This presentation will report a study for enhancing pre-service teachers' metacognitive teaching competencies through a tripartite school partnership model with a view to tackling the impacts and challenges created by the Learning to Learn 2.0+ curriculum. Since the introduction of the Learning to Learn 2.0+ curriculum document in Hong Kong, metacognitive teaching has come to the forefront as an innovative research agenda in teacher education. The key concept underpinning Learning to Learn 2.0+ is that of teachers developing students' generic skills including decision making, planning, and problem solving. All these skills can be conceptualized as metacognitive skills. A metacognitive teaching framework includes thinking aloud, refining learning strategy use, letting strategy use gel, and self-assessing and setting goals were adopted as the theoretical framework of the study. The pre-service teachers of this study were equipped with such metacognitive teaching strategies and skills through lesson implementation in the partnership schools. Pre-post tests were conducted to examine the enhancement of the metacognitive teaching abilities of pre-service teachers. Results of the study show that providing an authentic environment and consultative support to the pre-service teachers can help them to master metacognitive teaching skills effectively. A training guide for metacognitive teaching were developed for pre-service teachers and applied in teacher education programme. A tripartite school partnership model consists of course instructors, teachers from partnership schools and our pre-service teacher were developed to provide an authentic learning environment to enhance the metacognitive teaching competence of our pre-service teachers. Copyright © 2020 International Conference on Learning and Teaching.

The examination-oriented education, de-emphasis of hands-on practical work in science lessons and the lack of interdisciplinary curricula are some of the major constraints or obstacles for STEM education in China as reflected from their deficiency or ineffectiveness in nurturing gifted students or talents. In this presentation, we will report two different innovative ways to employ technology and field-based learning for effective STEM education as based on our prize-winning educational device (called mobile logger for science and environmental studies with a corresponding software/app called SESlogger). In the first case, a cartoon video was specifically developed for teaching the primary school students on how to use the device and then students were arranged to practice it for field-based learning in a Guangdong school campus. In the second case, the mobile logger was used to collect on-site environmental data for hiking through all the ten sections of the MacLehose Trail with a total distance of 100km and then the best section of the Trail was designed as a kind of technology-enhanced field trip for trial run by some university students in Hong Kong. To evaluate the educational effectiveness, students' attitudes and views towards the STEM lessons and activities have been collected using questionnaire survey (together with the pre-test and post-test scores on the students' cognitive understanding and level of practical performance) or interviews. For these two cases, we will also present the findings on students' learning difficulties and field-based implementation problems or issues together with reflections from the researchers themselves. Copyright © 2020 International Conference on Learning and Teaching.

Prior studies have highlighted the importance of General Education in reinvigorating higher education. In spite of the significant contribution of General Education, students' engagement in the course is also frequently negative. Formative e-assessment is supposed to enhance undergraduates' learning engagement due to the nature of formative assessment and the relative affordability of technology. A formative e-assessment intervention was included in General Education foundation course tutorials which used Kahoot, Mentimeter and Google+. This study adopted a quasi-experimental design to demonstrate the effectiveness of formative e-assessment intervention on student tutorial engagement in terms of cognition, emotion and behavior. At the end of one-term tutorial, two experimental groups and one control group completed a survey on course engagement and eight students from experimental groups attended two focus group interviews. The findings reveal that in general, formative e-assessment increased students' course engagement but not in a significant way. The significant change in course engagement only exists in students' sense of belonging to their group and their effort in assignments. The participants preferred Kahoot and Mentimeter to Google+ and reported some inhibiting factors in using Google+ including their unfamiliarity with it, examination-oriented learning attitudes, low course learning motivation, and time constraints. Copyright © 2020 International Conference on Learning and Teaching.

This study aims to conceptualise a drama-integrated curriculum devised from process drama as an approach to play-based pedagogy and curriculum to realise the policy initiative of learning through play. By investigating teachers’ perspectives and practices in relation to the curriculum of a local kindergarten, examples of effective drama-integration strategies and the associated children's learning are identified and organised into four themes – namely, drama teaching and learning through, before, in and after play. The teachers understood that although their curriculum is not based on free play, its not-so-free features may reconcile the play–learning binarism, daring them to navigate the maze of complex relationships between play, drama, teaching and learning in implementing a playful curriculum. Copyright © 2021 The Author(s).

