1. Session 1: ICT and educational leadership beyond management
1.1. model
1.1.1. The world at large (beyond the community) Senge, et al., (2000), p.13
1.1.2. Country/region level – Education policy
1.2. showcase
1.2.1. Policy on ICT - USA
1.2.1.1. e-Learning: Putting a World-Class Education at the Fingertips of All Children
1.2.1.2. Getting America’s Students Ready for the 21st Century: Meeting the Technology Literacy Challenge
1.2.2. Policy UK
1.2.2.1. 1997 – Blair Government introduces Connecting the Learning Society: National Grid for Learning (DfEE, 1997)
1.2.3. Masterplan for ICT in Education
1.2.3.1. Masterplan I (1997-2002)
1.2.3.2. Masterplan II (2003-2008)
1.2.3.3. Masterplan III (2009-2014)
1.2.3.4. Masterplan IV (2015)
1.2.3.5. Five Year Strategy - 1998
1.2.3.6. Empowering Learning and Teaching with Information Technology - July 2004
1.2.3.7. 3rd Strategy IT in Education - 2008
1.2.3.8. The 4th Strategy on IT in Education (May 2014)
1.3. reflection
1.3.1. ICT challenges to educational leadership
1.3.1.1. Schoeny, Z. G. (2002). Leadership of information technology in education.
1.3.2. Introducing “e-Leadership”
1.3.3. Comfort levels of teachers
1.3.4. Educational leaders
1.3.5. Is this true in Hong Kong?
2. Session 6: Strategic e-Leadership: building architectures for learning and innovation
2.1. model
2.1.1. Communities of practice (CoP)
2.1.1.1. shared domain
2.1.1.2. regular interactions
2.1.1.3. shared practice
2.1.2. Design for scalability (Clarke & Dede, 2009)
2.1.3. Architecture for learning
2.1.3.1. Well-designed
2.1.3.1.1. with alignment
2.1.3.1.2. distributed leadership
2.2. showcase
2.2.1. River city project - Harvard
2.2.1.1. lack of connectedness during classroom level
2.2.2. HK vs Finland
2.2.2.1. ICT as a scaffold to build connectedness and innovation
2.2.2.1.1. Finland: collaboration
2.2.2.2. critical platform for innovation
2.2.2.2.1. “Efforts to scale-up & sustain innovation…” (Law, Yuen & Fox 2011)
2.3. reflection
2.3.1. Well-designed architecture for learning
2.3.1.1. with alignment
2.3.1.2. distributed leadership
3. Session 7: ICT implementation and e-Leadership: change as multilevel and interconnected in the educational ecology
3.1. model
3.1.1. Design for scalability (Clarke & Dede, 2009)
3.2. showcase
3.2.1. Constancy and Change in Work Practice in Schools: The Role of Organizational Routines (Jennifer Zoltners Sherer & James Spillane — 2011)
3.2.1.1. By designing and supporting an organizational routine , leaders can create opportunities for change in school practice.
3.3. reflection
3.4. barriers and challenges to ICT implementation in Hong Kong schools
3.4.1. Vision and leadership
3.4.1.1. lacking of professional development and support
3.4.1.2. Not widespread use of IT in curriculum and pedagogical innovation
3.4.2. perception
3.4.2.1. school heads
3.4.2.1.1. underestimate the negative consequence of IT for teachers
3.4.2.2. teachers
3.4.3. phyicsal storage / location of computers
3.4.4. professional development
3.4.4.1. not easily adopted by teachers
4. Session 8: ICT and systemic leadership – Nurturing Communities of Practice and Distributed Leadership
4.1. model
4.2. showcase
4.3. reflection
5. Session 2: ICT policy and its Implications for Educational Leadership
5.1. model
5.1.1. public policy
5.1.1.1. action
5.1.1.2. inaction
5.1.1.3. problems
5.1.1.3.1. (sometimes opportunities)
5.1.2. Restatement of definition
5.1.3. Classical’ definition
5.1.4. Problem definition
5.1.5. Elements of a policy statement
5.1.5.1. problem definition
5.1.5.2. policy goals
5.1.5.3. policy instruments
5.1.6. Policy Goals
5.1.6.1. Policy Instruments – how the problem is to be addressed and the goals achieved
5.1.7. Policy consistency
5.1.7.1. Internal consistency
5.1.7.2. Vertical consistency
5.1.8. Internal and vertical consistency
5.1.9. Horizontal consistency
5.2. showcase
5.2.1. “Bad administration, to be sure, can destroy good policy; but good administration can never save bad policy” (Adlai Stevenson, speech, Los Angeles, Sept. 11, 1952)
