Policy of IT in Education:Policy of IT in Education:In the context of HKSARIn the context of HKSAR

March 12, 2013March 12, 2013Lecture 8Lecture 8

J. WanJ. Wan

IntroductionIntroduction

Part 1:Part 1:Policy details of IT in Education of HKSARPolicy details of IT in Education of HKSARPart 2:Part 2:An analysis of the policy of IT in Education from a An analysis of the policy of IT in Education from a

sociological perspectivesociological perspective EconomicEconomic PoliticalPolitical CulturalCultural Social – more on L10 Social – more on L10

Policy context of IT in EducationPolicy context of IT in Education

The rise of network society leads towards The rise of network society leads towards a global and knowledge-oriented society a global and knowledge-oriented society

& exerts great impact on steering& exerts great impact on steeringeducation reformseducation reforms

Anchoring at the frontier of a knowledge Anchoring at the frontier of a knowledge society, a lot of countries have formulated society, a lot of countries have formulated their own policies for the development of IT their own policies for the development of IT in education, the pioneering nations are …in education, the pioneering nations are …

National master plansNational master plans for IT in education: for IT in education: Pioneering nationsPioneering nations

NetherlandsUnited

Kingdoms

JapanUnited States

Australia

Singapore

Canada

Policy context of IT in educationPolicy context of IT in education

global knowledge-oriented societyglobal knowledge-oriented society

education reformseducation reforms

IT in education IT in education

steering

tapping into

Global policy contextGlobal policy context19991999 UNESCO study group on “learning without frontiUNESCO study group on “learning without fronti

er” er” released a released a report on ITreport on IT20002000 G8 meeting in Okinawa 1st major summit placing G8 meeting in Okinawa 1st major summit placing

emphases on IT in educationemphases on IT in education20052005 WSIS Tunis Commitment of the World Summit oWSIS Tunis Commitment of the World Summit o

n the n the Information SocietyInformation Society““Ministers underlined the importance of information aMinisters underlined the importance of information a

nd nd communication technologies (ICTs) for advancing communication technologies (ICTs) for advancing ququality ality educationeducation. They reaffirmed their commitment to . They reaffirmed their commitment to

promoting the more effective use of ICTs in education,promoting the more effective use of ICTs in education, in in accordance with the accordance with the G8 Okinawa Communique on thG8 Okinawa Communique on the e Global Information SocietyGlobal Information Societyand the Tunis Commitmenand the Tunis Commitment of t of the World Summit on the Information Society.” the World Summit on the Information Society.”

(Statement 6)(Statement 6)20062006 G8 ministerial meeting on education in Moscow G8 ministerial meeting on education in Moscow

addressing the importance of ICT for advancing addressing the importance of ICT for advancing quality educationquality education

Policy context of Hong KongPolicy context of Hong Kong

1980s1980s Computer Studies for senior secondaryComputer Studies for senior secondary1997 1997 Education Commission Report No. 7Education Commission Report No. 7

for quality educationfor quality education19981998 1st 1st policy strategypolicy strategy

““Information Technology for Learning in a Information Technology for Learning in a New New Era: Five-year Strategy – 1998/99 to Era: Five-year Strategy – 1998/99 to 2002/03”2002/03”

20042004 Computer and Information TechnologyComputer and Information Technology20042004 2nd2nd policy strategy policy strategy

““Empowering Learning and Teaching with Empowering Learning and Teaching with IT”IT”

20082008 3rd3rd policy strategy policy strategy““Right Technology at Right Time for the Right Technology at Right Time for the

Right Right Task”Task”

Policy context of HKSARPolicy context of HKSAR

In spite of the early introduction of IT to schools, In spite of the early introduction of IT to schools, the utilization of IT in education has not yet the utilization of IT in education has not yet been confined until 1997, the year of political been confined until 1997, the year of political changeover.changeover.

