IT and geography teaching in Hong Kong secondary schools: A critical review of possibilities, trends and implications

IT and geography teaching in Hong Kong secondary schools: A critical review of possibilities, trends and implications

• Yeung, Stephen Pui Ming S.K.H. Kei Hau Secondary School, Lam Tin, Hong Kong

International Research in Geographical and Environmental Education, 19(3), 173-189, 2010

Routledge

2010

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching

Teachers -- Training of Information Technology Geography -- Study & Teaching Learning Cognitive Development Child Development Creative Ability Intellectual Development Social Aspects Conditions for Implementation Constructivist Learning Educational Reform Humanistic Decision Making Humanistic Decision Making Information Technology in Education Teaching Approaches

• Hong Kong

• 1997.7 onwards

• Secondary Education

Many countries have invested heavily in facilities and teacher training for the infusion of information technology (IT) into various school subjects. The background besetting this innovation and how far learning has improved thereby are important concerns for the education sector. They are examined here with respect to Hong Kong, which is a mixed Chinese-western society now seeking to promote independent learning in all areas of the school curriculum. Geography is chosen for study because IT makes possible numerous changes and benefits to teaching and learning the subject. Among others, IT can help in testing hypotheses and solving problems of an environmental and spatial nature. Literature reviews, however, suggest that the frequency, extent and level of use are limited. This discrepancy between expectation and reality suggests that many necessary teacher and organisational conditions for implementation are not present, including the lack of appropriate hardware and software, technical support and teacher training and confidence. To address the problem, teachers need to take up constructivist approaches and the role of learning facilitators, while the curriculum authority should be more humanistic and considerate of reality in making decisions on policy.
[Copyright of International Research in Geographical and Environmental Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10382046.2010.496966]

• English

Journal Articles

• 10382046

• 10.1080/10382046.2010.496966

https://bibliography.lib.eduhk.hk/bibs/fd98f097

2010-12-24