Abstract
This paper describes the information technology strategy in secondary school of the Hong Kong Government, and makes use of three secondary schools as examples to compare the differences between governmental strategy and the actual pattern in i nformation technology as used by students. The issues arising from the paradigm shift due to a largely textbook-based teacher-centred approach to a more interactive and learner-centred approach is discussed.
| Keywords: | information technology education; paradigm shift; case study |
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