The knowledge and pedagogies of e-learning in English language learning in teacher education courses would be developed and transformed by student teachers via pre-service learning experiences. The strategies of e-learning in the English language learning of student teachers in the teaching education courses and their own teaching practices lead to a widespread discussion in Hong Kong and Mainland China. It not only benefits educators and student teachers to intuitively understand the strategies of e-learning in English language learning but also helps student teachers to refine their e-learning strategies in English language learning in further teaching practices. This study aims to compare the implementations and transformations of strategies of student teachers to e-learning in English language learning from pre-service learning experiences in Hong Kong and Mainland China. One hundred student teachers were involved. The mixed-method approach would be adopted in the research including questionnaires, interviews, observations and analysis of weekly teaching dairy. The findings would help educators and student teachers to know the general situation of strategies to e-learning in English language learning through their pre-service learning experiences in Hong Kong and Mainland China. Meanwhile, the results of this study will give some suggestions to student teachers for future in-service teaching and learning experiences. Copyright © 2018 The Asian Conference on Education.

This paper aims to discuss an exploratory study that a student teacher carried out on applying the “flipped classroom” approach in his information and communication technology (ICT) class. The study examined student perceptions of the new teaching approach and investigated whether it can help promote higher-order thinking. This study involved 28 students in a public secondary school in Hong Kong. They were attending an ICT class on 3D modelling. A mixed methods approach was adopted. Both quantitative and qualitative data were collected through surveys, online quizzes and focus group interview. The students’ assignments were also examined and analysed. The findings show that students are inclined to accept the new teaching model. We can conclude that it is possible to improve students’ higher-order thinking capability using the flipped classroom approach to teaching.
[Copyright © 2017 The Author(s).]

Field experience at the Hong Kong Institute of Education (HKIEd) is viewed as a central aspect to our programmes. The proposed chapter will discuss a project that aimed to enhance student teachers' professional development in FE by adopting mobile technology and cloud services. Also, the use of digital forms of FE documents such as TP supervision forms, FE portfolios, and reflective journals enables student teachers and Institute supervisors to build their own e-portfolio for further sharing of their professional practices within and outside the Institute.
[Copyright © 2016, IGI Global.]

This paper aims to explore whether Learning Study improves teachers' subject content knowledge, pedagogical content knowledge, and attitude toward teaching mathematics. A Learning Study was conducted in a Hong Kong primary school for a research lesson on comparing the size of fractions to explore the new teacher roles.
[Copyright © Korean Society of Mathematical Education].

Learning Management Systems (LMSs) allow teachers to manage learning activities efficiently and effectively. Teachers can use an LMS to upload course materials, organize online discussions, share files, and collect assignments online. In 2002, the Hong Kong Institute of Education, the largest teacher education provider in Hong Kong, started to employ the popular Blackboard online learning platform. The Institute attempted various ways to explore the delivery of traditional academic courses via this online learning platform. The primary aim of using Blackboard is to provide in-service teachers with a new way to facilitate their learning. In addition to LMSs, we are aware that our students are able to collaborate, create, and share new information on the Web through various Web 2.0 tools (such as social bookmarking systems, blogs, wikis, social networks, video sharing platforms, etc.). However, how can these Web 2.0 tools be used alongside LMSs to facilitate the implementation of e-learning in teacher education courses? This study aims to investigate the synergistic effects of integrating LMSs and free wikis in teacher education courses. First, we discuss the pros and cons of using LMS and wiki-based learning activities from a user's perspective. Secondly, we discuss the approach for building our own learning model that integrates both online tools in course delivery.
[Copyright © Common Ground Publishing].