After the delivery of the maiden policy address After the delivery of the maiden policy address of the first HKSAR chief executive in October of the first HKSAR chief executive in October 1997, the policy document, “Information 1997, the policy document, “Information Technology for Learning in Technology for Learning in a New Era: a New Era: Five-year Strategy – 1998/99 to 2002/03” Five-year Strategy – 1998/99 to 2002/03” (EMB, 1998) was launched in 1998.(EMB, 1998) was launched in 1998.

VisionVision

Normative statement:Normative statement:

““To make Hong Kong ‘a leader, not a To make Hong Kong ‘a leader, not a follower, in the information world of follower, in the information world of

tomorrow’ tomorrow’ ” ”

(EMB 1998, Forward page).(EMB 1998, Forward page).

ObjectivesObjectives““To turn our schools into dynamic and To turn our schools into dynamic and

innovative learning institutions where students innovative learning institutions where students can become more motivated, inquisitive and can become more motivated, inquisitive and creative learnerscreative learners.”.”

““To link up our students with the vast To link up our students with the vast network network world of knowledge and informationworld of knowledge and information to enable to enable them to acquire a broad knowledge base and them to acquire a broad knowledge base and a global outlook”a global outlook”

““To develop in our students To develop in our students capabilities to capabilities to process informationprocess information effectively and efficiently” effectively and efficiently”

“ “ To develop in our students the attitude and To develop in our students the attitude and capability for independent capability for independent life-long learninglife-long learning””

(EMB 1998, p.1-2)(EMB 1998, p.1-2)

1st/Five-year 1st/Five-year strategy:strategy:

laying down the laying down the foundation for foundation for the policy of ICT the policy of ICT in education in in education in Hong Kong, with Hong Kong, with focus on the focus on the development of development of physical physical infrastructure of infrastructure of IT in schools & IT in schools & IT training for IT training for teachersteachers

Policy context of HKSARPolicy context of HKSARThe policy aligned with the recommendations of The policy aligned with the recommendations of

the Education Commission Report No. 7 the Education Commission Report No. 7 (EMB, 1997) to improve the (EMB, 1997) to improve the quality of school quality of school educationeducation by providing the correct by providing the correct infrastructure which aimed at promoting infrastructure which aimed at promoting quality school culture and education.quality school culture and education.

Since then, a series of IT events and programs Since then, a series of IT events and programs has been launched and implemented in has been launched and implemented in schools under the four designated domains, schools under the four designated domains, guiding schools to make decisions about guiding schools to make decisions about infrastructure acquisition, curriculum change infrastructure acquisition, curriculum change and staff development: and staff development:

HKSAR: Policy of IT in Education HKSAR: Policy of IT in Education

4 designated domains4 designated domains of the five-year of the five-year strategy (EMB, 1998):strategy (EMB, 1998):Access and connectivityAccess and connectivityTeacher enablementTeacher enablementCurriculum and resource supportCurriculum and resource supportCommunity-wide cultureCommunity-wide culture

2nd 2nd strategystrategy ::

steering the focus steering the focus mainly towards mainly towards the enhancement the enhancement of student of student learning, the learning, the empowerment of empowerment of teacher teacher pedagogical pedagogical innovation & as innovation & as well as the well as the enhancement of enhancement of school leadership school leadership with information with information literacy and literacy and technology technology

3rd 3rd strategy:strategy:

taking the taking the advantage of advantage of web web technologies technologies with focus on the with focus on the human factors to human factors to further the further the integration of IT integration of IT in teaching & in teaching & learning with the learning with the support from support from parentsparents

HKSAR: Policy of IT in EducationHKSAR: Policy of IT in Education

The HKSAR government has hitherto The HKSAR government has hitherto made massive investments in technology made massive investments in technology to support schools’ information work. ICT to support schools’ information work. ICT now accounts for a big share of the total now accounts for a big share of the total school expenditures on capital school expenditures on capital equipment. equipment.

