The New Senior Secondary (NSS) curriculum has been implemented in Hong Kong since September, 2009. One major objective of this initiative is to help students acquire critical thinking, information technology and life-long learning skills through the Independent Enquiry Learning (IEL) approach. Geographical Information System (GIS) and Satellite Remote Sensing (RS) can be very effective tools for multiple subjects in the NSS curriculum, particularly in Geography and Liberal Studies. However, there exists a huge technical barrier for teachers to apply the technologies in the ordinary classrooms. Hence, this project, funded by the Quality Education Fund of the Hong Kong SAR Government, aims to support the teachers of Hong Kong using GIS and satellite remote sensing in their classrooms. The implementation approach is designed totally from a practitioner's perspective; hence, the fundamental brief of this project is to develop useful resources for teachers and the products shall be; 1.) Teachers and Students - Friendly; 2.) Encourage students to practice critical thinking and spatial thinking skills; 3.) Encourage students to apply knowledge / experience acquired through the learning activities to the other field of interests; 4.) Lowering the barrier of transforming teachers’ / students’ creativity to practical GIS / Remote Sensing projects and learning activities. Products of this project include a comprehensive resources pool of GIS Data and Remote Sensing Images; a teacher-friendly GIS and satellite image processing software; teachers’ training workshops and mostly important, school-based supports. This paper will highlight the first batch of achievements and products, evaluations, successful cases of classroom implementation as well as the feedback from the frontline teachers.
[Copyright © 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Yasushi Asami.]

This study aims to examine the design of approaches for inquiry learning with multimedia resources in primary classrooms. The study describes the development of a multimedia learning unit that helps learners understand the natural phenomenon of the movement of the Earth. An analysis of the use of the multimedia learning unit by a teacher in two classes of pupils aged 10-12, with different pedagogical approaches, was reported. The multimedia learning unit was used by the teacher in the first class with her own understanding of inquiry learning, which is a teacher-oriented approach with mainly teacher control of the learning. She shifted to a more learneroriented approach of inquiry with another class after receiving suggestions from the lesson observers. A comparison of the prelesson and postlesson tests was conducted to study the learning achievement of the two classes of learners using the same multimedia unit. The results showed that though there were significant improvements in learning achievement in both classes, the teaching with a learner-oriented approach with less teacher controlled over the use of multimedia components resulted in learners' better achievement. The study concludes with suggestions on design of teaching based on inquiry learning with multimedia learning resources and the shift to a more learner-oriented inquiry approach.
[Copyright © 2007 Association for the Advancement of Computing in Education.]

This paper presents a teaching/learning model that utilizes information technology to facilitate critical thinking and collaboration skills in two physical education modules, Adapted Physical Education (28 students), and Motor Learning (27 students), taught at the Hong Kong Institute of Education. The aim of the project was to examine whether three types of asynchronous online activities embedded within the Blackboard Learning Management System enhanced student learning. The effectiveness of these activities was assessed through the number of online interactions, a survey, and selected interviews. Results showed greater online interactions than face-to-face interactions (ranging from 37 to 132 interactions per topic), improved ability to integrate theory with practical settings, and high level of student satisfaction with the online mode of delivery. The study indicated that the creation of alternative learning spaces in the Blackboard Learning Management System is an effective platform to enhance learning through interactive student-centered learning activities beyond the physical education classroom.
[Copyright © 2008 ACESS, Asian Council of Exercise & Sports Science.]

Ubiquitous devices offer new teaching and learning opportunities from K-12 to higher education settings. The integration of mobile facilities and Web technologies allows researchers and educators to explore different possibilities in m-Learning. In this study, a group of pre-service IT teachers in Hong Kong were introduced to the field of m-Learning by participating in a series of m-Learning activities. Three applications were designed and programmed with XTHML-MP/WAP 2.0 technologies and supported by server-side Web technologies of PHP and MySQL. The research aimed at providing the opportunities for the teachers to explore this new trend in teaching and learning and to find out their acceptance of this approach.
[Copyright © 2008 by SICET.]

Moodle的是一個開放源代碼的電子學習軟件平台，由馬丁‧多基馬斯（馬丁Dougiamas） 開發，其原意是讓教師們建立一個教師和學生之間線上課程的支援互動。近年來，Moodle 引起了香港教育工作者的注意，因為在2012-2013學年，香港的大學所提供的本科學位課程從三年制改為了四年制。基於雙軌制學年，形成香港教育學院的語言課程出現大班教學，導致普通話教師難以在課堂上照顧每位學生的需要，也造成很多其他問題。有鑑於此，香港的大學正在研作者：Moodle的對於提高教學質量方面的潛力。本文將以香港教育學院的進階普通話課程為例，探討下列兩個問題：1）在Moodle的平台上，如何運用各種的活動和資源；2）的Moodle課程如何提升學生的學習經驗。
[Copyright © 2014 臺灣華語文教學學會.]

The most updated ICT in education policies in Hong Kong music curriculum are the music curriculum guide and the music curriculum and assessment guide implemented in 2006 and 2009 for primary and secondary school. Both curriculum guides emphasis the importance of the role of technology in the music curriculum. This paper focuses on the music software design from the perspective of Hong Kong music teachers’ pedagogical considerations. Most music software used by teachers today in their teaching is originally designed for professional or commercial usage, and little pedagogical considerations have been taken. While technology is gradually and increasingly integrated into music education, the absence of pedagogical considerations in the software design is an emerging problem. In order to understand the music teachers’ needs and expectations from music software, the purpose of this study was to investigate the most useful and desired features of commonly used music software from the perspective of music teachers’ pedagogical concerns. A simple questionnaire and a semi-structured interview were conducted with 15 purposefully chosen primary or secondary school music teachers in Hong Kong. Those teachers were chosen to included both primary and secondary schools, and both mainstream local curriculum and international baccalaureate (IB) program. Teachers recently graduated were particularly chosen as they have experienced the most recent pre-service music teacher training which incorporated the considerations of ICT in education. Results show that music notation software is the most popular software used for music teaching, followed by audio editing software and mobile apps. Choice of particular music software brand is up to the availability and personal preference from the music teachers. The main use of music software by teachers is for preparing teaching materials. Software mostly used during the music classes is mobile apps for the purpose of demonstration. Some of the desired

This article reports the results of an attempt to integrate a collaborative technology, a wiki, into learning within a course in a teacher education program based on social constructivist learning theory. The current study aimed to explore student-teacher acceptance of the proposed pedagogy and to identify specific learning style preferences that might be favourable to accepting the proposed pedagogy. A total of 56 student teachers studying a General Education (GE) course in a teacher education institute in Hong Kong participated in the study. They completed a number of collaborative tasks using a wiki during the learning process, and were then invited to complete a questionnaire designed to solicit their perception on the usefulness of wikis and their attitudes towards using a wiki, and 39 of them also returned a learning styles inventory which was used to identify the learning styles profile of the student-teacher samples. The findings reveal favourable perceptions of the use of a wiki as a collaborative learning tool in the course. Qualitative data collected from open-ended questions also reflects similar favourable results. Active learners were also found to be significantly different from reflective learners in accepting the wiki as a learning tool.
[Copyright of Australasian Journal of Educational Technology is the property of ASCILITE]