This paper examines the effects of computerised music instruction on student motivation to learn music through a case study of five secondary schools in Hong Kong. Two main types of music software were used: the sequencing Technology-based Music Learning (TBML) type for composing, arranging and creating sound projects and the closed-package Computer-assisted Music Instruction (CAMI) type for enhancing musical knowledge such as the introduction of the musical instruments, Chinese operas and music theory. The researcher observed 16 lessons and 2sessions of extra-curricular activities in all and interviewed 5 teachers and 44 students. Analysis showed that use of the divergent sequencing software generated more student interest. It also showed that peer and independent learning took place more readily and that students demonstrated musical understanding more vividly through their creative work. When using the closed-package CAMI software, most teachers and students enjoyed the attractive visual effects, the organised sequential instruction and efficient feedback. The results may help music educators to review several pressing issues in the 21st century, including music curriculum design catering for teenagers with different learning styles when using music technology. The results may also have implications for teaching styles, changes in the teacher’s role with increased student autonomy, and the need for hardware and software support for classroom music lessons.
[Copyright © 2002 The Hong Kong Institute of Education.]

A qualitative research approach which was used to gather data on teachers’ perspectives on Information Technology in Education (ITEd). Data, drawn from three primary schools in Hong Kong uncovered four major themes. First, the definition of ITEd was inconsistent among schools. Secondly, most teachers were concerned about whether or not students could be motivated to learn by using IT. They viewed knowledge enhancement as the main objective when IT was incorporated into their teaching. Thirdly, ITEd was viewed only as one of the events in the movement for education reform in schools. Successful implementation was mainly determined by the perception of principals and veteran teachers. Fourthly, schools used information technology mainly for school administrative purposes in the early stage of the development of ITEd. This study reveals that insufficient consideration was given to the use of information technology for interactive and communicative learning in our case study schools.
[Copyright © 2007 James Nicholas Publishers.]

This study aimed at examining the instructional practice of Hong Kong primary physical education student teachers. Twenty student teachers were videotaped teaching two lessons during their practicum. They were coded using the Physical Education Teacher Assessment instrument. Data generated were comprehensively described. Three randomly selected student teachers participated in the second phase of the study. They were observed teaching two lessons and attended two pre-lesson and post-lesson interviews. Results indicated that the student teachers spent 73.18% of their time in instructional behaviours and 26.82% of their time in managerial behaviours. They held common features in instructional practice during teaching.
[Copyright © 2008 The International Council for Health, Physical Education, Recreation, Sport and Dance.]

At the end of three sixteen week in-service teacher-education courses for primary and secondary school English teachers and English Panel-Chairpersons in June 1994 at the former Institute of Education (now the Bonham Campus of the Hong Kong Institute of Education), 78 teachers agreed that the journals they had kept throughout the course could be used as data for a research project being carried out by a group of tutors. The following December, during the International Language in Education Conference at the University of Hong Kong, these tutors presented a colloquium on journal writing using data collected from the journals. This paper, which formed part of that colloquium, first explains why there was a negative attitude among the teachers towards poetry and its use in schools at the beginning of the course, and then goes on to show how and why there was a change in attitude among fifteen of the teachers towards poetry and its use in the classroom.
[Copyright © 1995 Language in Education Journal.]