Status of IT in Education Status of IT in Education

Expenditure of 3 strategies for school sectExpenditure of 3 strategies for school sectors:ors:a million-dollar multimedia laboratory in alma million-dollar multimedia laboratory in alm

ost every aided school ost every aided school broad-band internet accessbroad-band internet accessprofessional development training programprofessional development training program

mesmesadditional personnel for curriculum developadditional personnel for curriculum develop

ment and technical supportment and technical support

艺术活动中心

多媒体学习室

多媒体学习室

多媒体学习室

Major source of IT funding: Quality Major source of IT funding: Quality Education Fund Education Fund

QEF was established in January 1998 with an QEF was established in January 1998 with an allocation of HK$5 billion.allocation of HK$5 billion.

The establishment is one of the major The establishment is one of the major recommendations of the recommendations of the Education Education Commission Report No.7Commission Report No.7 .   . 

Status of IT in EducationStatus of IT in EducationLeague table in the domains of League table in the domains of

IT infrastructure/ computer ratioIT infrastructure/ computer ratio1st in Asia 1st in Asia 4th among the world4th among the world

IT teaching support and educational IT teaching support and educational technologytechnology2nd in Asia2nd in Asia4th among the world4th among the world

(Law et al., 2008)(Law et al., 2008)

Status of IT in EducationStatus of IT in Education

The total expenditure of the 3 strategies has The total expenditure of the 3 strategies has made the policy of IT in education at a grand made the policy of IT in education at a grand scale in monetary terms.scale in monetary terms.

The provision of excellent infrastructure for The provision of excellent infrastructure for connectivity to support IT in education connectivity to support IT in education presents a straight forward set of challenges presents a straight forward set of challenges to the schools, as demonstrated by the major to the schools, as demonstrated by the major evaluations of the policy (EMB 2002, World evaluations of the policy (EMB 2002, World Bank 2006) Bank 2006)

Status of IT in Education Status of IT in Education The government thought that computers would be a The government thought that computers would be a

good idea and so they were poured into schools, good idea and so they were poured into schools, effectively saying to teacherseffectively saying to teachers

““Now use them!”Now use them!”

““25% IT components in each subject 25% IT components in each subject across school curriculum”across school curriculum”

These accounts rely on the rational-choice model of These accounts rely on the rational-choice model of policy implementation: policy implementation:

““A good design of policy with the support of resources, its A good design of policy with the support of resources, its implementation will have no problemimplementation will have no problem.”.”

Status of IT in EducationStatus of IT in Education

The vast majority of schools have tappeThe vast majority of schools have tapped the potential of IT d the potential of IT (EMB 2002, 2005, 2007a, 2007b, EdB 2012):(EMB 2002, 2005, 2007a, 2007b, EdB 2012):

to enhance teaching and learning anto enhance teaching and learning and d

to modernise the way in which schoto modernise the way in which schools are run and organisedols are run and organised

Professional development for teachersProfessional development for teachers

Provision of centralized IT training for Provision of centralized IT training for teachersteachers

Benchmarking of teachers’ Benchmarking of teachers’ IT competenceIT competence

4 levels: 4 levels:

BIT – basic levelBIT – basic level

IIT – intermediate levelIIT – intermediate level

UIT – upper-intermediate levelUIT – upper-intermediate level

AIT – advanced levelAIT – advanced level

Evaluation of the 3rd strategy Evaluation of the 3rd strategy (EdB, 2012)(EdB, 2012)

Conclusion:Conclusion:““The study showed that the Third ITEd Strategy has carri

age of significant progress in terms of the seven review areas which indicated schools are ready for a paradigm shift towards the mode of student-centred e-Lea

rning.”(EdB 2012, p.9 & 120)(EdB 2012, p.9 & 120)

The terms “paradigm shift” appeared four times in tThe terms “paradigm shift” appeared four times in the sections of summary of findings (p.9), major rehe sections of summary of findings (p.9), major recommendations (p.8), recommendations (p.120) commendations (p.8), recommendations (p.120) and conclusion (p.120) with no definition of the teand conclusion (p.120) with no definition of the term given. rm given.

