e-Learning Readiness in the Classroom: a study of Hong Kong primary and secondary teachers

E-Learning is an area of considerable importance in both public and private sectors globally. The promises of just-in-time learning, however, have not always been met. One possible explanation for the often disappointing results of E-Learning implementations is lack of adequate training for those supporting learners. In this paper we look at the effectiveness of primary and secondary teacher preparation for E-Learning in Hong Kong – an area of double concern, as the E-Learning literature (both academic and professional) is primarily concerned with either corporate or academic implementations. Hong Kong was selected as the site for the study because the government has introduced a series of reforms designed to support schoolbased E-Learning (EMB, 2004).A significant body of literature, however (Fullan, 1994; Heinrich, 1995; Wang, 2002), suggests that the way teachers teach is a product of their own schooling, training, and experiences. Can teachers change their pedagogical approaches if they have not been given sufficient and appropriate training program on how to integrate new ICT technologies into their teaching? The paper presents the results of a pilot survey of Hong Kong teachers, and assesses their readiness for e-learning. Results suggest that respondents are not yet fully prepared to use elearning technologies – with differences in readiness perceived between male and female; and secondary and primary school teachers; as well as between teachers from different secondary school ‘bandings’. On the basis of a factor analysis, the paper then makes some preliminary recommendations to assist in solving the identified problems.