This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support. © The Author(s) 2021.

This paper explores the pedagogical approaches teachers employ and the strategies that school leaders implement to promote the use of an Adaptive Learning Platform (ALP) in a high school in Hong Kong. It assesses how such an AI-powered platform can support teachers in enhancing student engagement and learning outcomes. The study employs a case study methodology to identify the factors influencing the incorporation of ALP. Qualitative data were collected through teacher interviews, and an in-depth analysis was carried out to identify effective pedagogies and strategies for implementing adaptive learning. The findings of this study underscore the significance of supportive school leadership that encourages teachers to embrace ALP as a tool for promoting student learning. Additionally, effective implementation of ALP necessitates a shift in pedagogical practices from traditional teacher-centred approaches to more student-centred strategies. The study concludes that the integration of ALP into teaching practices can boost student engagement and elevate the quality of learning outcomes. In summary, this research contributes to understanding the successful implementation of ALP in high schools, emphasising the critical roles of school leadership support and the adoption of student-centred pedagogies. The findings provide valuable insights for educators, administrators, and policymakers interested in utilising ALP to improve student learning outcomes. Copyright © 2023 by the owner/author(s).

This article compares and re-examines citizenship education (CE) teaching and learning in Hong Kong (HK) and Guangzhou (GZ), China. It questions two stereotypical perceptions-that China schools indoctrinate students, and that CE lessons in HK are more open than those in mainland China. Data are drawn from some 30 lesson observations, 1,200 questionnaires, and 80 teacher/student interviews from six sampled HK and GZ schools. The study used NVivo to examine qualitative data, and employed hierarchical linear modelling with the help of SPSS and AMOS to analyse quantitative data. The findings suggest both cities are similar in terms of teaching/learning CE, due to globalization and domestic changes, and have similar CE conditions more conducive to open pedagogies (e.g., inquiry-based approaches) than indoctrination. HK's greater socioeconomic openness does not ensure its CE is more open than GZ's, for pedagogical and non-pedagogical reasons.
[Copyright of Journal of Curriculum Studies is the property of Routledge.]

In this paper we outline the provision of pre-primary education in the Hong Kong SAR and discuss how the educational reform initiatives of 2000 (Learning to Learn) and global imperatives provided the impetus to reshape a new educational approach to early childhood education. We use the example of a half-day pre-primary (kindergarten) programme to illustrate the ways in which policy and guidelines are enacted and how they appear to reflect all the attributes of the reform movement that have adopted contemporary ideas from the international educational arena. We highlight the interpretations and enactments of these new educational imperatives in a system that has a long history of different cultural pedagogical traditions that often do not resonate with western pedagogical approaches.
[Copyright © 2016 TACTYC.]