L
4.2. E-leadership Characteristics
4.2.1. Central Forces Shaping Educational Leadership
4.2.1.1. Changing School Demographics
4.2.1.2. Hybrid School Governance
4.2.1.3. ......
4.2.2. Recurring Dilemmas of Educational Leadership
5. Strategic E-leadership
5.1. Building Architecture for Learning and Innovation
5.2. Writing School ICT Policy
5.2.1. *What is it?
5.2.2. *Why is it needed
5.2.3. *People Involved
5.2.4. *Stages Involving
5.2.5. *Areas Included
5.2.6. *Advantage & Disadvantages
5.3. E-Confident School
5.3.1. 10 Key Features
6. Introduction
6.1. Country/Region Level Policy on ICT
6.1.1. USA
6.1.2. UK
6.1.3. HK
6.2. School Reform
6.2.1. Masterplan 1
6.2.1.1. Basic Level of ICT Integration Competency
6.2.2. Masterplan 2
6.2.2.1. Support & Develop Useful Learners
6.2.3. Masterplan 3
6.2.3.1. Strengthen Integration
6.2.3.2. Provide Differentiated Development
6.2.3.3. Improve Sharing
6.2.3.4. Enhance Provisions
6.2.4. Masterplan 4
6.3. Challenges
6.3.1. Not Fully Versed
6.3.2. Successful Application
6.3.2.1. New Challenges
6.3.3. Continually Developing Process
6.3.4. Comfort Levels of Teachers
6.3.4.1. Digital Natives
7. ICT Policy and Its Implication
7.1. Understanding Policy
7.1.1. Definition
7.1.1.1. Restatement of Definition
7.1.1.2. "Classical Definition
7.1.1.3. Elements of A Policy Statement
7.1.1.4. Problem Definition
7.1.2. Policy Goals
7.1.3. Policy Instruments
7.1.3.1. Programs
7.1.3.2. Activities
7.1.4. Policy Consistency
7.1.4.1. Internal and Vertical Consistency
7.1.4.2. Horizontal Consistency
7.1.5. Policy Analysis
7.1.5.1. Ways to Analyze
7.1.5.1.1. Values
7.1.5.1.2. Statuts
7.1.5.1.3. Consistency
7.1.5.1.4. Effects
7.2. Implementation in Hong Kong Schools
7.2.1. Pedagogical Orientations
7.2.1.1. Traditionally Important Orientation (dominant)
7.2.1.2. Life-long Learning Orientation
7.2.1.3. Connectedness Orientation
7.2.2. Students Competence
7.2.2.1. Basic Technical Skills
7.2.2.2. Lower Level IL Skills
7.2.2.3. High Level IL Skills (low)
7.2.3. Changes
7.2.3.1. Traditionally Important
7.2.3.2. Lifelong Learning
7.2.3.3. connectedness
7.3. Education reform and economic development
7.3.1. Rational
7.3.2. Basis
7.3.2.1. Capital accumulation
7.3.2.2. Increased productivity
7.3.3. Productivity-Based Growth
7.3.3.1. Capital Deepenin
7.3.3.2. High quality labor
7.3.3.3. Knowledge creation and innovation
7.3.4. Unique Character of Knowledge
7.3.5. Education & Economic Growth
7.3.5.1. Definition
7.3.5.2. Change
7.3.5.3. Reform
7.4. Singapore’s Masterplan
7.4.1. Need
7.4.2. Journey
7.4.2.1. Masterplan 1 (1997)
7.4.2.2. Masterplan 2 (2003)
7.4.2.3. Masterplan 3 (2009)
7.4.3. Framework
7.4.4. Implementation
7.4.5. Scaling
7.4.5.1. Centralized top-down
7.4.5.2. Centralized bottom-up
7.4.5.3. De-centralized bottom-up
7.4.5.4. De-centralized top-down
7.4.6. Evaluation mechanisms
7.4.7. Reflections