Source: Asia-Pacific Journal of Teacher Education, Volume 38, Issue 4, pages 273 – 284.
In this article, the author argues that for teachers to be leaders in contemporary classrooms, teacher education programs need to focus more on the deeper and wider implications of ICT and the Internet in education than has hitherto been the practice.
The author considers the reforms in the ICT teacher training policy in Hong Kong. The article shows that these reforms, and the fact that Hong Kong is a 'wired', has resulted in pre-service teachers being well informed in the technical competencies of computer usage and its pedagogical manifestations. However, there has been scant attention paid to the fact that students are actively engaged in large-scale autonomous, teacher-less learning via the Internet.