Creating ICT-enriched learner-centred environments requires a holistic approach that calls for changes at three levels — teacher, schooling environment and learning activities. Fundamentally, however, it is teachers who, with support from parents, administrators and policy makers, can optimise the benefits of ICT-enriched environments to make learner-centred learning a reality. This chapter therefore pays due attention to the salient issues confronted by teachers in the creation of ICT-enriched learner-centred environments, by using Hong Kong as an example to highlight the myths, gaps and challenges. Reviewed in the chapter are three myths that many educators in Hong Kong subscribe to, including ICT having limited values, ICT being a panacea to learning problems and technical knowledge of ICT being paramount. Highlighted are the gaps that can be observed in the field, of which include gaps in perception; the theory and practice of teaching every student; team-building; and the desire to use ICT. The challenges discussed include teachers encouraging students to become active participants; teachers assisting students to understand their weaknesses and strengths; changing classroom dynamics; leadership in existence; and teachers having an individual sense of how they are able to successfully influence student learning. In the discussion, literature is reviewed and practical solutions are offered.
[Copyright © 2006 Springer.]

With the rapid development of the Internet, blended learning (online learning plus face-to-face learning) has become a model that more and more higher education institutions are intending to adopt. This chapter first compares various forms and expressions of blended learning adopted by different institutions around the world, and then reports on how blended learning has been implemented and promoted in the English Department at the Hong Kong Institute of Education (HKIEd) using a variety of approaches. Here, a number of projects have been carried out over the past seven years, focusing on the conversion of traditional face-to-face modules into partly face-to-face, partly online modules. In addressing these developments, the Blackboard online learning management system, which has been adopted as the main platform for the delivery of blended learning at HKIEd, is first examined. Then the design of a series of subject-specific Web sites to supplement the Blackboard system and facilitate blended learning is introduced. Finally, the implementation of innovative Wikibook projects is illustrated and discussed. Such Wikibook projects, where students are required to work in groups to write an academic textbook collaboratively online, are highly effective in promoting not only autonomous yet collaborative online academic reading and writing, but also online peer editing. This adds a new dimension to blended learning. Feedback from students shows that they greatly enjoyed the experience of collaborative academic writing through the Wikibook projects, and found that the wiki technology made peer editing much more efficient and effective. All the evidence suggests that blended learning has great potential as a vehicle for teaching and learning and is a notable current trend in higher education.
[Copyright © 2010 IGI Global.]

This chapter discusses guidance for pupils in their whole person development on individual as well as class bases, and describes the guidance roles and functions of class teachers in Hong Kong. On the individual level, it holds that the personal attributes and attitudes of the class teacher facilitate the development of a personal teacher-pupil relationship which will help the pupils enhance their self-esteem and serve as a basis for initial counselling. On the class level, the class teacher facilitates the collective growth and development of the whole class by establishing a positive class culture, showing care for maladjusted pupils, and planning and carrying out year-long whole person development programmes.