5.3. reflection
5.3.1. Understanding Policy
5.3.2. Why focus on policy
5.3.3. Policy analysis
5.3.4. Several ways to analyze policy
5.3.4.1. Normative
5.3.4.2. Legal
5.3.4.3. Logical
5.3.4.4. Empirical
5.3.5. Why use ICT in education?
5.3.6. Rationales
5.4. Compare Hong Kong ICT strategies & Singapore Masterplan
5.4.1. Key policy & demensions
5.4.1.1. better
5.4.2. Differences
6. Session 3: Curriculum and ICT leadership
6.1. model
6.1.1. UNESCO policy framework
6.1.2. Zhao, Lei and Conway (2006)
6.2. showcase
6.2.1. Malaysia blueprint
6.2.1.1. Understanding the current challenges
6.2.1.2. Outlining transformation programme
6.2.1.3. Establishing a clear vision and aspirations
6.2.1.4. 11 Shifts to Transform the system
6.2.2. China education reform (Shanghai)
6.3. Technological trends shaping the learning environment
6.3.1. new learning environment
6.3.2. resources in IT hardware and software
6.3.3. strengthen school leadership
6.3.4. teachers' professional development
6.3.5. curriculum framework
6.4. reflection
6.4.1. Malaysia blueprint
6.4.1.1. Education on technology literacy focus is relatively weak in Wave 1
6.4.1.2. Knowledge creation & deepening evenly carried out across 3 Waves via implementing international standards
6.4.1.3. Curriculum and Assessment- Most important aspect of the Malaysia Blueprint
6.4.1.4. ICT innovations are focused in Wave 2 and Wave 3 to cater different education needs
6.4.1.5. Organization and Administration, Strengthen ministry power and given autonomy for budget allocation
6.4.1.6. Teacher Professional Development Plays an importation role in Wave 1 and Wave 2
7. Session 4: Understanding change: theories of change and sustainability
7.1. Nature of change
7.1.1. sustaining vs disruptive
7.1.2. incremental vs radical
7.1.3. interdependent
7.1.4. continuous
7.2. 3 models of innovation
7.2.1. Diffusion Model
7.2.1.1. 4 main elements
7.2.1.1.1. innovation
7.2.1.1.2. communication channels
7.2.1.1.3. time
7.2.1.1.4. social system
7.2.1.2. 3 representative cases
7.2.1.2.1. boil water in a Peruvian village
7.2.1.2.2. British Navy: control scurvy
7.2.1.2.3. Dvorak typewriter keyboard
7.2.1.3. adopter category
7.2.1.3.1. innovators
7.2.1.3.2. early adopters
7.2.1.3.3. early majority
7.2.1.3.4. late majority
7.2.1.3.5. laggards
7.2.1.4. attributes of innovation adoption rate
7.2.1.4.1. relative advantage
7.2.1.4.2. compatibility
7.2.1.4.3. complexity
7.2.1.4.4. trialability
7.2.1.4.5. obervability
7.2.2. Epidemic Transforming Model
7.2.2.1. 5 stages
7.2.2.1.1. Create the right climate
7.2.2.1.2. Disciplining innovation
7.2.2.1.3. Devise & implement lateral strategy
7.2.2.1.4. Use ICT laterally
7.2.2.1.5. Make a learning system
7.2.3. Ecological Metaphor Model
7.2.3.1. competing species
7.2.3.2. ecosystem
7.3. showcase
7.3.1. Sustainable Large-scale Change: Ontario experience
7.3.2. Finnish Experience
7.3.3. AISI Colloquium: Alberta experience
7.4. reflection
8. Session 5: ICT and School Leadership for Change
8.1. model
8.1.1. 7 principles of sustainable leadership
8.1.1.1. 1.Sustainable leadership creates and preserves sustaining learning 2. Sustainable leadership secures success over time. 3. Sustainable leadership sustains the leadership of others. 4. Sustainable leadership addresses issues of social justice. 5. Sustainable leadership develops rather than depletes human and material resources. 6. Sustainable leadership develops environmental diversity and capacity 7. Sustainable leadership undertakes activist engagement with the environment.
8.1.2. Roger’s diffusion theory
8.1.3. Education Epidemic (Hargreaves, D. 2003)
8.2. showcase
8.2.1. SCALE-CCR framework
8.2.1.1. innovative pedagogical practices
8.3. Sustainable leadership in schools
8.3.1. #1 Student learning
8.3.1.1. promote vision and goals
8.3.2. #2 Administrator
8.3.2.1. teacher leaders help embrace goals and understand the changes improvement
8.3.3. #3 Basic needs
8.3.3.1. setting leadership practices
8.3.4. #4 Challenges and Opportunities
8.3.4.1. empowering others to make significant decisions
8.3.4.2. creating and sustaining a competitive school
8.3.4.3. providing instruction guidance
8.3.4.4. strategic planning
8.3.5. #5 Diversity
8.3.5.1. building powerful forms of teaching and learning
8.3.5.2. creating strong communities in schools
8.3.5.3. expanding the proportion of students’ social capital valued by the schools
8.3.5.4. nurturing the development of family educational values