This study analysed the content of 30 in-service primary school music teachers’ lesson plans for mobile music creation during a 5-week professional development course from 2019 to 2022 in Hong Kong. During the course, the teachers were taught by the researcher on how to use the mobile application GarageBand in their instructional design for classroom music teaching. Various mobile learning pedagogies were discussed during the course to facilitate listening, performing and creating in music teaching and learning. As a learning outcome of this course, the teachers were asked to upload their lesson plans to the Knowledge Transfer website to exchange ideas for further discussion and professional sharing with other in-service teachers from their respective schools. The purpose of this study was to provide an analysis of their teaching plans based on previously published research on mobile learning and motivation. This study aimed to a) deepen the understanding of music lessons in mobile music creation, and b) analysing the lesson plans and suggesting how different teaching strategies and approaches can be used in classroom teaching. Based on the results of the study, a pedagogical model is proposed as a reference point for knowledge exchange in the research and practice of music education. Copyright © 2023 The Author(s).

The outbreak of the COVID-19 pandemic has led to widespread change in people's lives across the world. Indeed, such change is especially evident in the education sector, where this global phenomenon has arguably triggered some of history's most significant advancements. In this study, we explore how the early childhood education sector in Hong Kong has coped with schooling during this period. Furthermore, we investigate the extent to which players in Hong Kong's early childhood education scene had to adjust in light of dynamically changing local government guidelines and why that has led to long-term improvements. To derive meaningful conclusions from this study, we use a mixed-methods approach that relies on data collected from surveys, interviews, and case studies relevant to the topic at hand. This data is then analysed, and themes are formed through coding. We also explore teachers' feelings, technology adoption, and examples from practice to determine how schools have supported young children's education. The research demonstrates how early childhood education and care centres innovatively provide education during a crisis. Traces of success in making teaching and learning possible and meaningful are visible, even with children of a young age. Consequently, this research yields key lessons about ECE learning and teaching during crises. Copyright © 2021 The International Academic Forum.

This study is based on the data analysis of reading assessment of PIRLS 2016 in Hong Kong, students were found to have poor performance in both reading behavior and attitudes, ranking low compared with international levels. Reading fluency is directly related to this low ranking. This paper discusses the three elements of reading fluency which are accuracy, automaticity, and prosody, and includes suggestions for improvements. The repeated reading training methods is also advised. In addition, this paper also focuses on the importance of enhancing prosody awareness in reading. It is hoped that the Education Bureau in Hong Kong can advocate, and support the primary and secondary schools to pay attention to fostering students' prosody awareness in the Chinese reading class in order to improve the reading fluency of students in Hong Kong. Improving reading fluency will result in improved reading literacy, which in turn is an important factor in the development and competitiveness construction of the country and individuals.本文通過對香港PIRLS 2016閱讀測評中的相關數據分析後發現：香港學生存在嚴重的閱讀行為態度問題，在PIRLS 2016的排名中處於國際末尾。而這一問題的存在與學生的閱讀流暢性程度高低有直接關聯。鑒於此，本研究進一步提出如何完善閱讀流暢性三要素（準確性、自動化和韻律）方面的培養，及增加「重複閱讀訓練」的方法。此外，本研究還提出提升韻律意識在閱讀中的重要性。寄希望於香港教育局可以將對學生韻律意識的培養放到中文閱讀課堂中來，以此提升香港學生的閱讀流暢性，進而提高其閱讀素養能力，這反過來又是國家和個人發展和競爭力建設的重要因素。Copyright © 2019 文藻外語大學.

嚴重智障學生與一般學生一樣，都需要學習新事物及不斷成長，老師必須了解學生不同的特點及需要，設計合適的教學策略，並要不斷檢視成效，才會有學習成果。本文闡述老師嘗試透過問、想、做、評的行動研究步驟，剖析學生需要及現有問題，並訂定施行方案，分享行動研究的經驗，並展示教師專業成長的歷程。 Similar to their mainstream counterparts, students with severe intellectual disabilities will need to be exposed novel experiences for them to be able to learn and develop. Teachers of these students will have to be sensitive to their learning needs and characteristics to be able to design appropriate teaching strategies. And to make sure that the desirable learning outcomes are reached, on going evaluation of the effectiveness of these strategies will be needed. This paper describes how a team of teachers applies the Problem Identification, Planning and Program Action research model to analyses the needs and difficulties of their students for making decisions on their implementation plan for teaching. The process of implementation also demonstrates how the team of teachers developed professionally through such action research process.
[Copyright of 香港特殊教育論壇 is the property of 香港特殊教育學會有限公司. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

Creating ICT-enriched learner-centred environments requires a holistic approach that calls for changes at three levels — teacher, schooling environment and learning activities. Fundamentally, however, it is teachers who, with support from parents, administrators and policy makers, can optimise the benefits of ICT-enriched environments to make learner-centred learning a reality. This chapter therefore pays due attention to the salient issues confronted by teachers in the creation of ICT-enriched learner-centred environments, by using Hong Kong as an example to highlight the myths, gaps and challenges. Reviewed in the chapter are three myths that many educators in Hong Kong subscribe to, including ICT having limited values, ICT being a panacea to learning problems and technical knowledge of ICT being paramount. Highlighted are the gaps that can be observed in the field, of which include gaps in perception; the theory and practice of teaching every student; team-building; and the desire to use ICT. The challenges discussed include teachers encouraging students to become active participants; teachers assisting students to understand their weaknesses and strengths; changing classroom dynamics; leadership in existence; and teachers having an individual sense of how they are able to successfully influence student learning. In the discussion, literature is reviewed and practical solutions are offered.
[Copyright © 2006 Springer.]

This study focuses on teachers’ perception of what works for them in managing students with emotional and behavioral difficulties (EBD). The main purpose is to compare the current findings in mainstream schools with the study that was conducted in special schools in 2006–2007 to see if there are any discrepancies of approaches implemented by teachers. This recent study was carried out in 11 mainstream schools involving 102 teachers. It is compared to the seven special schools with 89 teachers. Focus group interviews with the same open-ended questions were adopted for both studies. Findings indicated that the majority of the strategies perceived by both groups of teachers as helpful were very similar, and they can be classified under eight major categories. In collating all the approaches deemed supportive in working with EBD students, a holistic conceptual framework is delineated to address the complexities of managing emotional and behavioral disturbances.
[Copyright © 2011 SEBDA.]

This study identifies pre-service business teachers' conceptions and ways of teaching business subjects by using phenomenographic and grounded theory research methods. All 25 students who were completing the Business Studies major of a four-year full-time BEd programme in Hong Kong were the research participants. The researcher observed how the participants conducted their business lessons in the practicing school, and asked them to describe good teaching of business subjects and the ways in which they taught. The participants displayed five conceptions of teaching business: (1) knowledge delivery, (2) cognitive skills development, (3) attitude and moral cultivation, (4) interaction promotion and (5) application enhancement. These conceptions were multi-faceted, and can be conceptualised into three dimensions: performance, personal and integrated. The two broad teaching approaches, teacher-centred and student-centred, were strongly related to the conceptions that the teachers held. Hence, it is recommended that pre-service teachers should be provided with up to date subject knowledge base and open learning environments to increase their understanding of teaching.
[Copyright © 2005 Common Ground, Christina, Wai Mui Yu.]