QuestionsQuestions

What kind of paradigm shift does it What kind of paradigm shift does it refer to? refer to?

Is it possible to make such a shift Is it possible to make such a shift sustainable ?sustainable ?

Evaluations of the policy of IT in education Evaluations of the policy of IT in education (EMB 2002, 2005, 2007a, 2007b, EdB 2012)(EMB 2002, 2005, 2007a, 2007b, EdB 2012)::

The 3 strategies of IT in education The 3 strategies of IT in education has addressed more on the has addressed more on the “what” side rather than the “how” “what” side rather than the “how” and “why” sides.and “why” sides.

Implications for ITEd policyImplications for ITEd policy

Real challenges:Real challenges:PracticePractice

To embed IT within teaching and learning at To embed IT within teaching and learning at policy level as well as policy level as well as individual level individual level (teachers and students)(teachers and students)

Partnership with stakeholdersPartnership with stakeholders

Research & innovationResearch & innovationEvidence-based policy approach: New Evidence-based policy approach: New

knowledge and skills to be developed in a knowledge and skills to be developed in a cognitive perspectivecognitive perspective

Additive manufacturing/ 3D printing:Additive manufacturing/ 3D printing:Oxford Performance Materials (OPM) have developed the Selective Laser Oxford Performance Materials (OPM) have developed the Selective Laser

Sintering (SLS) process, one of many new 3D printing technologies, used to fuse Sintering (SLS) process, one of many new 3D printing technologies, used to fuse small grains of the material into complete parts.small grains of the material into complete parts.

Google-Adidas talking shoes:with accelerometer, gyro, pressure sensor and speakers for coaching running with accelerometer, gyro, pressure sensor and speakers for coaching running

Why policy of IT in education?Why policy of IT in education?

The causality The causality

between between

global-informational age & global-informational age &

lifelong-learning education reforms…lifelong-learning education reforms…

Global-Informational Age and Lifelong-Learning Global-Informational Age and Lifelong-Learning Education Reforms: In Search of the CausalityEducation Reforms: In Search of the Causality

(Tsang, 2005)(Tsang, 2005)

Education reform and the legitimation crisis of the Education reform and the legitimation crisis of the competition statecompetition state Education reform as Education reform as economic projecteconomic project of competi of competi

tion state to solve the economic crisis elicited by tion state to solve the economic crisis elicited by the erosion of the economic nationalism and to ethe erosion of the economic nationalism and to enhance nation competitiveness in global-informatnhance nation competitiveness in global-informational economy and to elevate the employability oional economy and to elevate the employability of the national labor forcef the national labor force

Education reform as part of the Education reform as part of the administrative pradministrative projectoject of competition state for reforming the public of competition state for reforming the public sectors of the welfare state, in which public schosectors of the welfare state, in which public schooling system is the major sectoroling system is the major sector

Education reform and the legitimation crisis of the compEducation reform and the legitimation crisis of the competition stateetition state Education reform as Education reform as political projectpolitical project of competition stat of competition stat

e for nurturing politically empowered citizenship in pose for nurturing politically empowered citizenship in post-materialist politicking basest-materialist politicking bases

Education reform as Education reform as cultural projectcultural project of competition stat of competition state for resolving of the cultural nihilism of postmodernise for resolving of the cultural nihilism of postmodernism and moral panic of consumerism m and moral panic of consumerism

Education reform as Education reform as social projectsocial project of competition state of competition state for socially inclusion and bridging digital divisions betwfor socially inclusion and bridging digital divisions between the globally mobile and the locally immobile, the heen the globally mobile and the locally immobile, the have and the have-not, IT literate and the illiterate, etc. ave and the have-not, IT literate and the illiterate, etc.

