Nowadays, the application of computer technology in assisting the classroom teaching and learning is common and popular, particularly in special education. Many researches have indicated the inherent value and significance of using CAL in teaching children with special educational needs (SEN). It has been stated that the computer may serve the communicative, instructional, training, recreational, learning or adaptive purposes. School success in applying the technology depends on many factors but familiarity and proficiency of teachers to the increasing demand of such technology are essential elements. However, there is not much available literature illustrating the use of computers in mentally handicapped schools in Hong Kong. The purposes of this paper are to investigate the instructional use of the computers and the difficulties encountered in different types of mentally handicapped schools. The research has been carried out in different types of mentally handicapped schools in Hong Kong. By questionnaire, the resources, facilities and frequencies of use in computers have been identified. Variables such as school types, school policy, budget, teacher attitude and commitment and instructional practices were identified and their contribution to the effectiveness of the program have been examined. By the follow-up case studies in the three different categories of mentally handicapped schools, an in-depth study on the organizational factors, teachers' attitude and commitment, pupils needs and instructional practices have been investigated. Such quantitative and qualitative analysis aimed at illustrating a clear picture about the use of resources in the classrooms. The results indicated that nearly all the mentally handicapped schools used the computers in teaching their SEN students. However, the students encountered different sorts of difficulties in using the computers, owing to their physical and intellectual disabilities. It was found that some of the teaching activities

This presentation examines the obstacles and difficulties in implementing cooperative learning in Hong Kong elementary and secondary schools, and proposes a framework for integrating cooperative learning with Hong Kong basic education so as to optimize teaching and learning. It was pledged by the Chief Executive of the Hong Kong SAR that small-class teaching will be implemented in primary schools by phases from the 2009 academic year. However, small-class teaching will not enhance the quality of teaching and learning without appropriate use of teaching approaches or strategies, and research shows that cooperative learning works well in a small-class teaching environment. This presentation starts with a summary of the 3 major schools of cooperative learning, and follows with a discussion of the expectations of principals/teachers, as well as of the difficulties observed in implementing cooperative learning in local classrooms. The analysis of the expectations and difficulties provides valuable insights in designing a framework to support teachers in systematic implementation of cooperative learning in their classrooms. The framework consists of two stages. The first stage provides a foundation to teaching and learning with cooperative learning, with 3 implementation phases of teaching strategy, lesson design and cooperative learning environment. The second stage is the enhancement of learning with cooperative learning in Inquiry in Science, Problem Solving in Mathematics and High Order Thinking in languages. Finally, this presentation provides a conceptual framework for systematic implementation of cooperative learning. Different modes of implementation are also suggested to meet the needs and cultures of individual schools. The audience will be invited to comment on the design of the framework.

In view of globalization, this paper takes a critical look at the learning and teaching of second language(s) in two Asian cities, i.e. Singapore and Hong Kong. It discusses the challenges faced by teachers and parents in helping children to learn second languages well as well as comparing the differences and similarities in parental and societal expectations, and the functional roles of second languages in the two societies.

With the rapid development of the Web, blended learning (online learning plus face-to-face learning) has become a model that more and more higher education institutions are exploring or intend to explore. This paper reports on how Information Technology has been integrated into a blended learning environment in the English Department at the Hong Kong Institute of Education since 2003. a number of projects have been carried out over the past six years, focusing on converting traditional face-to-face modules into partly face-to-face, partly online modules, and creating an effective blended learning environment. The Blackboard online learning management system has been adopted as the main platform for carrying out blended learning. Other resources for facilitating blended learning have also been developed, such as a series of subject-specific websites to assist module delivery, online quizzes for students’ self-assessment, and online wikibook projects requiring students to work in groups and write an academic textbook book together online. The blended learning mode has provided alternative learning spaces and increased use of written feedback from both students and staff. Data collected from these various projects and feedback from students and staff suggest that blended learning has been considered highly effective.

While teacher education in Hong Kong is generally delivered in a knowledge transmission mode, two teacher educators employ an alternative way in teaching. We explore the use of teacher narratives to promote teaching of child development. We view “teacher education as narrative inquiry” (Clandinin, 1993). Instead of beginning to teach the grand theories of child development, we share our family stories with students. We invite them to reflect upon the stories heard and resonate with their own family stories. By stimulating reflection (Schon, 1983) and resonance (Conle, 1996), we teach child development in an experiential and practical approach. Storytelling becomes a tool for teaching and understanding the meaning of lived experiences for construction of knowledge in teacher education programs.

