e-Learning in teacher education in Hong Kong and Beijing in the digital era

e-Learning in teacher education in Hong Kong and Beijing in the digital era

Quality in teacher education and professional development: Chinese and German perspectives

• Kong, Siu Cheung The Education University of Hong Kong
• Huang, Ronghuai Beijing Normal University
• Kwok, Wai Ying The Education University of Hong Kong

• Lee, Chi Kin John The Education University of Hong Kong
• Ehmke, Timo Leuphana University of Lüneburg, Germany

Abingdon, Oxon

Routledge

2022

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• P Social Context of Education
  • PB Comparative Education

• Hong Kong
• Beijing

• 1997.7 onwards

• Post-Secondary Education

This chapter presents two case studies on e-Learning policy and implementation in universities dedicated to teacher education in Hong Kong and Beijing. The case studies provide an overview of e-Learning in teacher education in the two cities in China; introduce strategies of the university-specific policy on e-Learning in teacher education; share examples of the policy-informed practice for e-Learning in teacher education and then discuss issues for the successful implementation of e-Learning in teacher education. In the case study from Hong Kong, the university-specific policy concerns the development of both e-Learning competency and digital competency to empower student-teachers to be lifelong learners who are active, constructive, interactive and reflective in their learning and professional life. The strategies for e-Learning are implemented to engage student-teachers in blended learning in course delivery, mobile technology-supported learning hub, online assessment-submission platform with plagiarism check and digital portfolio. The strategies for digital competency are implemented to nurture student-teachers with coding, app development, 3D printing, STEM/STEAM (science, technology, engineering and mathematics/science, technology, engineering, arts and mathematics) literacy and artificial intelligence literacy to groom creativity and innovation for their competitiveness in the digitalised society. In the case study from Beijing, the university-specific policy aims to develop student-teachers’ digital literacy and the capability of design, development and utilisation of digital learning resources and to develop the ability of ICT-based instructional design. The e-Learning strategies are implemented through engaging student-teachers in learning in technology-rich environments (such as smart classrooms, MOOCs [massive open online courses] or SPOCs [small private online courses]), and through the compulsory course of ‘Introduction to Modern Educational Technology’ which consists of the design and use of digital learning resources and courseware, learning technology theory and practice, and instructional design theory and practice, etc. The mission of the e-Learning implementation is to prepare the student-teachers for smart education by mastering the ability to learn and teach in technology-rich environments. This chapter systematically compares the commonalities and uniqueness between the two case studies, to conclude practice-driven implications for enhancing the quality of teacher education in the two cities in China. Copyright © 2022 selection and editorial matter, John Chi-Kin Lee and Timo Ehmke; individual chapters, the contributors.

• English

Book Chapters

• 9780367469375
• 9781032055305

• 10.4324/9781003197973-7

https://bibliography.lib.eduhk.hk/bibs/2697d620

2022-06-07