Global-Informational Age and Lifelong-Learning Global-Informational Age and Lifelong-Learning Education Reforms: In Search of the CausalityEducation Reforms: In Search of the Causality

(Tsang, 2005)(Tsang, 2005)

Are these statements true for the policy Are these statements true for the policy of IT in education in the context of of IT in education in the context of

HKSAR?HKSAR?

Context of global-informational age Context of global-informational age

As the network society (Castells, 1996) has beeAs the network society (Castells, 1996) has been emerging, the ways of working, studying, tean emerging, the ways of working, studying, teaching and collaborating differ from the past in tching and collaborating differ from the past in the 21st century. The changes are connected he 21st century. The changes are connected with technological advancement and the emerwith technological advancement and the emergence of knowledge society.gence of knowledge society.

The deployment of IT transforms the way of knoThe deployment of IT transforms the way of knowledge acquisition and brings new requiremenwledge acquisition and brings new requirements in the cultures of work and study.ts in the cultures of work and study.

Hope city project in Ghana: Hope city project in Ghana: IT Revolution in Africa Ghana has launched a project to build a $10bn (£6.6bn) IT hubGhana has launched a project to build a $10bn (£6.6bn) IT hub

near the capital, Accra, within three years. near the capital, Accra, within three years. It would include an IT university, a residential area, a hospital, It would include an IT university, a residential area, a hospital,

as well as social and sporting amenities as well as social and sporting amenities

SpaceTop 3D see-through computer:SpaceTop 3D see-through computer:Allowing people to interact with machines in the same way they do with solid objects, maAllowing people to interact with machines in the same way they do with solid objects, ma

king computing much more intuitiveking computing much more intuitive

Hyper-connected world:Hyper-connected world:

Cloud services by Amazon cloud drive, Cloud services by Amazon cloud drive, Google drive & Apple iCloudGoogle drive & Apple iCloud

New spatial logicNew spatial logicThe cyber communication in the network soThe cyber communication in the network so

ciety diminishes spatially localized social iciety diminishes spatially localized social interaction…nteraction…A new spatial logic – A new spatial logic – space of flowsspace of flows

This opposes to the This opposes to the historically rooted spatial organisation – historically rooted spatial organisation –

space of placesspace of places

Compression of time & spaceCompression of time & spaceThe technological infrastructure that builds up the network defineThe technological infrastructure that builds up the network define

s the new space.s the new space.Space organises time in the network society. Space and time arSpace organises time in the network society. Space and time ar

e being transformed under the combined effect of IT paradigm,e being transformed under the combined effect of IT paradigm, and of social forms and processes induced by current proces and of social forms and processes induced by current processes of historical change.ses of historical change.

Such spatial and temporal compression is resulted from the perSuch spatial and temporal compression is resulted from the permeation of the network logics and the converging and integratimeation of the network logics and the converging and integrative capacity of IT (Castells, 1996). ve capacity of IT (Castells, 1996).

Friedman (2006) describes that the human history has migrated Friedman (2006) describes that the human history has migrated to its third phase of globalization – empowerment of individualto its third phase of globalization – empowerment of individuals to act globally. The dynamic in such Globalization 3.0 is “the s to act globally. The dynamic in such Globalization 3.0 is “the newfound power for individuals to collaborate and compete glnewfound power for individuals to collaborate and compete globally” (p.10). This condition provides greater inter-cultural intobally” (p.10). This condition provides greater inter-cultural interaction between people across the borders of countries and eraction between people across the borders of countries and continents, giving rise to the informational-global economy ancontinents, giving rise to the informational-global economy and to the polarization of globally mobile capitalists and locally id to the polarization of globally mobile capitalists and locally immobile workers. mmobile workers.

