Cyberbullying has become a critical issue in many parts of the world. Children affected by bullying in cyberspace may also experience various other problems in their daily lives, such as emotional and behavioral issues. Despite the well-documented positive correlation between digital technology use and cyberbullying experiences in adolescents, a paucity of research has explored the association between digital technology use and cyberbullying, and the extent to which digital literacy (DL) and parental mediation moderate these relationships among primary school-aged children. This study addressed these research gaps. A total of 736 children (third grade, female = 52 percent) in Hong Kong, selected through stratified random sampling, reported on their digital technology use, parental mediation of technology use (i.e., active mediation and restriction), and cyberbullying experiences. A performance-based assessment measured children's DL. Results showed a positive association between children's digital technology use (both for leisure activities and for schoolwork) and cyberbullying experiences (both as perpetrator and victim). These positive associations were more pronounced among children with low levels of DL (only victims) as well as among children with highly restrictive parents (both perpetrators and victims). Implications for digital citizenship education and parental intervention are discussed. Copyright © 2022 Mary Ann Liebert, Inc.

Background: The COVID-19 pandemic has brought challenges to families around the world. The prolonged school closures in Hong Kong have forced young students to stay at home and adapt to remote learning for over a year, putting their mental health conditions at risk. Focusing on primary school students and their parents, the main objective of our research is to investigate the socioemotional factors and their associations with mental health conditions. Methods: A total of 700 Hong Kong primary schoolers (mean age = 8.2) reported their emotional experiences, loneliness, and academic self-concept via a user-friendly online survey; 537 parents reported depression and anxiety, perceived child depression and anxiety, and social support. Responses from students and parents were paired to account for the family context. Structural Equation Modeling was used for correlations and regressions. Results: The results of students’ responses showed that positive emotional experiences were negatively associated with loneliness and positively related to academic self-concept among students. Furthermore, the paired sample results showed that, during the one-year societal lockdown and remote learning period, the socioemotional factors were associated with mental health conditions among primary school students and their parents. Among our family sample in Hong Kong, evidence supports the unique negative association between students-reported positive emotional experiences and parents-reported child depression and anxiety, as well as between social support and parents’ depression and anxiety. Conclusions: These findings highlighted the associations between socioemotional factors and mental health among young primary schoolers during the societal lockdown. We thus call for more attention to the societal lockdown and remote learning context, especially since the social distancing practice could be “the new normal” for our society to handle the future pandemic crisis. Copyright © 2023 The Author

Students in East Asian locations often obtain high academic results in international high-stakes testing, but lower results on affective aspects of their schooling, such as sense of belonging. These findings indicate the need for more holistic research into children’s lifeworlds, including their experiences of school. In this article, we draw on a survey with 627 Year 4 students in three global cities in the Asia Pacific (Hong Kong, Singapore, and Melbourne), exploring dimensions of their perceptions of school. Responses from students were generally positive in terms of sense of school belonging and student identity. Students who responded positively in terms of belonging and student identity were more likely to want academic activities to occur more often. The article adds to the existing literature by offering an exploratory consideration of the relationships between sense of belonging, student identity, and school activity preferences of Year 4 students in Hong Kong, Singapore and Melbourne. It is argued that all of these are essential factors that need to be considered and incorporated in policy planning and curriculum development. Copyright © 2022 The Author(s).

The ability to formulate problems is an important part of computational thinking (CT) development for nurturing creative problem solvers. However, problem formulation is inadequately addressed in primary school education. This study aimed to investigate the problem formulation processes of primary school students. Students from eight winning teams in a primary school CT competition in Hong Kong participated in the study. Focus group interviews were conducted with the students and teachers separately. Data analysis revealed that the students’ problem formulation processes could be divided into three stages, namely, the Find, Investigate, and Define stages. The Investigate stage was an essential stage connecting the Find and Define stages. Interviews showed that support from teachers and parents was necessary for students to gain a positive experience of formulating problems in primary school context. Findings suggest that CT curriculum should be designed to allocate sufficient project time and learning space for students to develop their problem formulation ability. Problem formulation abilities are critical in the development of students’ creativity in computational thinking. Copyright © 2022 The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

