Towards an ecological model of sustainability of innovation: chTowards an ecological model of sustainability of innovation: change of school culture by increasing teachers’ connectedness anange of school culture by increasing teachers’ connectedness an

d engagement in innovative practiced engagement in innovative practice

Researcher: Patrick Lam H. C. (2000977921)Researcher: Patrick Lam H. C. (2000977921)

Research questions:1. How teachers are involved in innovative practices?2. How teachers’ connectedness is enhanced?3. How does involvement of teachers in innovative practices enrich their understanding of the 21st curriculum needs and self efficacy of ICT integration in teaching?4. How does the increase of teachers’ connectedness enrich their understanding of the 21st curriculum needs and self efficacy of ICT integration in teaching?

Research participants:All 38 teachers of a local public school

Theoretical frameworkTheoretical framework

ICT education reform is usually in the form of prototyping. However, it is commonly found that these ICT-related innovations, initiated by enthusiastic teachers, mainly as innovators and early adopters, are not sustainable and institutionalized. Fullan’s Triple-I Model (2001) and Roger’s Diffusion Model (2003) are inapplicable. School ecology should be taken into consideration. The change is not made by leader, rather by a positive school environment. The positive environment is established by involving all teachers in innovative practices and increasing teachers’ connectedness.

Importance of this study

1. Provide an alternative framework about change as school ecology is an important element. It enriches the contextual models like the ones by Law (2000) and Senge et al. (2000). This study contribute sto the research world by presenting a new perspective about change and ICT implementation.

2. Provide the government with insight in policy making about implementing ICT innovative practices at school level.

3. Provide school leaders with insights for developing ICT strategic plans. To sum up, this study may contribute to the research world and policy-makers at g

overnment and school levels.

Time Milestones

Jul 2008 Gain agreement with the supervisor (Prof. Nancy Law)Draft the research proposal (this one)

Au 2008 Gain the supervisor’s approvalDesign and try out the instruments

Sep 2008 Pre-test2 questionnaires (21st Century curriculum needs and self-efficacy of ICT integration in teaching)Focus group interviews

Oct 2008 – Jan 2009

Intervention: involving teachers in innovative practices and increasing teachers’ connectednessObservation and field note takingAnalysis of documentVideo-recording of important events

Early Feb 2009 Post-test2 questionnaires (21st Century curriculum needs and self-efficacy of ICT integration in teaching)Focus group interviews

Feb– Mar 2009 Data analysis and writing

Apr 2009 Submission of the research