Framing ICT implementation in a context of educational change: A multilevel analysis

Emily M.L. Wong*, Sandy S C LI

*Corresponding author for this work

Research output: Contribution to journalJournal articlepeer-review

53 Citations (Scopus)


Despite frequent attempts to address educational changes and the roles of information and communication technology (ICT) in effecting changes in student learning, few have conceptually examined ICT implementation within a wider context of managing change in schools. Methodologically, it has been argued that ignoring the multilevel nature of the data collected might incur significant discrepancies in the results. These research gaps direct us to develop multilevel models to explore how the relevant contextual factors contribute to effective ICT implementation, in particular the school-level factors. Results indicated that from teacher perspectives, ICT was able to act as a lever to bring about changes in student learning in the context of establishing collegiality in schools. Sociocultural setting rather than structural characteristics of the school accounted for the variation of school mean for perceived changes in student learning. Specifically, perceived changes in pedagogy modulated perceived changes in student learning among schools.

Original languageEnglish
Pages (from-to)99-120
Number of pages22
JournalSchool Effectiveness and School Improvement
Issue number1
Publication statusPublished - May 2008

Scopus Subject Areas

  • Education

User-Defined Keywords

  • Collegiality
  • ICT implementation strategies
  • Managing change in schools
  • Multilevel models


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