This longitudinal multiple-case study applies Activity Theory to analyse the integration of ePortfolio into an International Baccalaureate (IB) Middle Years Programme (MYP) Sciences classroom in Hong Kong SAR, China. Activity Theory was used as an analytical framework to examine eight IB MYP 2 students' (aged 12-13) experiences of Google Sites over two academic years of face-to-face, online, and blended learning modes of teaching and learning. Two classes of 21 students were understood as one Activity System with the inclusion of ePortfolios (Tool) that affected multiple Elements. These include participating students (Subjects), classroom norms (Rules), peers and parents (Community), feedback tasks (Division of Labour), uploading and presenting digital artefacts (Object), and personal skills-based motivation (Outcomes). Qualitative data analysis of ePortfolio artefacts and semi-structured interviews at three stages of intervention revealed two secondary contradiction themes that might have impeded ePortfolio update consistency: 1) Tool-related (unawareness of Tool affordances and misplacement of resources) and 2) Community-related (unfamiliarity with Community members' roles and conflicting feedback expectations). Recommendations (Tool-related affordances and recommendations and monthly timeline with Community roles) for ePortfolio implementation in MYP classrooms are outlined. Copyright ©2023 Elsevier Science Ltd.

Although spherical video-based virtual reality (SVVR) has gained attention as an effective tool for technology-enhanced learning, little research has been conducted on its integration in formal education settings and the role of teachers in facilitating its pedagogical use. In this study, a design-based research (DBR) approach was used to develop teacher-facilitated tactics for SVVR-supported learning based on virtual inquiry fieldwork in formal senior secondary geography education in Hong Kong. Over a period of 2 academic years, we engaged with nine teachers (from nine schools across the upper, middle, and lower academic bands in Hong Kong) and their Grade-10 classes, which comprised a total of 504 students. In addition to reporting and discussing the pedagogical effectiveness of the teacher facilitation practices designed, enacted, analysed, and refined in the iterative DBR process, this paper presents the teacher facilitation principles deduced from these practices. Overall, the findings and implications of this DBR are academically and practically relevant for researchers and educational practitioners who seek to utilise SVVR for educational purposes and strive to enhance its pedagogical effectiveness. Copyright © 2023 Elsevier.

Among science subjects, gender disparities are most evident in information and communication technology (ICT). Researchers have suggested that science identification plays a key role in motivating young females to pursue the study and work of science. However, few studies have comprehensively examined the constituting components of ICT identity and its influencing factors from a person-centered perspective. By adopting an explanatory mixed methods design, this study uncovers ICT identity profiles using nine components derived from the literature and examines their influence on the intention to further study and work in the ICT field among female high school students. The sample included 821 female high school students from 13 schools in Hong Kong who completed a self-report questionnaire. Twenty of them were invited for a follow-up semi-structured interview. The result of the latent profile analysis reveals five ICT identity profiles based on differences in the levels of the nine components. Both quantitative and qualitative data analyses indicate that the higher the level of ICT identity is, the more likely female students are to choose to study and work in ICT. Furthermore, adolescent females with low levels of gender stereotypic beliefs and high degrees of parental and peer support are more likely to belong to the highest level of the ICT identity profile, namely, the ICT person profile. In particular, female high school students with the ICT person profile report even stronger intentions to study ICT when they are clear about career prospects, whereas those with the average ICT identity profile display stronger intentions to work in the ICT industry when they have high expectations of career success. The practical implications for ICT education are discussed. Copyright © 2023 Elsevier.

The effect of ICT use on students’ academic achievement continues to be debated. While positive, negative, and non-significant linear relationships have been reported in the literature, few studies have examined the non-linear relationship between ICT use and academic achievement. Guided by the Opportunity-Propensity framework, this study addressed this gap by examining the non-linear relationships between four types of ICT use and students’ academic achievement. A two-level multiple indicators multiple causes model was conducted using Mplus version 8.0 on a representative sample of 15-year-old Hong Kong secondary students (N = 6,037, mean age = 15.73 years, 48.9% girls) from 152 schools. The results showed a linear, negative link between ICT use at school and ∩-shape links between ICT use for outside-of-school learning (with the peak at the 50 percentile), ICT use for leisure (with the peak at the 80 percentile), and using ICT as a topic in social interactions (with the peak at the 1 percentile) and their academic achievement. These findings suggest that stakeholders should always take caution when promoting ICT use at school and ensure that its use does not interfere with students’ learning activities outside of school. Copyright © 2022 Elsevier.

The rapid development of social media tools has increased interest in their pedagogical value. It has been suggested that social media tools such as wikis can promote online collaborative and interactive learning. This study investigated the value of wikis in supporting collaborative group writing quality among secondary school students in Hong Kong. Students from a local secondary school engaged in group writing projects using Pbworks, a popular wiki tool. Data were gathered from (1) the revision tracking history, (2) a questionnaire on the perceived pedagogical value of the wiki, and (3) group interviews with students. Findings showed that students who made more collaborative revisions on the wiki produced higher-quality writing output. In general, students reported a moderately positive attitude towards the pedagogical value of the wiki. The findings suggest that wikis promote collaborative writing, but teachers need to adopt pedagogical strategies that would equip students to use wikis.
[Copyright © 2017 Elsevier Ltd.]

A study was conducted for creating digital classrooms to support students to develop information literacy competency and critical thinking skills through domain knowledge learning in digital classrooms. A total of 107 students from four Secondary 1 classes were invited from a secondary school in Hong Kong to participate in the study. In the 13-week trial teaching, every three students shared a Tablet PC for learning two topics in the Integrated Humanities subject. The pre- and post-tests of the two target subject topics found that the students had a statistically significant growth in domain knowledge. The three identical information literacy tests and critical thinking tests throughout the trial teaching found that the students had a statistically significant growth in information literacy competency and critical thinking skills. The semi-structured interviews found that the students and teachers positively perceived the effectiveness of the pedagogical designs of the digital classrooms on supporting the development of information literacy competency and critical thinking skills. Three implications are drawn for enhancing the pedagogical designs in digital classrooms that put emphasis on fostering students' development of information literacy competency and critical thinking skills through day-to-day domain knowledge learning in class.
[Copyright © Pergamon Press].

A high quality timetable in a school can reduce grievances of the teaching force and enhance teaching quality. This survey aims to understand the scope of the timetabling exercise and the profile of the timetabling process in Hong Kong secondary schools, and to investigate existing problems encountered. The ultimate goal is to have a complete picture of the timetabling exercise so as to provide a basis for suggesting solutions which will improve this exercise. We sent out questionnaires to 480 secondary schools in Hong Kong; 173 schools responded. The result indicates that timetabling in a typical secondary school involves the allocation of an average of 53 teachers to teach subjects of 29 classes in 48 blocked time slots and 38 constrained locations under several constraints. Nearly 80% of the secondary schools used computers to assist the scheduling task. About one-third of the schools used timetabling software to generate their timetables. However, it was found that the use of automated timetabling systems could only complete some 67% of the available slots. The remaining part involves more constraints, and hence timetablers spend much effort in filling the last slots. 40% of users were frustrated by the changing constraints of the timetabling task. The survey results indicated that further research on the automation of the timetabling task is urgently needed.
[Copyright © 1997 Elsevier.]