In 1998, the Government announced an "Information Technology for Learning in a New Era: Five-year Strategy – 1998/99 to 2002/03", which outlined a blueprint for Information Technology (IT) Education reform. The past five years have witnessed the start and integration of IT into learning and teaching. In March 2004, the Government issued another Consultation Paper, "Information Technology in Education – Way Forward" which identified its vision on the use of IT for the future.

The sophistication and development of Information Technology has resulted in new ways to access knowledge.  The use of IT in Education offers opportunities for new approaches and challenges to teaching and learning.  This raises the question whether the use of IT enhances the effectiveness of teaching and learning for both teachers and students; and whether the use of IT facilitates the effectiveness of interactive learning.  More importantly, with the rapid development of IT, what is the future of IT in education?  This study has been conducted through (1) the sending of questionnaires to school subject Panel Chairs; (2) an opinion survey of Hong Kong secondary students; and (3) interviews with educators and specialists.  It is hoped that this Study will provide a clearer picture of the issues and will result in recommendations to the authorities concerned.

 The self-administered questionnaire was conducted between 19 and 30 April 2004.  By systematic sampling, 463 questionnaires had been sent out to school subject Panel Chairs of all the local secondary schools. 118 questionnaires were returned, yielding a response rate of 25.5%.  Within the secondary curriculum, 14 main subjects were selected, including Chinese, Chinese History, Chemistry, Biology, Geography, History, Physics, Arts, English, Music, Economy/Government and Public Affairs, Integrated Science, Mathematics and Physical Education.

 The Survey was conducted between 19 and 22 April 2004.  By random sampling, 514 Hong Kong secondary students were successfully polled, yielding a response rate of 33%, with a standard error of ± 2.2%.  Two focus group interviews with secondary students were also conducted, with a total of 14 youth, 10 males and 4 females participating.  In addition, 8 scholars and experts were interviewed between April and May 2004.

 The major findings are as follows:

 1.    This Study shows that students and teachers have a fair understanding of information technology and the application of information technology has had an impact in classrooms. This means there is a solid foundation for the further development of information technology in education.

 2.   Both students and teachers play crucial roles in the effective implementation of information technology in education. Our study shows that the initiatives demonstrated by the students and teachers are important stimulating forces to the development of information technology in education.

 3.    Most of the interviewed teachers did not feel their authority being overshadowed by the advance of information technology in education. This shows that our teachers are confident with their professional knowledge and skills. A majority of teachers have come to assist their students in the process from the search of “information”, to the realization of “knowledge”. However, only 10% have played an active role in this regard on a regular basis. Therefore, there is much room left for our teachers to assume a more proactive position as “vanguard of knowledge” in the quest for an information technology-based education.

 4.    The study found that deficiencies in four areas - IT literacy; assessment and examination; research and development on software; provision of resources and assistance - are potential barriers for the further development of information technology in education.

 a.    IT literacy: aside from learning how to use information technology, it is more important for students to acquire self-learning abilities through information technology.

 b.    Assessment and examination: the current method of assessing and examining students is not keeping up with the development of information technology in education.

 c.    Research and development on software: Investment on software manufacturing, the constraints of a small market and the protection of intellectual property are all important elements in the further development of software for information technology.

 d.    Provision of resources and assistance: Providing adequate computers and assistance to schools, and bridging the “digital gap” are important for the sustainable development of information technology in education.

 5.    Our study reveals that a clear division of roles played by teachers, IT professionals and the government is necessary in the development of information technology in education. Besides, a “resources-sharing” culture is beneficial to meeting the long-term goal of integrating information technology in the teaching and learning process.

6.    Setting a standard measure for information technology in education based on quality and quantity.

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