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Pedagogy and ICT Use in Schools around the World: Findings from the IEA SITES 2006 Study

Return to CERC Studies in Comparative Education.

cerc-23Edited by Nancy Law, Willem J Pelgrum and Tjeerd Plomp

March 2008

ISBN 978-962-8093-65-6

HK$250 (local), US$38 (overseas)

Published by Comparative Education Research Centre (CERC) and Springer

Order from CERCSpringer, or online.

Preview on Springer or Google Books



The end of the last millennium was marked by rapid technological advances and deep changes in many aspects of human activity, often taken together as indicative of a shift into a “knowledge era”. Such changes have stimulated much discussion about the role and processes of education, and about the role of information and communication technology (ICT) in teaching and learning in this new era. Many policy documents relating to these themes have been published by international and regional organizations such as the European Commission, the European Roundtable of Industrialists, the Organization for Economic Cooperation and Development (OECD), UNESCO and the World Bank. Numerous blueprints on education reform and on ICT in education have also been set out by various governments since the mid-1990s. These policy initiatives brought with them a variety of strategic implementation priorities that differ from country to country, depending on the socio-economic and political context. Such educational strategies may involve, amongst others, changes in curriculum and/or assessment at the system level, provision for ICT infrastructure, teacher professional development, and/or technical and pedagogical support for teachers. Given the deep technological, economic and policy changes that have taken place over the last decade, are there indications that pedagogical practices are changing as well? What impact is the pedagogical use of ICT making in schools around the world? What is the impact of the implementation of these policies on pedagogy and ICT use in classrooms? These are the questions that this book addresses through an analysis of the findings from SITES 2006, an international comparative study of pedagogy and ICT use conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA).

Nancy Law is Professor and Director of the Centre for Information Technology in Education, and Head of the Division of Information and Technology Studies in the Faculty of Education at the University of Hong Kong. She has served on the International Steering Committee of the Second International Information Technology in Education Study (SITES) and the Steering Committee of the APEC Cyber Education Consortium. She has recently been elected to the Board of the International Society of the learning Sciences and is currently a member of the Steering Committee on Strategic Development of Information Technology in Education of the HKSAR government. She has conducted numerous evaluative studies as well as research and development projects related to Information Technology in schools.

Willem J. Pelgrum is affiliated with the University of Twente, director of a private consultancy firm (Educational Assessment and Monitoring) and adjunct professor at the Danish University of Education (Comparative education and ICT in education). His main professional background is in international comparative educational assessments. He was Coordinator of the IEA Computers in Education studies, SITES Module 1 and SITES2006. He has authored and edited several books on ICT in education.

Tjeerd Plomp is Emeritus Professor of Education of the University of Twente, where he served as Dean of the Faculty of Educational Science and Technology from 1982 till 1985, and as Chair of the Department of Curriculum from 1990 to 1998. He was Chair of the IEA from 1989 to 1999. In the IEA he served as Chair of the Computers in Education studies, the Third International Mathematics and Science Study (TIMSS) and the IEA Second International Technology in Education Study (SITES). He is the Study Director of the IEA SITES 2006 study, a survey of schools and (Mathematics and Science) teachers on pedagogical approaches and the use of ICT in schools.

Multicultural Education – Comparing Policies for Marginalized Groups in Canada and Israel

Wednesday, 23 October 2013
204 Runme Shaw Building, HKU Main Campus

Speaker: Ruwaida Abu Rass
Chair: Mark Bray


Canada’s multiculturalism policy, launched in 1971, has been widely admired. Among its effects have been major improvements in the education of Native Canadians. The policy could be an exemplary model for other pluralistic societies. Israel is among those societies, and arguably needs a similar policy for its native population and especially the Arab Bedouins in the southern part of the country.

This presentation will draw on two studies of newly-recruited teachers in the Northwest Territories of Canada and in the Negev of Israel. Both are remote areas with distinctive cultures; and both import teachers from other parts of the country to work alongside indigenous teachers. The seminar will highlight some of the achievements and tensions, and the lessons from the comparison.


Ruwaida Abu Rass is a teacher educator in the Academic Arab Institute for Education in Beit Berl Academic College, Israel. She also holds the UNESCO Chair for Multiculturalism in Teacher Training. She specializes in teaching English as a Foreign Language (EFL) and in multiculturalism in teacher edu- cation. She has been a member of the Second Authorities for Broadcasting in Israel, representing the Arab Palestinian minority.

Seminar: Research, Academic Life and Solutions Career Development



Wednesday 15 May 2013
Room 204 Runme Shaw, HKU Main Campus

Speaker: Ruth Hayhoe


In this roundtable-format sharing session, Ruth Hayhoe looks back at
her experiences of collaborations between academics and universities
in Canada and China, and sheds light on the paths to be taken for
continued and sustainable conversations between scholarly communi-
ties in the west and the east. She will draw upon the experience of
university partnerships across a number of disciplines and a fairly
lengthy period of time, as well as reflecting on implications for emerging
scholars. Her talk will also enlighten those who look forward to the next
year conference: “Transforming Canada-China Educational Cooperation:
Significant Legacies and Future Challenges” (Beijing, May 9-14, 2014) co-
organized by Ontario Institute for Studies in Education of the University
of Toronto, York University, the Asia Pacific Foundation of Canada, and
Tsinghua University.

A paper for this talk can be downloaded here.

Ruth Hayhoe is President Emerita of the Hong Kong Institute of
Education and a professor of the Ontraio Institute for Studies in
Education at the University of Toronto. In 2009 she was given a Lifetime
Contribution Award by the Higher Education Special Interest Group of
the Comparative and International Education Society of the USA (CIES),
and in 2011 she was made an Honorary Fellow of the CIES. She is also an
Associate Members of CERC and has written many books, of which five
have been published by CERC.