Information Technology (IT) has become pervasive in our society and it is playing an increasingly important role in education. There is a growing expectation that teachers will be able to make effective use of IT in all facets of their work in schools. There are at least two major reasons which underpin the need to prepare IT teachers in secondary schools. First, schools are expected to prepare students for future jobs. It is quite clear that most of the jobs of the future will require some knowledge of IT. It is therefore important that students learn about IT while they are in schools. This indicates that there is a great need for more teachers who are competent in IT. In particular, secondary schools are short of teachers who are capable of teaching IT as a subject and to incorporate the current learning theories into practice. Second, given the increasing deployment and application of IT in secondary schools, there will be a serious shortage of teachers who are capable of managing and coordinating the use of IT across the school in the secondary context. Under these circumstances, we are offering the IT major in the Postgraduate Diploma in Education (Secondary) (PGDE(S)) Programme in our Institute. The IT Major is designed to prepare university graduates in technology discipline to be able to act as competent IT subject teachers for all levels in Hong Kong secondary schools. This article will discuss the rationale, principles and approach in designing the programme.
[Copyright © 2005 The Association for Computing Machinery, Inc.]

In Hong Kong, the new Senior Secondary curriculum was introduced at Secondary 4 level in September 2009. The curriculum documents emphasize that textbooks not only provide the core elements of learning in the subjects but should also be designed to develop students’ critical and creative thinking and other generic skills through the information and activities they provide. In addition, textbooks should provide a ‘one-stop shop’ of teaching materials so as to help teachers plan the scope and sequence of their lessons. As teachers still rely on textbooks as an important source of information to support their teaching, all textbooks for Senior Secondary Education have been rewritten for the new curriculum. In this paper, the author presents a case study which aimed to develop a framework for designing a new set of Senior Secondary Information and Communication Technology (ICT) textbooks for use by Hong Kong students. In the study, the author conducted a documentary analysis of textbooks pertaining to the previous version of the curriculum, and interviewed experienced teachers, both in order to examine the design strategies for the new textbooks. The paper also discusses how supplementary teaching materials can be used to support learning, teaching and assessment.
[Copyright © 2011 Common Ground, Yiu Chi Lai, All Rights Reserved.]

Using IT for teaching and learning at schools is not only a hot issue nowadays, but it is also a threatening demand of all the school teachers in Hong Kong. The most common way is to present the lessons using presentation software. Under the limitations of the functions available in common presentation software, and the average IT competence level of school teachers, the majority of the products are no more that reproducing the content of textbooks using those presentation software. Not too long ago, expecting an IT amateur, such as a primary teacher, to produce full multimedia teaching materials with attractive animation was generally considered as unrealistic, if not impossible. For most school teachers, reproducing the content of textbooks using presentation software is already a daunting task. Most recently, more and more software tools which are powerful, yet very user-friendly, are available in the market. With those tools, an average IT competent school teacher, with reasonably short period of training, can produce innovative multimedia teaching materials with attention-drawing animation. This paper demonstrates how this kind of tools can be applied innovatively in teaching Chinese Language in primary classrooms. Since this paper is not a tutorial note, it does not teach how to use a specific software. Rather, it suggests various ways the elements of the subject can be taught in the teaching materials, making use of the powerful functions of the software tool.

The Hong Kong Institute of Education (HKIEd) largely provides training to students who wish to pursue their career in teaching in compulsory education. The authors, computer literacy lecturers, were interested to find out if there was any difference between the perceptions of computer student teachers when they were at year one and at year two regarding the importance of computer knowledge they should possess as competent computer teachers. A questionnaire was distributed to student teachers of Northcote Campus after teaching practice in 1996 and again in 1997. The content of the questionnaire was based on the computer literacy curriculum for lower secondary students. The computer topics were grouped under basic computer knowledge, Logo programming, computer applications and others. Student teachers perceived all the computer knowledge were important. Student teachers gave highest regards to computer applications category, followed by Logo programming category, basic computer knowledge category and others category when they were in year one. However, the rankings of basic computer knowledge and Logo programming category were reversed in 1997. The rankings for computer applications category and others category remained the same even though the average mean scores for computer applications category had increased and others category had decreased in 1997. The means for the first three categories actually were very close for both years. When we looked into details we found that five out of seven topics of computer applications category had increased their importance. It was not surprising to find out the largest increase was the social implications of computers on society as there were successful charges for computer hackers recently for the first time. For the basic computer knowledge category, the increase was mainly caused by the large increase of importance of limitations of computers which was also the greatest among all topics. For Logo programming, all the sub-categories