This study investigated the challenges and opportunities associated with the introduction of information and communication technologies (ICT) into the early childhood curriculum in Hong Kong kindergartens. Thirty-one principals completed questionnaires before they implemented a new curriculum initiative plan that involved the integrating of ICT into children's learning activities. They completed the same questionnaire and were interviewed within 1 month after they had implemented the curriculum. Findings indicated that the main problems were as follows: the low level of teachers' ICT competence, hardware and software problems, the lack of resources and technical support, and parental level of ICT competence. In-service training was regarded as the pivotal solution to these problems. The 5 levels of ICT transformation of the educational and learning processes (Mooij & Smeets, 2001) were evident in the participating schools. Most of the principals admitted that they were just "technology learners" (Yee, 1999), with regard to their information technology leadership. Sociocontextual accounts and implications of these findings are discussed.
[Copyright of Early Education & Development is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1207/s15566935eed1703_7]

Recent reform in the Hong Kong senior secondary education has awakened the need for a balanced and comprehensive learning experience in the academic, vocational, organizational, social service, arts and sports domains to prepare students for employment, for learning and for life. Following on from its recommendation, the Education and Manpower Bureau (EMB) launched a programme—the Career-Oriented Diversified Curriculum (CODC) in 2003, renamed the Career-Oriented Curriculum (COC) in early 2004, with the purpose of providing students with the opportunity to explore their possible directions for further study, and to fulfil their career aspirations. This study attempts to examine the effectiveness of, and the issues involved in, the first phase of implementing a CODC programme in a class of 32 senior Secondary 4¹ students from 19 different schools. The results suggest that providing a diversified career-oriented curriculum is an alternative way to widen a student's learning horizon. Course providers and students agreed that the participants enjoyed the CODC pilot programme more than they did mainstream subjects. They also found that the programme was useful and relevant for future employment.
[Copyright of Journal of Vocational Education and Training is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13636820600591529]