Globalization Globalization (single ecosystem, single community)(single ecosystem, single community)

Friedman (2006)Friedman (2006)PhasePhase

globalization 1.0globalization 1.0 1492 - 1800 ~ Columbus1492 - 1800 ~ Columbus

globalization 2.0globalization 2.0 1800 - 20001800 - 2000

globalization 3.0globalization 3.0 2000 – to date2000 – to date

Driving forceDriving force

country-globalizingcountry-globalizing

company-globalizingcompany-globalizing

individual-globalizingindividual-globalizing ““flat-world platform”flat-world platform”

Economic consequencesEconomic consequences

The fact is that the information technologies The fact is that the information technologies are now driving the economic engines in are now driving the economic engines in most of industrialized world. The intense most of industrialized world. The intense digitization of daily life challenges digitization of daily life challenges seriously the entire world.seriously the entire world.

The combination of spatial dispersed and The combination of spatial dispersed and global integration has created a new global integration has created a new strategic role for the deployment of IT in strategic role for the deployment of IT in education. education.

Having gone through the two industrial revolutions in the Having gone through the two industrial revolutions in the 18th and 19th centuries as well as the IT revolution in 18th and 19th centuries as well as the IT revolution in the aftermath of the Second World War, the significanthe aftermath of the Second World War, the significance and role of technology in the economy and in societce and role of technology in the economy and in society has become extremely important over the past decay has become extremely important over the past decades. des.

Supplanting capital and labour by information and knowlSupplanting capital and labour by information and knowledge as factors of production in the 1990s, the latter cedge as factors of production in the 1990s, the latter considered being the key to success lies in the knowledonsidered being the key to success lies in the knowledge-based economy. Under the wave of education reforge-based economy. Under the wave of education reform, schools and governments enthusiastically embrace m, schools and governments enthusiastically embrace all that technology has to offer, thus, the role of IT in sall that technology has to offer, thus, the role of IT in shaping learning activity (Castells, 2001) in school lives haping learning activity (Castells, 2001) in school lives has become more and more prominent. has become more and more prominent.

Economic consequencesEconomic consequences

The social rationale: The social rationale: Students should be prepared to deal with IT in order to becStudents should be prepared to deal with IT in order to bec

ome well-informed citizensome well-informed citizens

The vocational rationale: The vocational rationale: Students should be prepared to become knowledge workerStudents should be prepared to become knowledge worker

s (Drucker, 1960) in a global context.s (Drucker, 1960) in a global context.

The pedagogical rationale: The pedagogical rationale: IT can improve and enhance the teaching and learning procIT can improve and enhance the teaching and learning proc

esses.esses.

Are these normative statements taken for granted?Are these normative statements taken for granted?

Reflection 1: Reflection 1: Why IT in schools?Why IT in schools?

Reflection 2: Reflection 2: Instrumental economicismInstrumental economicism

For increasing the employability of school-leavers and upsFor increasing the employability of school-leavers and upskilling the productivity of the existing labor force to meet killing the productivity of the existing labor force to meet the needs of the globally mobile capital at the needs of the globally mobile capital at individualindividual leve levell

For enhancing the competitiveness of the national economFor enhancing the competitiveness of the national economy in global market at y in global market at nationalnational level level

Dominance ofDominance of instrumentality rationality over substative instrumentality rationality over substative rationality in education discourserationality in education discourse

Commodification & globalization of national educationCommodification & globalization of national education

Reflection 3: Instrumental economicism – discipline Reflection 3: Instrumental economicism – discipline managerialismmanagerialism

Quality indicator: Quality indicator:

““25% IT integrated in curriculum25% IT integrated in curriculum”” This statement is not solely a technical one.This statement is not solely a technical one. It is a problem which embodies normative conflict It is a problem which embodies normative conflict

about means and ends.about means and ends.

Oft-heard response of teachers:Oft-heard response of teachers:

““How could I justify the percentage of IT How could I justify the percentage of IT implementation?implementation?””

Reflection 4: Instrumental economicism – discipline Reflection 4: Instrumental economicism – discipline managerialism & performative-evaluationismmanagerialism & performative-evaluationism

Quality teacher: Quality teacher: ““All teachers should attain BIT for IT competenceAll teachers should attain BIT for IT competence””

This statement is not solely a technical one.This statement is not solely a technical one. It is a problem which embodies normative conflict about means It is a problem which embodies normative conflict about means

and ends.and ends.

