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 explores the ideological complex in a Hong Kong primary school where a large number of immigrant mainland Chinese students study by examining the interview data from teachers and immigrant students. Drawing on the notions of monoglot ideology and misrecognition, this study indicates that disqualifications of some linguistic resources in the emergent repertoire of their students exist in the primary school as a political and social context dominated by particular language ideologies. This study also explores how the language ideologies of the students are constructed and how the students censor their use of the native language through internalisation of the language attitudes held by the teachers. The findings suggest that a flexible language ideology would help the students value their own language resources and construct a new identity in the new hibitus. It is also suggested that the immigrant students can employ the multilingual practices as a symbolic resource rather than as a disadvantage constructed by the institutional ideologies.
[Copyright of Research Papers in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02671522.2014.970227]

This research explored the congruence and disparity between teachers' and students' attitudes towards French as a second language (L2) teaching strategies in a non-target language classroom context in the USA. The findings suggest students' and teachers' attitudes towards the direct and indirect teaching strategies were generally consistent, but not in terms of the collaborative teaching strategies. The findings also indicate that the beginner and elementary level students held different preferences for all the three teaching strategies. The underlying reasons could be learners' different language proficiency levels, and how well teachers execute these different teaching strategies in class. This study concludes with some implications for foreign language teacher education.
[Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02607476.2015.1044228]

In Content and Language Integrated Learning (CLIL) classrooms where students' L2 proficiency has not reached the threshold level, teachers have been observed to use L1 to assist students in grasping specific technical terms and abstract concepts. It is argued to be a 'realistic' approach to the learning problems caused by students' limited L2 proficiency, particularly in English-as-a-foreign-language contexts. Nonetheless, researchers have also warranted 'judicious' and 'principled' use of L1 so that both content and language learning are facilitated. The question thus remains is whether teachers can use L1 appropriately to suit their students' needs. This study seeks to address this question. It includes data from 30 Grade 10 lessons in Hong Kong CLIL classrooms, where students' L2 proficiency varied considerably. Using both quantitative and qualitative analyses, this study shows that when teaching students with limited L2 proficiency, teachers used a significant proportion of L1 in lessons to explain the subject content, interact with students and develop students' L2 metalinguistic awareness. In contrast, with students highly proficient in L2, teachers used little L1, mainly to provide translation equivalents for L2 subject-specific vocabulary items. This study thus shows that teachers seemed to be sensitive when making use of students' existing linguistic repertoires.
[Copyright of International Journal of Bilingual Education and Bilingualism is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13670050.2014.988112]

VISOLE (Virtual Interactive Student-Oriented Environment) is a teacher-facilitated pedagogical approach to integrating constructivist online game-based learning into formal curriculum teaching in school education. This paper reports a case study on the implementation of VISOLE in secondary Geography education. We compared the pedagogical effectiveness of VISOLE and the traditional classroom teaching approach, in terms of students' knowledge acquisition with respect to a formal curriculum. One hundred and ninety-eight students from top, middle, and bottom academic-banding schools were selected and divided into three experimental groups and three control groups to participate in the research. Results showed that, in comparison with the traditional approach, VISOLE had a positive pedagogical effect on both low and moderate academic-achievement students, but not on high academic-achievement students. The findings shed light on enhancing the existing design of VISOLE, and provide researchers and educators with new insights into harnessing online games in formal school education in practice.
[Copyright of The Curriculum Journal is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09585176.2015.1018915]