隨配合香港資訊科技教育的發展，教育局已於 2007 年之第三個資訊科技教育策略及 2009 年之課本及電子學習資源發展專責小組報告中提出以電子學習配合 Web2.0 應用技術的新學習環境來促進多元化學習模式，使教學的互動更普遍及快捷；當中主要有兩方面內容，包括透過互聯網進行協作和分享及在教學上應用流動科技進行隨時隨地學習。在應用透過互聯網進行協作和分享方面，可應用不同的互聯網平臺進行，如社交網站、即時通訊系統及網上分享網站等等，這樣學生能把研習檔案放在個人網誌中，不但可把學習過記錄及成果分享，而可以隨時隨地與同學討論研習問題，發揮創協學習的精神，有助進行協作學習及分享知識，達至互動，以發展學生的探究學習技巧。在應用流動科技作教學應用方面，亦可應用課室回應系統(iTALC)、配備標準軟件的流動裝置、無線網絡裝置、電子白板及快速回應碼裝置等等工具，提升師生在課堂內的互動空間，提高以便隨時隨地學習。但是，如何有效運用 Web 2.0 應用技術在電子學習呢？本專題研討會透過使用本地教師利用在 Web 2.0 應用技術於常識科的探究學習設計為主題。讓學生學習如何利用 Google 地球及檔、網誌、Do Do Code (QR Code) 快速回應碼、 Ubuntu、osTube、Facebook 及 WebQuest 等網上工具來進行探究學習。有關研究以十多個不同形式的課堂設計，在本地約五間不同的小學進行相關常識科的實踐教學，蒐集應用案例及教學法，如合作學習、網路探究及探究學習等等的元素，使 Web 2.0 應用技術及資訊科技教育能有效融入教學及學習層面，鼓勵常識科及其他學科教師使用不同形式的學與教材料，加以實踐和配合應用，迎接電子學習 2.0 的教學新趨勢。

本文對香港與新加坡的大學服務學習課程取向特點展開比較。香港各大學之服務學習多由各大高校自主設計與發展，在服務學習課程的發展方面呈現出以下取向：與學術科目結合的學術型服務學習，培養學生道德與品格發展為主的服務學習計劃，以及通過服務活動培養學生的共通能力。新加坡地區服務學習主要由政府推動，在教育部提供指引下各個專上院校發展出多樣的服務學習課程，不過學術型服務學習較為少見，新加坡理工大學還為交換學生另設獎學金。文章繼而從解釋性視角探究這些特點如何折射出兩地政治、社會、文化、經濟等因素的影響，進而對課程比較的焦點與視角作討論。

The aim of the present study was to examine the source of sport confidence among secondary crosscountry athletes. Ninety four athletes (47 males and 47 females) with a mean age of 15.26 (S.D. = 1.87) completed the Sources of Sport-Confidence Questionnaire (SSCQ) after a major competition. It was found that athletes perceived that ‘‘social support’’ was the major source of sport confidence. Significant gender difference was observed that males perceived ‘‘demonstration of ability’’ as more important. Also, significant age differences were found that younger athletes perceived that ‘‘mastery’’ was more important, whereas, older athletes believed in ‘‘ability’’. The findings of this study allow coaches to develop confidence among young athletes.

根據2006年“全球學生閱讀能力進展研究”報告，我國香港特別行政區小四學生的閱讀能力全球排行第二，與2001年比較進步極大，報告指出香港閱讀課程和教學較以前稍有進步，反映香港的誥文教學正在進步中。不過，語文教育並不局限在閱讀能力的培養，教育局的課程指引(2002)指出，語文教育應以讀寫聽說為主導，帶動其他學習範疇。雖然學生的閱讀能力有所提高，但觀察學生的日常生活，發現他們的行為素質並沒有提升，反之更有愈趨自私自利的表現。筆者統計過香港最通用的三個出版社的教科書，發現涉及中華文化的課題並不多，其實文化就存在予我們的生活中，若能把語文、文化名生活結合，會是一種更全面的學習取向。本文就一些日常小事出發，借此推動有素質的文化生活，讓改革由“小”做起。

香港在1999年檢討教育制度，2000年展開語文課程改革。2002年、2006年及2009年香港課程發展議會先後編訂初中、小學及高中的語文課程指引。當時雖然受到一些阻力，但在政府和多方努力的推廣下，課改至今已有十年，語文教育改革不但是不可阻擋、不可逆轉的潮流，而且已進入深化改革的階段。 語文教育包括課程、教材、教法與評估四個範疇。香港的語文教育改革與深化工作已有一段時間，與此同時，中國大陸﹝內地﹞、中國台灣及新加坡等地﹝簡稱：三地；三地及香港則簡稱：四地﹞也在進行語文教育改革，而香港在這方面有哪些經驗可供三地參考，是值得探討的。 本文利用文獻作為研究的基礎，先探討新世紀香港語文教育改革的理念以及落實的方法，再分析香港語文教育深化改革的措施，以及師資培訓的情況。再而分析四地課改理念的同性質，作為可供三地參考的理據。最後提出三地未來深化改革的建議。