Oft-heard response of a teacher:Oft-heard response of a teacher:

““During the implementation, our colleagues have queries about During the implementation, our colleagues have queries about the [IT competence] benchmarks, considering them as the the [IT competence] benchmarks, considering them as the twaddle or the unnecessary. When time goes by, we cannot twaddle or the unnecessary. When time goes by, we cannot get rid of it. Some colleagues take it as ‘minimum charges’. get rid of it. Some colleagues take it as ‘minimum charges’.

Whenever you request for BIT, I just do ‘B’, others do ‘I’ and Whenever you request for BIT, I just do ‘B’, others do ‘I’ and ‘T’. That’s it.‘T’. That’s it.””

Reflection 5: Reflection 5: Time for a rethink – continuous growth as Time for a rethink – continuous growth as

Holy Grail of modern economies?Holy Grail of modern economies?"An obsession with continual cycles of economic growth and higher produ"An obsession with continual cycles of economic growth and higher produ

ctivity is unsustainable and threatens to compromise many invaluable ctivity is unsustainable and threatens to compromise many invaluable work pursuits," says British economist Tim Jackson.work pursuits," says British economist Tim Jackson.

The end product of this inflation, Jackson argues, may be to diminish profThe end product of this inflation, Jackson argues, may be to diminish professions such as medicine, essions such as medicine, teachingteaching and social work, and social work, which require dirwhich require direct human input rather than technological solutionsect human input rather than technological solutions. .

"So you are continually chasing people out of those jobs and chasing tim"So you are continually chasing people out of those jobs and chasing time out of these jobs, or imposing more and more conditions [on them]," e out of these jobs, or imposing more and more conditions [on them]," he says. he says.

"They are important services and it makes no sense in these cases to ch"They are important services and it makes no sense in these cases to chase labour productivity."ase labour productivity."

Renowned for proposing a new model for a prosperous society that's not Renowned for proposing a new model for a prosperous society that's not dependent on growth, Jackson criticises the endless corporate pursuit dependent on growth, Jackson criticises the endless corporate pursuit of higher growth and productivity, suggesting it is unsustainable for huof higher growth and productivity, suggesting it is unsustainable for humanity and the planet.manity and the planet.

(Jackson, Oliver & Sturgess, 2012)(Jackson, Oliver & Sturgess, 2012)

Political consequencesPolitical consequences

The wrestling among PRC, ROC & the UK over The wrestling among PRC, ROC & the UK over the educational arena after WWII marked the the educational arena after WWII marked the peculiar educational environment for the peculiar educational environment for the colonial HK (Wong 2002, 2008)colonial HK (Wong 2002, 2008) The establishment of CUHK in 1963 as a The establishment of CUHK in 1963 as a

phenomenon of hegemonyphenomenon of hegemony Policy of IT in education launched after the Policy of IT in education launched after the

political changeover in 1997political changeover in 1997

Scandal of iProA (Internet Professional Association) Scandal of iProA (Internet Professional Association) Politics blamed for HKSAR government's end of contracPolitics blamed for HKSAR government's end of contrac

t with iProA in May 2013, the government's move to tert with iProA in May 2013, the government's move to terminate a contract with the eInclusion Foundation, which minate a contract with the eInclusion Foundation, which is affiliated with iProA, to co-run a HK$220 million is affiliated with iProA, to co-run a HK$220 million interninternet subsidy scheme that helped underprivileged children. et subsidy scheme that helped underprivileged children.

The eInclusion contract attracted controversy in 2011 wThe eInclusion contract attracted controversy in 2011 when a former senior civil servant claimed he had been uhen a former senior civil servant claimed he had been under pressure to split the scheme into two parts so eInclnder pressure to split the scheme into two parts so eInclusion could have a share of the pie along with another gusion could have a share of the pie along with another group, WebOrganic. roup, WebOrganic.

