This article presents information related to "The Science & Technology Education Conference," (STEC) that is a biennial event held in late June or early July at The Hong Kong Institute of Education. Started in 1996 as a small symposium for teacher educators and members of the Education Department (now Education and Manpower Bureau), it has since grown into a full two-day conference with keynote speakers, paper presentations, demonstrations and workshops. The conference focuses on primary and secondary science teaching as well as subjects relating to the discipline of design & technology (D&T).
[Copyright © 2003 Kluwer Academic Publishers.]

This article explores pupils’ attitudes toward technology relative to academic banding as well as gender and other variables. Over 2,800 students in 22 schools completed questionnaires. Results indicated that students in lower band schools were more likely than students in higher band schools to participate in Design and Technology (D&T) programs. Moreover, many more students had computers in their homes than did when a similar study was conducted in 1997 (Volk & Yip, 1999). The implications of this study relate to improving the type of program that students in lower bands receive and encouraging positive attitudes toward technology regardless of which school a student attends.
[Copyright © 2004 International Vocational Education and Training Association.]

Hong Kong's policy of academic banding, whereby students are placed in secondary schools according to factors such as test scores and available places, often influences the type of education a student receives. In the area of technology education, with subjects such as Design & Technology (D&T), the programs vary, depending on the band of student in the program. This study examined pupils' attitudes toward technology and what effect the characteristics of banding and subjects such as D&T had on attitudes. Using a 58-item instrument to gauge Pupils' Attitudes Toward Technology, over 3,000 students were surveyed from 17 schools. Of these schools, seven were from upper band (1&2), while ten were from lower band schools (4&5). Basic characteristics of the students' were obtained on such areas as mother's and father's occupation, computers at home, and whether or not they have taken "technology" subjects such as D&T in school. Attitudes were grouped in categories of "Interest", "Role Patterns", "Technology is Difficulty", Consequences of Technology", "School Curriculum", and "Career Aspirations". The results indicated interactions with three of the six attitude categories. The results suggested a review of the approach to teaching technology and student access to such courses is required.

The subject of Graphic Communications (and the more-focused subject of Technical Drawing currently taught in Hong Kong) is usually taught in schools as either a stand-alone subject or as part of other technology subjects such as Design & Technology. Traditionally, textbooks and their accompanying problems in workbooks contain set exercises that often lack relevance to each other and/or the students. One way to provide more meaning in the teaching/learning of the subject is to utilize a thematic approach. This paper will present a rationale for using a thematic approach for teaching Graphic Communications. Examples of student work and suggestions for introducing thematic topic will be give.

The Gary Plan of "work-study-play" was the brainchild of William Wirt (1874-1938) and praised for its progressive features by educators such as John Dewey (1859-1952). Introduced in 1907 to the schools of Gary, Indiana USA by Superintendent of Schools Wirt, the plan reorganized the school day and included curriculum features that fostered hands-on activities relating to occupations and daily life. It was also an articulated structure and program, offered from primary through secondary grades. The increased notoriety of the plan's social and financial benefits led the new mayor of New York City to invite Wirt as a consultant to transform their overstretched schools. What followed were several acrimonious years of position papers, posturing and propaganda by many political actors regarding school change. Nearly 100 years later, Hong Kong is also going through major changes in schools. Policy initiatives orchestrated by the new government have influenced the medium of instruction used in schools and classified subjects under Key Learning Areas for all students to study. Recently, the government has proposed to reduce secondary school years from a 3+4 system to one that is 3+3, as well as a new compulsory upper secondary subject called Liberal Studies. Similar to New York City, Hong Kong has its own political actors. Lessons can be learned from New York City's initiative regarding the potential for successful school change in Hong Kong.