This paper aims at identifying the use, benefits and challenges of integrating Minecraft in teaching students with autism. Classroom observations, students-created manifests and interviews were conducted in two Chinese-speaking special schools in Hong Kong. It is concluded that Minecraft does have positive impact on how children with ASD learn. Students were more engaged in class, showed improved collaboration and communications skills, developed deeper relationship with their classmates and the teachers, and were more motivated to learn. Some potential challenges and concerns are discussed. Copyright © 2018 The Hong Kong Jockey Club.

Smart classroom has some common features such as automatic sensing physical environment, flexible use of computing devices and physical settings, connected learning environment, and learning data tracking. These features can promote interaction among teachers, learning peers and resources entertaining needs of new generation learners. Interactions in smart classrooms have a higher level of complexity in comparison with traditional classrooms. In this study, an interaction observation tool in K-12 smart classroom was developed, based on the existing interaction tools and derived from the characteristics of smart classroom as discussed. The two major parts of the observation tool are interaction records in smart classroom and interaction support from the learning environment. The tool has been piloted in 14 selected primary and secondary schools in Hong Kong, Beijing and Shenzhen. The tool has been revised eight times after thirty times of in-class observation and ten times of video observation. The tool was evaluated in the dimensions of function, usability and data processing by 5 experts of educational technology, 10 K-12 teachers and 35 observers. The average mean scores of function, usability and data processing are 4.47, 3.98 and 3.94. The Kendall synergistic coefficient is W=0.471, Sig=-0.000, indicating that the tool was highly acceptable.
[Copyright © 2015 Asia-Pacific Society for Computers in Education.]

In this paper, we report on the findings with regard to classroom activities and their time use in a number of mobile technology-mediated classrooms at Hong Kong. The data was collected from a mobile learning project specifically designed to promote students' group and independent learning across a range of subject disciplines through using mobile devices within school environment. A total of 30 lessons in 10 primary and secondary schools were videotaped and analyzed. Results indicate that mobile devices can support establishing a well-balanced structure of classroom activities controlled by both teachers and students, where about 40% of the total class time was allocated to direct teaching and 40% was assigned to students' learning in independent and/or collaborative ways.
[Copyright © 2010 The authors.]

The authors' objectives are to find out the model which most principals thought most favorable in terms of the following: the feasibility of implementation; potential problems envisaged; requirements on resources; grade at which the curriculum was first started; and the extensibility to other grades.

The authors highlight that the objectives of the Computer-based Graph-sketching Environment (CGE) system for teaching and learning were to provide an environment with embedded Pedagogical Content Knowledge (PCK) for teachers to design lesson plans and for students to learn Mathematics by guided instructions and exploration.