Reflection 1:Reflection 1:Social inclusion & political empowermentSocial inclusion & political empowerment

Failure of operational mechanisms for social inclusion Failure of operational mechanisms for social inclusion and political empowerment and political empowerment

No enhancement of No enhancement of substantive equality of opportunities substantive equality of opportunities for education for education

No address on the policy area of No address on the policy area of political empowerment political empowerment of citizensof citizens

Deprivation of access to knowledge & information Deprivation of access to knowledge & information

Reflection 1:Reflection 1:Social inclusion & political empowermentSocial inclusion & political empowerment

Cultural consequencesCultural consequencesDetraditionalization Detraditionalization && the advent of post-traditional society the advent of post-traditional society

transformation of teaching & learning – intense demands for diversified pedtransformation of teaching & learning – intense demands for diversified pedagogical practicesagogical practices

Cultural logic Cultural logic information and knowledge as factors of production & core of productivity einformation and knowledge as factors of production & core of productivity e

nhancement and wealth accumulation in the economy in the 1990snhancement and wealth accumulation in the economy in the 1990s sheer volume of cyber communication sheer volume of cyber communication

e.g. WhatsApp, WeChat, Facebook, Twitter, Instagrame.g. WhatsApp, WeChat, Facebook, Twitter, Instagram

Culture of the global network societyCulture of the global network society ““The culture of the global network society is a culture of protocols of commThe culture of the global network society is a culture of protocols of comm

unication enabling communication between different cultures on the basis, unication enabling communication between different cultures on the basis, not necessarily of shared values but of the sharing the value of communicanot necessarily of shared values but of the sharing the value of communication. This is: the new culture is not made of content but of process.” tion. This is: the new culture is not made of content but of process.”

(Castells, 2009, P. 38)(Castells, 2009, P. 38)

Challenges to the value of information as cultural prodChallenges to the value of information as cultural productsucts communication value, exchange valuecommunication value, exchange value cultural meaningfulness - rapport among teachers ancultural meaningfulness - rapport among teachers an

d studentsd students

Knowledge sharing and creation in the network societKnowledge sharing and creation in the network societyy the nature of the new society, based on knowledge, othe nature of the new society, based on knowledge, o

rganised around networks, and partly made up of florganised around networks, and partly made up of flows, the ws, the informational cityinformational city is not a form but is not a form but a processa process, , a process characterized by the structural domination a process characterized by the structural domination of the space of flows e.g. Reality miningof the space of flows e.g. Reality mining

Reflection: Cultural impactsReflection: Cultural impacts

Social consequencesSocial consequences

Decentering of the modern selfDecentering of the modern self

Identities based on cultural-spatial communiites Identities based on cultural-spatial communiites was replaced by identity built on virtual commwas replaced by identity built on virtual communities and self-selecting specialized communiunities and self-selecting specialized communitiesties

Impacts of IT on the spatial dimension of everyday life in Impacts of IT on the spatial dimension of everyday life in the new societythe new society

What emerges from different observations is a picture of What emerges from different observations is a picture of simultaneous spatial dispersion and concentration via simultaneous spatial dispersion and concentration via IT.IT.

Computer-mediated communication is diffusing around Computer-mediated communication is diffusing around the world, reinforcing the the world, reinforcing the socialsocial dimension of the space dimension of the space of flows.of flows.

People shuttle between all the places with increasing People shuttle between all the places with increasing mobility because of the newly acquired looseness of mobility because of the newly acquired looseness of working arrangements and social networking: As time working arrangements and social networking: As time becomes more flexible, places become more singular, becomes more flexible, places become more singular, as people circulate among them in an increasingly as people circulate among them in an increasingly mobile pattern.mobile pattern.

Reflection: Social impactsReflection: Social impacts

Are you captivated in the cyber communication? Are you captivated in the cyber communication?

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