Program evaluation as a change process: the journey of an 'Innovative' School in Hong Kong

Abstract

OBJECTIVES OR PURPOSES: This paper reports on the changing conceptions of technology-supported educational innovation held by school leaders and involved teachers in a Hong Kong school during the two years of its participation in the Innovative Schools Program (ISP). Perspective Leveraging the potential of information technology to support curriculum reform that enhances student-centered learning and fosters the development of 21st century skills is an explicit goal commonly found in national, regional and school level policy documents. However, how this is understood by different actors at various levels of the education hierarchy can be very different. This study explores whether the school leaders and teachers in the Hong Kong ISP school (to be referred to as HK-ISP) changed in their understanding and vision about ICT in education during the process of implementing their own innovation plan, and whether participation in the global ISP program contributed to any of the changes observed. METHODS: Mixed-methods including qualitative analysis of interview and observational data and quantitative analysis of teacher assignments, student work, and test scores were used. Data sources Data were collected from a variety of sources including: (1) interviews of school and program leaders; (2) classroom teacher interviews; (3) classroom observations; (4) student focus group interviews; (5) teacher assignments and student work samples; (6) observation of teachers collaborative lesson planning sessions; (7) student test scores on territory-wide assessments; and (8) school website and annual planning documents. RESULTS: Pedagogical practices in the HK-ISP had been relatively traditional before they formulated their innovation plan, which was very techno-centric, focusing on the development of self-access assessment and learning resources within a programmed learning paradigm to cater for individual learning needs. Changing pedagogical practice towards collaborative inquiry and greater student autonomy in setting learning goals and strategies was not on the change agenda. However, some changes have been observed over the two years during which the school engaged in the global ISP program. In particular, information about the program evaluation criteria and school leaders’ interactions with their counterparts in the global network of ISP schools have helped to bring about some changes in their conceptual understanding of what constitutes valuable innovation. In addition, the successful liaison efforts with publishers to collaboratively develop graded learning materials enabled the school to shift their focus from education technology design to pedagogical design. More group work, student participation and interactions have been observed during the second year of the program. This paper reports on the changing conceptions of technology-supported learning held by different actors in the HK-ISP and discusses the global and local factors that contributed to such change. Scientific or scholarly significance of the study Education innovation and change, particularly when technology use is involved, is complex. This study indicates that involvement in international networks of innovative schools can foster an evolutionary process conducive to deepening changes.