The global crisis of COVID-19 has severely impacted the entire higher education sector (Marinoni et al., 2020) and spurred timely, innovative, and radical responses from educational institutions across the sector and the world. The focus of much of this attention has been on flagship universities (University World News, 2020). However, the impact of COVID-19 has been even more severe on other institutional types, such as community colleges. About two-thirds of the 20,000 universities worldwide reported that online classes had substituted face to face teaching while the altered practices of teaching and learning through digital means call for new pedagogies, access to the Internet, digital devices and technical infrastructure, as well as digital literacies of instructors and students from diverse backgrounds (Marinoni et al., 2020). This study focuses on an exploration of the effects and implications of COVID-19 on the case study of Hong Kong community colleges. The higher education that community colleges deliver traditionally depends on the concept of dynamic learning community, featuring liberal teacher-student interactions and pedagogic environment, learner-centred formative assessment, effective student services for strategic university articulation, and dynamic student activities and engagement (Tang and Dang, 2019). In the case of Hong Kong, a small community college campus in Hong Kong that serves as a hub of geographic location where the above-mentioned activities take place in real time. In late 2019, it was unprecedented that COVID-19 made Hong Kong’s community colleges close their campus and moved teaching, learning and assessment completely online. This study engages in the case study of Hong Kong’s community colleges in view of how it mitigated COVID-19 through organisational adaptation and sustained the delivery of higher education, especially when global pandemic may persist in upcoming times. Copyright © 2020 CHER-Hong Kong.

BACKGROUND: In recent years, there has been considerable interest in taking up the opportunities of Artificial Intelligence (AI) in education. As an emerging concept and a driving technological force, AI is changing the kind of knowledge and skills students need for success in the forthcoming Industrial Revolution 4.0, and at the same time, enabling novel, powerful methods of teaching and learning. Although many school leaders, policy-makers and frontline teachers understand the need for embracing AI, they may lack clarity on what to teach students in the era of AI; how to harness the power of AI tools; and where to start given their own school contexts. This paper describes an ongoing study that uses Communities of Practice (CoPs) as a knowledge management strategy to support Hong Kong K-12 schools in embracing AI. CoPs comprise members who genuinely care about a mutual interest and seek to solve a common problem. The premise underlying this study is that the cultivation of CoPs may present enabling conditions and pave the way for AI adoptions. In these CoPs, members would engage in reflective discussions on the opportunities and challenges of embracing AI in their schools and collaboratively support each other through meaningful knowledge exchange. METHODS: A collective case study is being conducted with members from 20 K-12 schools in Hong Kong to substantiate and illustrate the power of CoPs that aim to support schools in embracing AI. Qualitative data are gathered via semi-structured interviews and focus-group meetings with participants. Thematic analysis is adopted for analysing the data. RESULTS: The preliminary results of this ongoing study have shown that CoPs, if successfully launched, can play an uplifting role for Hong Kong K-12 schools embracing AI. More specifically, the collaborative learning process in CoPs has helped members make sense of AI core concepts and the pedagogical implications as they access authentic, relevant and updated information. The

BACKGROUND: Research on Artificial Intelligence in Education (AIEd) has become increasingly active during the past 20 years, with great interest, rich literature, and huge diversity. The diversity in research topics and technologies keeps increasing along with the tremendous growth in the application scope of AIEd research. A comprehensive overview of this field is necessary to understand what had been concerned in AIEd research, what is going on in the field of AIEd, and what might be the future of AIEd research. METHODS: This paper combined the structural topic modeling (STM) with the bibliometric analysis to automatically identify prominent research topics from the large-scale AIEd literature in the past two decades. Specifically, by using STM, we uncovered important research topics concerned within the AIEd community. The evolution of these topics was explored by using a nonparametric Mann-Kendall (MK) trend test. In addition, the correlation between these topics was further explored and visualized based on a semi-parametric Gaussian procedure. RESULTS: The annual trend of publications concerning AIEd had grown consistently across the past 20 years, indicating that research on AIEd had received a growing interest from academia Analyses on topical trends, correlations, and clusters reveal distinct developmental trends of these topics and promising research orientations. Specifically, the top six topics having the highest proportions in the dataset were cognition and perception, programming education, prediction, MOOCs, semantic Web and recommender systems, assessment and feedback, and emotion detection. Results of the MK test highlighted five topics receiving an increase in research interest, including prediction, assessment and feedback, flipped classroom and biosignal data, STEM education, and English language learning. In addition, several inter-topic research directions were identified, including 1) flipped classroom and biosignal data, emotion detection, and

全球一體化，培育具國際視野的多語多文化人才是當今世界的教育潮流。《國際漢語教學通用課程大網》(2014)列明：國際漢語教學課程通過培養學生的語言技能、語言知識、策略和文化能力，最終具備語言綜合運用能力。香港課程發展議會(2017)也訂定中國語文教育學習領域貫徹以促進學生閱讀、寫作、聆聽、說話、 文學、中華文化、品德情意、思維和語文自學的學習為主要任務。由此可見，無論是國際漢語教學還是中文母語教學，文化與語言都有着密不可分的聯繫。如是，在強調雙語教學的學校中，學生的雙語語言能力和雙語文化能力該如何培養，才能達成理想成果？針對上述問題，本文嘗試分析一所香港雙語國際學校實施雙文化教學的情況。探討重點包括：(1)雙文化元素在學校課程中的體現形式；(2)雙文化教學的具體實踐情況；(3)從文化知識、文化理解、跨文化能力和國際視野四大文化能力的目標考察雙文化教學的成效。通過總結案例，本文將提出改進雙語教學中的雙文化教學建議。 Copyright © 2019 國際漢語教學研討會.

