With the rapid development in technology and learning methods, delivery of content is becoming more computer-dependent. Learning has advanced to interactive learning, problem-based learning (PBL), self- and peer-teaching, and web-based learning among others. The Hong Kong Polytechnic University hosted its low vision rehabilitation course on its in-house website in collaboration with the University of Houston, College of Optometry. Web course tools (WebCT) was used to stimulate students and deliver content on the subject of low vision rehabilitation. The site acts as a reference sourse for course material and laboratory instruction. It includes self-tests, quizzes, diagrams, photos, and some animated simulations for students to better understand and assimilate low vision rehabilitation concepts and principles. With web-based learning, low vision concepts and become easier and more fun. Data gathering, grading, and analysis can be more efficiently performed with advance planning and programming. The use of WebCTt and similar platforms holds promise for greater accessibility to low vision rehabilitation content worldwide.
[Copyright of Visual Impairment Research is the property of Informa Healthcare. Full article may be available at the publisher's website:
http://dx.doi.org/10.1076/vimr.4.2.85.15636]

After the resumption of sovereignty in 1997 mother tongue education in Hong Kong, though it began with the good intention of national reintegration, politi-cally, socially, culturally and educationally, has escalated the tensions and contradic-tions of the politics of bilingualism in its implementation. The government policy of bi-literacy and trilingualism addresses, rather than resolves, the problems of hegemonic struggle among different social groups in the society, and between the indigenous elite class and national ruling elites at both the local and national level. A reproduction analysis is conducted to examine the events pertinent to the language shift of English as a medium of instruction (EMI) to Chinese as a medium of instruction (CMI), with particular emphasis on controversial issues such as parental choice, antagonism of elite classes, and group politics in the face of the internationalisation of English under globalised developments of Information and Communications Technologies (ICT). English, a colonising language in the past and now a world language for changes in ICT, remains problematic for Hong Kong's language policy undergoing decolonisation and internationalisation in its early post-transitional years. Putonghua, the national lan-guage of China, challenging Cantonese, the regional dialect, as the formal and high Chinese language of the society, has added complexities to the discourse of polemical mother tongue education under the 'one country, two systems' framework practised in Hong Kong.
[Copyright of Compare: A Journal of Comparative Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305792032000107786]

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.

Noting that the advancement of computer and information technology has generated tremendous impacts on school education, the author tries to examine the curriculum on "learning about computer" and on "learning through computer" through a comprehensive framework.

The name "CRUCIAL" refers to the Center for Resources and Understanding of Cross-curricular Instruction and Learning. The authors report that the project was launched because it was thought that Cross-curricular Education was urgently needed for present-day education in Hong Kong. It was found that school teachers' perception of CRUCIAL and the use of learning technologies in classrooms were very positive.

The author argues that, as far as teaching and learning approach is concerned, Mathematics teachers could make use of information technology to deliver effective teaching of statistics. The use of information technology could help in the design of computer-based curriculum, the development of computer-aided learning materials, the preparation of computer practical sessions, and the demonstration of statistical applications in order to elaborate statistical concepts as well as knowledge.

The authors propose in this paper the using of Information Technology (IT) to study issues in school settings. Key successful elements on how to better facilitate issues-based learning with electronic resources in classroom situations with respect to the different modes of learning are identified in the paper. The authors also discuss the role of IT and related resources: interactive multimedia; Internet with features like World Wide Web (WWW), newsgroup and e-mail communication; software application; and computer-assisted presentation.

In this paper, the authors explain the background of the study, the data collected, the analysis used, as well as the results, and then present conclusions and recommendations, especially in the areas of school policy, curriculum revision, and teacher input. The authors expect that this paper would add to the body of professional knowledge about pupils' attitudes toward technology in Hong Kong.