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The Hong Kong Special Administrative Region (SAR) government launched a five‐year ICT strategy in schools in late 1998. This paper reports the findings of the analysis on models of change in 18 schools striving to integrate the use of ICT in teaching and learning across the school curriculum. The study shows that the strategy adopted by a school in instituting such change and the resulting variation of pedagogical practices using ICT is strongly dependent on the school leaders’ vision and understanding of the role and impact of ICT in the curriculum, their goals and objectives for ICT integration, as well as the history, culture and background of the school and its general vision and mission.
Yuen et al. (Wed,) studied this question.