Educational Technology has long been a major component in the teacher education programme in Hong Kong. However, its application in actual classroom teaching is very limited. Recent studies in the science teaching in secondary classes and the trend of using instructional media in primary schools in Hong Kong revealed that the types of media being used are limited to those traditional ones. Textbook, blackboard and printed text materials remain the dominant instructional media in current practice of teaching although there are varieties of other choices (Yeung et al, 1996; Li et al, 1999). Other traditional media such as photos, graphics, OHTs and video were used occasionally and were mainly used as information delivery aids in a teaching process. Reports on the use of computer technology were rare. This phenomenon of limited use of technologies and little use of computer technology in teaching may have relation with the general adoption of directed teaching strategies by most teachers currently or may be a result of insufficient preparation in initial teacher education programme. Teacher educators have been being too emphasised on the teaching "about" technologies- the skills for operation of -equipment and computer software rather than the concepts and knowledge of their applications in real learning situations. That is how teachers and students teach and learn "with" technologies. This study aims at verifying the effects of a new teaching approach in which portfolio was used as a guide, a record and a monitor of the learning process of the revised technology competencies for teachers in a group of pre-service teachers in a primary teacher education programme. A conceptual framework that governs the design of the revised competencies was also established and will be discussed in this paper. Preliminary investigation shows positive result in the acquisition of concepts, ideas and skills in the newly revised technology competencies.

This study describes a web-based portfolio system in a Hong Kong teacher education context in which on-line tool was used to facilitate student teachers' reflection on their field experience during teaching practice. Assessment rubric was integrated into the web-based portfolio platform. Student teachers created and revised their reflective statements and artifacts according to pre-defined and self-defined learning domains for professional development. Automatic notification feature was also built in the system so that whenever a student teacher posted something on the platform, the supervising tutor was notified thus enhancing communication between the supervising tutor and the student teachers. Feedback and comments from both lecturers and student teachers were shared in a forum and such data were tracked by a database in the system. Preliminary finding shows that the web-based portfolio system enables the lecturers to give timely and informative feedback and the development process of such a portfolio encourages student teachers to think reflectively and to become a self-regulatory learner.