Programming is perceived to be an indispensable type of literacy in the digital era. To effectively promote and implement programming in K–12 education, it is necessary to understand school principals' perception of programming education. This study adopted a mixed methods design to explain principals' understanding, expectations, and support for programming education in primary schools using Theory of Reasoned Action (TRA). In study 1, survey questionnaires were distributed to all principals from public primary schools in Hong Kong. Two hundred and sixty-six principals responded to the survey (response rate = 55.6%). In study 2, a follow-up interview study with 13 principals was conducted to further explore their perception of programming education. The results of study 1 indicated that principals with a better understanding of programming education tend to have clearer expectations of how to implement programming education in their schools, which consequently leads to greater support for the implementation of programming education. In study 2, the thematic analysis further supported the results obtained in study 1. Specifically, the results of study 2 demonstrated that most principals show understanding, expectation, and support for the implementation of programming education, which in turn results in various positive student and teacher outcomes. The results also showed that challenges are inevitable during implementation, principals show capabilities and willingness to adjust their expectation and support to better integrate programming education into their school curricula. Copyright © 2021 Elsevier Ltd. All rights reserved.

The use of technology has become increasingly popular in various education contexts. However, integrating technology into teaching and learning is not without problems. This study aims to understand the barriers of technology integration in Hong Kong primary school English education. Thirty-six in-service teachers of an e-learning training course participated in this study. Through a free-response survey, they reported the barriers of using technology in their day-to-day English teaching. The findings indicated that a lack of resources (e.g., technology resources and preparation time) and inadequate knowledge and skills of e-learning practices were the two most frequently reported barriers of technology integration in local schools. Based on the responses of the teacher participants, five recommendations were made to inform future practices of e-learning. These recommendations included using some low-cost technology tools, having a technology integration plan in school, ensuring students’ access to technology, improving students’ skills and attitudes of e-learning, and providing opportunities of professional development. Copyright © 2018 International Journal of Languages, Literature and Linguistics. All rights reserved.

This research aims to explore a pedagogical strategy for the optimal use of free e-resources for supporting Chinese learners in Hong Kong to learn primary English grammar. Through a combination of qualitative and quantitative methods, this research will progressively design, evaluate and then establish an effective pedagogical strategy that optimizes the use of free e-resources for learning primary English grammar. A twofold documentary analysis will be conducted for the design of a potential pedagogical strategy. To evaluate the effectiveness of the designed pedagogical strategy in the real classroom environment, two classes of local Primary 4 students will be subsequently invited to a one-month trial teaching. Students in the experimental group will learn primary English grammar under the designed pedagogical strategy; whereas their counterparts in the control group will receive no treatment during the trial teaching period. These two groups of students will sit for a pair of identical pre-test and post-test before and after the trial teaching, respectively, to investigate the impact of the designed pedagogical strategy on the learning achievement of students. Students in the experimental group will be asked to complete a questionnaire survey after the trial teaching to indicate their perceptions of the designed pedagogical strategy. One-fifth of the students in the experimental group will be further invited to attend individual interviews to share more in-depth opinions on the designed pedagogical strategy. This research will finally advise a model of the pedagogical use of free e-resources that optimizes the learning of primary English grammar among Chinese learners in Hong Kong. Copyright © 2010 The authors.

This study aimed to explore the principals’ perspectives in terms of their understanding, support and expectation towards programming education among primary schools in Hong Kong. 147 primary school principals (30.2%) responded to the survey. The results indicated that all principals have positive perspectives towards programming education in all three aspects. Their major concern was the competency of teachers in teaching programming. They suggested that more teacher development courses should be provided to address this problem. Copyright © 2019 Central China Normal University.

This study investigates the relationship between students’ attitudes towards formative assessment and summative assessment and aims to enrich the understanding of formative and summative assessment from the students’ perspective. A total of 3,019 Hong Kong primary school students responded to a newly developed instrument. Overall, students reported positive instrumental yet negative affective attitudes towards formative and summative assessment. Girls had less negative affective attitudes towards formative assessment, but more positive instrumental attitudes towards formative and summative assessment than boys. Grade 4 students consistently scored higher than Grade 5 and Grade 6 students in assessment attitudes. The gender and grade differences were statistically significant, but had small effect size. Moreover, it was found that students’ affective and instrumental attitudes to formative assessment positively predicted students’ affective and instrumental attitudes to summative assessment. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.