The study aimed to explore the effectiveness and both teachers' and students' acceptance of using three types of e-learning activities, namely online teaching videos, Internet resources, and digital games, to learn classical Chinese (CC) in the out-of-class context. Thirteen Chinese language teachers and 551 students from five secondary schools in Hong Kong participated in the study on a voluntary basis. The findings of pre- and post-test comparisons indicated that students used CC reading strategies more frequently, improved their self-efficacy and intrinsic motivation in CC reading, and participated in more self-learning activities after using the e-learning activities. User acceptance of e-learning activities was examined based on the Technology Acceptance Model (TAM). Findings of regression analysis and structural equation modeling generally support the hypothesized TAM, suggesting that students' perception of the e-learning activities would affect their intentional use, and, in turn, their actual use of the e-learning activities. Students' perceived playfulness and teacher encouragement of the e-learning activities were the most critical reasons for them to accept and participate in the activities. Implications of the findings are discussed to provide insights into the applicability of using e-learning as a new learning approach in a traditional school subject.本研究旨在探討在課外使用三類電子學習活動（包括網上教學短片、互聯網資源及網上遊戲平台）對促進學生學習文言文的成效以及教師和學生對於這些課外電子學習活動的接受程度。研究共有來自5所香港中學的13名教師及551名學生自願參與。比較學生填寫的前、後測問卷結果，學生採用了這些電子學習活動之後，增加了使用文言文的閱讀策略，提高了閱讀文言文的自我效能感和內在動機，以及較以往更經常參與了文言文的自學活動。本研究同時以科技接受模型為理論基礎探討使用者對這些文言文課外電子活動的接受程度，多元迴歸分析及結構方程模型的統計結果支持本研究的假設模型，證明學生對這些電子活動的觀感會影響他們的使用意願，再進而影響他們的實際使用量，在眾多因素之中，學生對電子活動的趣味觀感和教師鼓勵是影響他們接受和參與這些活動最關鍵的因素，本研究的結果對於在學習文言文這傳統學科採用電子學習這種新的學習模式的可行性有重要的啟示。 Copyright © 2021 世界華語文教育學會.

Teacher feedback can be useful in helping English as Foreign Language (EFL) students revise their draft writing. Investigating how EFL students respond to various types of teacher feedback in draft revision has been regarded as an important field of study. However, such investigation is time-consuming and labour-intensive, which limits its practical application in EFL writing classes. To address this issue, this study was designed to explore an initiative to use a systematic method in tracking and analysing student revisions in response to teacher feedback. Firstly, an automated tracking method was proposed and applied to examine the technical feasibility of analysing the effects of teacher feedback on student revisions for 75 EFL undergraduate students from two Hong Kong universities. Secondly, the study explicitly sought to explore teachers’ perspectives on the automated tracking method by interviews. The quantitative results suggest that the automated tracking method can analyse teacher feedback and student revision with high accuracy compared to the manual analysis, while the qualitative results shed light on the benefits and limitations of the method. Overall, our findings provide a basis for further research on harnessing the potential of technology to support teachers in developing their professional feedback practice for EFL writing. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.

Our previous work, FIBER (Flipped Issue-Based Enquiry Ride), is a pedagogical framework to integrate FC (Flipped Classroom) into the process of issue-based enquiry learning for social humanities education. This paper presents our recent work, G-FIBER (Gamified-FIBER), in which we have re-worked on FIBER with the infusion of gamified learning. In the evaluative study (with 72 high-school students in Hong Kong), we showed the pedagogical effectiveness of G-FIBER was significantly higher than FIBER's, with a medium-to-large effect size. This re-work contributes to the field with evidence for grounding more future studies on the crossover between FC and gamified learning for advancing students' learning in school education. Copyright © 2021 by The Institute of Electrical and Electronics Engineers, Inc. All rights reserved.

This research study contributes to understanding teachers’ perceptions and views of using controversial issues and political neutrality in teaching, through an analysis of data gathered through questionnaire responses in a wider project and 41 semi-structured interviews. There are diversified views about the relationship between controversial issues and education. Some teachers feel that it is impossible to avoid controversial issues and that using them is educationally necessary. Three approaches were identified regarding their teaching of controversial issues: ‘open’, ‘critical’, and ‘committed’. The authors argue that teachers’ actions are influenced by factors which are discussed as ‘contextual’, ‘political’, and ‘pedagogical’. Teachers operate in specific places and times, have their own views about the nature of the good society, and prioritize their professional responsibilities. These findings contribute to our understandings of the teachers’ viewpoints and how those views are shaped. Such understandings will contribute to the development of reflective education policy and practice. Copyright © 2021 Teacher Development.

This chapter reports on two datasets. The first is a short questionnaire administered to International College Hong Kong Secondary Media Studies students in Year 10 and 11, regarding their public General Certificate of Secondary Education (GCSE) examinations, where students’ attitudes to Free Learning were probed. The second dataset comprised grade achievement comparisons between the 2019 Free Learning GCSE cohort and a previous cohort who had been prepared for the public examination via a standard teaching mode. While the sample was small, students responded positively to Free Learning as a teaching methodology and as preparation for a high-stakes examination. Regarding grade comparisons, grades achieved by the Free Learning cohort were very comparable with grades obtained by previous non- Free Learning cohorts. It would appear that even when it leads to public examinations, with the requirement to complete a set syllabus, Free Learning is a viable methodology. Copyright © 2022 selection and editorial matter, Ross Parker, David Coniam and Peter Falvey; individual chapters, the contributors.