近年，非華語學生學習中文的問題備受社會人士關注。非華語學生與本地以中文為母語的學生起步點不同。非華語學生學習漢字，要先了解學習部首與部件、筆順與筆畫等概念，這對學習者造成不少困難。而非華語學生的生活行為、飲食習慣等與華人社會的文化有頗大分別，語文教學的內容無法脫離文化，如果語文科的內容讓他們無法理解，甚至與他們固有文化產生文化衝突，更會削弱他們學習中文的動機 。 非華語生要學好中文，需要有學習環境的配合。不過，非華語學生的家長大多不懂中文，未必能指導學生，當學生遇上學習的困難亦未必得到即時的協助。在課堂上運用情境教學法可提供實際的生活情境，在施教時突出中華文化要點，例如：新年的習俗、中秋節的意義等等。而情境教學的設計也可以涵蓋品德情意的部分，例如：禮貌、尊重別人等。透過情境式教學，既可訓練他們的語文能力，同時有助他們增進對中華文化的認識，了解本地的文化，並融入社區生活。 本文嘗試提出一個運用情境式教學法的中國語文學習方案及研究計劃。研究對象是其中兩班就讀同一所學校的中一非華語學生及該校兩班的中文科教師。研究以一個中國語文科單元為本，著眼於情境式教學的學習過程，從而檢視此方式的學習成效。學習成效是指非華語學生學習語文能力及對中華文化、品德情意的認識有所提升。研究的重點包括「定質的研究」及「定量的研究」。在「定質的研究」方面，每班抽取高、中、低程度的學生(共六位)及任教的兩位老師訪談，收集老師及學生對「情境教學法」策略成效的意見及回饋。在「定量的研究」方面，會派發問卷給學生及老師填寫，並在施教前後施行前測和後測。 研究預期結果：情境教學法提升非華語學生的學習動機和語文能力，並豐富非華語學童學習中文的體驗，對於學習動機較弱的學生成效更為顯注。 Copyright © 2019 國際漢語教學研討會.

This paper is to investigate kindergarten teachers’ understanding of play and pedagogical content knowledge (PCK) in practicing play-based curriculum. Kindergarten teachers’ professional knowledge, particularly their PCK, has always been considered an important component in securing the quality of early childhood education (Hedges & Cullen, 2005, Sheridan et al., 2009, Wood & Bennett, 2000). This study is built upon the work of Shulman (1986, 1987). Among seven domains of knowledge, PCK blends both content and pedagogy, encompasses both teachers’ understanding of content areas and enactments, with aims to develop better practices for children. This specific domain constitutes knowledge base of teachers to warrant the quality of play-based curricular practice. This study invited 19 kindergartens and 29 teachers. Using the interpretivist approach, qualitative data were collected through classroom observations and teacher focus group interviews to gain a deeper understanding about the kinds of PCK embedded in their actual practice. The present study has met the university’s research ethics. Informed consent has also been obtained from kindergarten principals, teachers and parents of the participating children. Our findings indicated that kindergarten teachers’ situated form of knowledge appeared as significant as their PCK in shaping their professional practice of play-based curriculum. Teachers conceived that ongoing complexities and dilemmas that circumscribing their practice required them to constantly frame, adapt and modify pedagogical strategies. Findings revealed that teachers’ knowledge on play-based pedagogy is contextually bounded. This study gives insights into how teachers develop situated wisdom to complement their PCK in constructing authentic play-based learning in classes. Copyright © 2018 28th EECERA Conference.

Teachers’ attitudes towards curriculum change are crucial in determining the success of implementation. This study examined the relationships between kindergarten teachers’ perceptions of instructional leadership, efficacy, trust in colleagues and behavioral intentions to implement play-based learning in Hong Kong. Data were collected from 542 Hong Kong kindergarten teachers who participated in a survey. The results showed that instructional leadership was positively association with teachers’ behavioral intentions to implement play-based learning directly and indirectly through teacher efficacy and trust in colleagues. The findings affirm that principals and curriculum leaders played a key role in cultivating a supportive leadership which helped form teachers’ positive attitudes towards curriculum reform. Moreover, enhancing trust in colleagues could develop teachers’ efficacy beliefs for practicing play-based learning. Copyright © 2020 All Academic, Inc.

This project aims at promoting the idea and implementation of digital citizenship education to Hong Kong schools and supporting in-serve teachers in professional development. Twenty teacher participants from seven local secondary schools joined the project and attended our 6-sessions (9 hours) of professional development training workshops in the academic year of 2019/2020. The training workshops delivered digital citizenship education framework and related concepts and teaching methods to the teachers, including digital citizenship, media literacy, digital commerce, digital footprint, digital etiquette, and cyberbullying. Our team also supported teachers to design their school-based digital citizenship curriculum for trial teaching and discussion of feasible pedagogies after the training workshops. After conducting quantitative data analysis before and after the training workshops, the result found that over 90% of teachers are satisfied with the training workshops. Moreover, there was a significant statistical difference in their teaching of digital citizenship on digital law, digital commerce, and digital security and safety dimensions between pre and posttest. They are more willing to teach these topics after the training. Facing the challenges caused by COVID19 in 2020, however, all Hong Kong schools were forced to close down. Therefore, our class observation has been delayed but we still found that teachers can utilize different online learning activities to implement digital citizenship education, though some teachers also reported that they were not confident to teach certain aspects such as legal dimension. This project suggests a need of equipping teachers’ understanding and teaching of digital citizenship education, and revisiting the relevant curriculum. Copyright © 2020 International Conference on Learning and Teaching.