作者匯報，有關綜合問卷結果所得，電腦教師都認為「電腦輔助學習」能提高學生學習興趣，可於中、小學的課外活動時推行。但市面上合適軟件不足，需大量開發，經剪裁後才可使用。學校應推廣「電腦網絡」、「Internet」、「Hypertext」等知識。而學校的特別實驗室應安裝電腦及投射設備，應由專業技術員管理。

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.

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.

作者對於初中授課用語與教學活動的關係作出了研究，分析七所把部份或全部科目改用母語授課（實驗組），和另外七所水平大致匹配的英文中學（控制組）在初中的語文科和兩個社會學科的授課用語模式、教學次序時間分配和教學活動的分別。研究的結果顯示：一、兩組中文科的教學活動並無顯著分別；二、實驗組學生的英語水平，平均比控制組為低；三、英文科老師的英文水平和教學技巧，對學生英語水平的影響，比其他科目是否用英文授課更為重要。（關之英整理）

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.

文章簡報香港藝術發展局與教育署於1995年12月中合辦的一個以電腦應用在美術與設計科和音樂科的試驗教學計劃；這次計劃有出人意表效果，並受到一致好評。

This paper reports on a study which investigates the implementation of a synchronous e-learning system (Interwise) for online tutorials on an information technology related course offered by the Open University of Hong Kong (OUHK). It examines a set of interview data related to students' and tutors' views on the use of the system. Issues concerning students' participation in online tutorials, opportunities for interaction in using the system, and tutors' roles in real-time conferences are discussed. The findings suggest that both the students and tutors are positive about the use of Interwise for online tutorials in general. Some students, however, indicate dissatisfaction with the one-way communication and teacher-control functionalities of the system. The results also indicate that the tutors are concerned about the workload involved in using Interwise in terms of managing the functionalities of the system and the different learning tasks. Implications are then drawn for supporting synchronous online learning both in the OUHK and a wider academic context.
[Copyright of International Review of Research in Open & Distance Learning is the property of Athabasca University.
Access via Directory of Open Access Journals: http://www.irrodl.org]

The growing popularity of e-learning may pose one of the greatest challenges currently facing traditional educational institutions. The questions often asked are how, rather than whether, to embrace this new form of instructional delivery and how to create an appropriate learning environment for the learners. Educational institutions in Hong Kong have the option of adopting programmes or learning materials developed in other parts of the world for local learners, or not. Such an approach of acquiring learning materials is not without risks in terms of the suitability of materials embedded with cultural contents 'foreign' to local learners, or in terms of the suitability of assumptions in the communication context. What are the issues involved in the globalization of education through e-learning? This paper explores - from a critical-dialectical perspective - the implications of globalization on educational policy through cross-border delivery of educational programmes by e-learning, with particular attention given to the threat of cultural imperialism. The paper concludes that Hong Kong seems to be coping with 'cultural imperialism' rather well because of its unique history of being a cross-road for East and West, and also with some recommendations to e-learning providers to mitigate the potential damage of cross-cultural delivery of e-learning.
[Copyright of International Review of Research in Open & Distance Learning is the property of Athabasca University.
Access via Directory of Open Access Journals: http://www.irrodl.org]