The authors report that the 30 schools, 5 Government and 25 aided, involved in a pilot scheme started its implementation in September 1982 and about 21 schools run their computer studies courses on their own budgets. The authors further report the findings of a survey that the estimated total number of students taking computer studies at the F. 4 level in 1982-83 was around 2,295; MICROSOFT BASIC was used in all the 35 schools; originally, the Education Department did not allocate any supporting staff or clerical staff to the pilot schools; 41% of the schools used textbooks published in Hong Kong, and 24% used textbooks published in the UK; the government had spent a sum of HK$1,700,000 to purchase the standard sets of equipment; and the ratio of expenditure/student was estimated by proportioning the student numbers of 929 for 22 schools to 1,267 for 30 schools, any extra equipment purchased by these schools on their own budgets

The author argues that there was an urgent need for planned and co-ordinated development of microelectronics in the school curriculum, that a new high level Microelectronics Education Committee should be established in the Education Department, and that it was essential to select staff with expertise and with a commitment to innovation across the curriculum.

The authors report that, in October 1979, the Computer Studies Working Party was invited to prepare a Computer Studies syllabus suitable for examination of a two year F4/5 course: a spiral approach was used; a pilot scheme would be introduced in September 1981; teachers who had practical experience of using BASIC was required; the University of Hong Kong would introduce a Computer Studies Minor course for in-service students as part of the certificate programs, starting in October 1980.

The following points are advocated in the paper: there was very little good educational software currently available, and so the UK organization MUSE (Microcomputer Users in Secondary Education) was introduced; the provision of a MUSE Software Library of software packages for access by local schools was vital; the Hong Kong Association for Computer Education had just been established and played a greater role in the development of computer education and computer-based education than the Government's Education Department; and the establishment of a specialist division within the advisory inspectorate, separate from and independent of the mathematics section, was a priority.

The author reports that a scheme was announced to incorporate Computer Studies in the local secondary schools, especially Mathematics curriculum. To the author, it seemed more preferable to introduce Computer Studies as the F. 6/7 level and to expand to F. 4/5 curriculum. Besides BASIC, such other language as ALGOL, FORTRAN, COBOL, PASCAL could be considered alternatives to BASIC. Also, teacher education for instructional computing should take place at both the in-service and pre-service levels.

This paper examines the potential uses of computers within the limitation of economic possibilities. The author points out that Computer Assisted Instruction (CAI) and Computer Managed instructions (CMI) referred to a wide range of educational techniques, and that a diagrammatic representation of the potential uses of computers related to the three broad categories: for education to live in a changing society; resource for learning; and for administration of educational services.

The author reports that the section "computer operation" in the Computer Studies Curriculum was split into four topics: the organization of the central processing unit (CPU); machine code; program execution; and languages. The author then suggests that the logical organization of a computer system should be demonstrated in an "information flow" method. But the practical details for implementing this "information flow" method, such as teaching tools and design of assignments, were not discussed.

This paper heralds the advent of CAI as tutors in various subjects. And the purpose of the paper is to promote teachers' interest in getting a microcomputer and learning how to use it in teaching and learning. The author notes that, at this early time, microcomputers were rather primitive but expensive. He then compares the advantages and disadvantages of buying a ready-to-use computer set and building from a kit.

The author states that microcomputers do have a variety of application in education. In computer assisted/aided learning (CAL), learning materials are presented to the learner through the computer. The teacher should determine selecting a suitable computer program for a particular group of pupils. The author then points out that potentially, as CAL affects all subjects and disciplines, it will be seen in use in Hong Kong schools.