Despite frequent attempts to address educational changes and the roles of information and communication technology (ICT) in effecting changes in student learning, few have conceptually examined ICT implementation within a wider context of managing change in schools. Methodologically, it has been argued that ignoring the multilevel nature of the data collected might incur significant discrepancies in the results. These research gaps direct us to develop multilevel models to explore how the relevant contextual factors contribute to effective ICT implementation, in particular the school-level factors. Results indicated that from teacher perspectives, ICT was able to act as a lever to bring about changes in student learning in the context of establishing collegiality in schools. Sociocultural setting rather than structural characteristics of the school accounted for the variation of school mean for perceived changes in student learning. Specifically, perceived changes in pedagogy modulated perceived changes in student learning among schools.
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*The author reports that secondary school language teachers at Hong Kong International School have adopted electronic mail and an electronic bulletin board system to carry out several classes for multinational students of English. The application of electronic communication for student assignments, assessments, the development of communication and thinking skills, and unexpected difficulties are then reviewed.

This paper reports the findings of a research which aimed to explore how text structures can facilitate the process of recall: the effects of three different text structures - causation, comparison and collection - on recall are studied and compared; the results show that in assisting students in recalling the content, comparison structure is the best among the three.（周麗英整理）

This study examines how the language used at home, Putonghua or Cantonese, has influenced the Chinese reading attainment of 4335 primary school students in Hong Kong. Also examined was the influence of the birthplace and home background socioeconomic status (SES) of the reader. Although the indigenous Hong Kong population uses Cantonese, a dialect of Chinese, for everyday communications, the Chinese written in school is Modern Standard Written Chinese (MSWC), the written equivalent of Putonghua, the spoken language of the people of China. Many of the numerous families migrating from China to Hong Kong in recent years have brought with them children educated in Putonghua in China and with extensive experience of MSWC. It was hypothesised that the reading attainment of these students would be superior to that of classmates born in Hong Kong and using Cantonese habitually. This would apply particularly to students from advantaged SES homes. The children born in China indeed had superior reading attainment. But children speaking Cantonese at home and Putonghua 'sometimes' had the highest reading scores, regardless of their birthplace or SES. The writers reflect on assumptions about the influence of the language used at home on language attainment and the implications for educational planning.
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http://dx.doi.org/10.2167/jmmd529.1 ]

This paper provides a description of a survey on music technology distributed to the music teachers of 378 secondary schools in Hong Kong of which was designed to review the provision of electronic equipment and computers in the music room, reflect to what extent computer technology has been used to assist music teaching, describe the attitude of music teachers towards technology, and draw their views on students' response towards music teaching and learning through computers.

This paper identifies the diverse aims of the formal music curriculum and compares them to teachers' perceptions of those aims. Data was collected by the authors through a questionnaire which was completed by 48.5% (n=203) of music teachers in the secondary schools in Hong Kong. Analysis of the results showed that the predominant view of the respondents regarding the aims of music education was that it would enable students to appreciate music. Further, musical experiences associated closely with listening were perceived to be more important than the other components of a balanced music curriculum, namely performance and composition.