Hong Kong schools are concerned with students’ behaviourial problems. This article examines how teachers narrated about the strategies adopted for improving students’ behaviour. Interactionist perspective was taken to explore how teachers defined the situation in which they participated. Interviews and classroom observation were conducted. Sixty teachers were involved. Eighteen classrooms were observed. The influence of Daoism, emerging as one of themes from the data, was prominent, as its principles were incorporated into the teachers’ belief in behaviour management. The findings showed that the influence of Chinese culture in Hong Kong schools is prominent while approaches to behaviour management based upon western societies and theories are “imported”. Implications for the promotion of culturally responsive programmes for behaviour management are drawn.

This paper reports on a pilot study research conducted at the Hong Kong Institute of Education (HKIEd) with student teachers and their teaching practice supervisors. Difference between supervisory discourse of native speaking (Cantonese) and non-native speaking (English) supervisors are explained using a Student Mediation Model to explore how Cantonese students learn from their English speaking supervisors. The research focuses on the nature and quality of student-supervisor discourse to determine whether what is perceived is what is intended. The results may be a model of staff development. Theories of Communication, Semiotics and Symbolic Interaction, as well as interpersonal and intercultural theories are also applied to the model. A survey of HKIEd students in spring 1996 revealed their need to be briefed on the communication style impact of non-native speaking supervisors. If there is misunderstanding between student expectations and supervisory behaviour a need for staff development for supervisors would be indicated. Staff development research indicates that successful implementation calls for staff development for the supervisors. Early analysis of the data has begun to reveal that there is indeed a difference and dissonance in what the students receive related to what the supervisors are sending. Continuing analysis will occur over this summer with a full report for the conference.

Driven by the forces requiring rapid innovation in competitive world markets, today's knowledge economy is enabled by ICT's capacity to search, filter, store, transmit, encapsulate, process, and manipulate information. Workers of a knowledge economy are expected to possess ICT literacy: the ability to use technology to develop 21st century content knowledge and skills. This new kind of literacy is considered a key '21st century skill', together with global awareness, civic engagement, financial, economic and business literacy, and learning skills that encompass problem solving, critical thinking, and self-directional skills (Partnership for 21st century Skills, 2005, p.15). 21st century schools are seen to play a critical role in producing a workforce that is highly educated and skilled to support a country's economy. This recognition of education as a key contributor to the economy has led school curricula in many countries to mandate ICT as a central component, with teachers being increasingly expected to infuse ICT into the teaching and learning processes. This paper examines some of the major developments and strategies related to ICT in the education reform of three countries where the author has worked professionally. Lessons will be drawn from their experiences in enhancing music education curriculum reform for a technology-infused future.

It was a classroom research study with two main purposes. First, to describe, using the information gathered during observation, some of the richness and variety of what goes on in a kindergarten classroom. Second, to search for patterns from among these events and the complex interactions of theory, practice and beliefs in order to help explain why certain teachers do one thing while others do something else. This will enable kindergarten teachers to reflect on their own practice in a way which up to now has not been possible, since there was little attention given in Hong Kong to the systematic study of teaching by observing teacher behaviour in the classroom. The research would help identify some hidden aspects of classroom culture or beliefs that affects teachers’ professional development. No claim is made that either of these in any way typical of kindergarten teaching as a whole. However, it casts light on approaches which some teachers have found appropriate in the circumstances. Moreover, it should allow those how train student teachers to bridge the gap between theory with practice by offering the means of illuminating theory with precise and detailed information about life and perception inside the kindergarten classroom.

Empirical Research Background: Krashen (1982) holds that affective factors are important for success in acquiring a foreign/second language. This paper attempts to operationalize the affective factors using comfort levels of English language learners. A Rasch calibrated scale properly designed targeting comfort levels in using the English language to exemplify a straightforward and efficient way to tap the affective factors in language acquisition. Empirical Research Aims: The study aims to establish a measure of comfort in using English as an index of the affective filter in learning English. The hypothesis is that levels of comfort in using the English do indicate level of ability in English. Empirical Research Sample: The sample consists of 15000 plus individuals from 7 regions in the Asia region: China, Hong Kong, Japan, Korea, Singapore, Taiwan and Thailand. The sample was randomly selected by commercial internet sampling firms in the regions. Empirical Research Method: A questionnaire targeting 3 areas of English language use was designed. The areas are contact with native speakers of English, using English media and reading English publications. 9 items were developed with categories of each item containing descriptions of different levels of comfort in using the English language. The questionnaire was administered via the internet in the 7 regions. Empirical Research RASCH: The returns were calibrated using the Rasch model. The locations of the item categories provide the basis for profiling three of comfort. Empirical Research Results: The levels of comfort in using the English are found to be significantly correlated with self-assessed English language ability included in the questionnaire. Empirical Research Conclusions: Calibration of item categories, if meaningfully described, can provide more detailed information on a survey instrument than the common used Lickert type scale with levels articulated in relative terms of more or less in some fashion