Purpose: With the latest developments in the disciplines of knowledge and learning theories, physical education (PE) teachers are encouraged to exercise their expertise to introduce and incorporate science, technology, engineering, and mathematics (STEM) in PE curriculum as appropriate to enhance the learning and teaching effectiveness and enrich students’ horizons. This study explored three secondary schools and three primary school PE teachers’ perceptions of STEM integration in current Hong Kong PE Curriculum through interviews. The approach was constructivist and data were analyzed according to the recommendation and strategies to promote STEM education in recent curriculum updated in Hong Kong (Curriculum Development Council, 2015). Methods: Three secondary school and three primary school PE teachers were purposively invited to participate in this study. Each participant completed three interviews to investigate their past experiences, then present perceptions, and lastly reflections on how to integrate STEM in current PE curriculum. Constant comparison and analytic induction were used to organize and categorize the data. Results: Teacher perceptions were outlined individually and then compared. The teachers shared similar perceptions related to time constraints, purpose of PE, the effects of STEM integration, concerns about collaboration with other subject teachers, rapport with students, and curricular resources. Perceptions aligned well with the recommendation and strategies to promote STEM in PE in Hong Kong. Besides, enrich learning activities could be designed for students to extend their learning experiences in PE. Misconceptions of STEM education included incomplete understanding of technology and engineer education, and viewing the use of instructional technology as STEM education. Conclusions: The findings suggest that support from tertiary institution, sharing among PE teachers and resources in teaching, and professional developments are needed

As digital technology is increasingly a part of all sectors of society, educational approaches must be developed in order to nurture students’ ability to see the world through a computational lens. One way to achieve this goal is to promote Computational Thinking (CT) for young learners. The CoolThink@JC project is a four-year curriculum pilot designed to integrate CT into Hong Kong upper-primary level schools. The CoolThink framework for curriculum development is structured around computational concepts, practices and perspectives adapted from the framework of Brennan and Resnick (2012). This adapted framework motivated the choice of learning activities for CoolThink. This paper focuses on one aspect of that framework, namely computational practices. Here, we describe how activities in the CoolThink curriculum can promote the computational practices highlighted by the framework.
[Copyright © 2017 The Hong Kong Jockey Club.]

Purpose: The purpose of this paper is to report the design and evaluation of an inter-university collaborative project entitled "Blended learning for building student-teachers' capacity to learn and teach science-related interdisciplinary subjects." The project is a response of the science education faculty of three Hong Kong tertiary institutes to the challenge of catering to the diversity of academic backgrounds among student-teachers. Design/methodology/approach: E-learning modules have been produced covering four content domains of science. These modules are designed based on the 5E learning model and are delivered to students using the learning management system provided by Moodle. The design of the modules is iterative, based on the evaluation of three consecutive rounds of trials through student surveys, and focus group interviews with students and course lecturers. Findings: The evaluation findings indicate positive outcomes for certain attributes such as conceptual understanding, eagerness and confidence in learning science, and metacognitive reflection on students' own learning. There are challenges to be met in relation to instructional design to cater for the diversity of student abilities, and enhance motivation in self-directed learning. Practical implications: The project indicates the ways to develop students' basic science knowledge in a mixed-ability setting through the design of self-directed e-learning modules blended with their major courses and possible measures to address the limitations of such design. Originality/value: The study represents a conscious effort for the science teacher education faculty of different universities to pull together to tackle a perennial teaching and learning problem. The findings provide important insights into possible ways to blend e-learning with face-to-face learning approaches to better cater to the needs of science learners with mixed abilities to prepare them for interdisciplinary teaching.
[Copyright ©

Blended learning which combines face-to-face and online experiences of students by integrating technology into the curriculum is increasingly prevalent in university education. In a context of long time arguments on the educational value of using social networking websites on teaching and learning, this study was conducted in two higher education institutes in Hong Kong, seeking to examine the advantages and challenges of using Facebook for sharing students' assignments, and the achievement of the course objectives in two courses. Results revealed that course assessment in Facebook could facilitate student interaction and their knowledge construction. Privacy, however, is found to be an issue that needs to be looked into specifically in order to facilitate a safe and comfortable educational learning experience of students.
[Copyright © 2016 EdUHK APFSLT.]

The rapid development of mobile technologies in recent years has induced more and more students and lecturers to use powerful mobile devices (e.g. smartphones, tablets, laptop computers, etc.) and learning software/apps to assist their learning and teaching, which has greatly enhanced the effectiveness of subject learning in higher education. It is, therefore, very important to investigate how mobile devices and learning software/apps facilitate teaching and subject learning in tertiary institutions, and how mobile learning can be promoted effectively in higher education. In this study, we will analyse and discuss the data collected from two surveys and follow up interviews among lecturersand students in the Education University of Hong Kong (EdUHK) about their current practices regarding the use of mobile technologies in their teaching and subject learning respectively. In the findings, we will identify effective mobile learning resources and good practices of mobile-assisted teaching and subject learning. We will also discuss the establishment of a Mobile Learning Community (MLC) to promote mobile learning and mobile-assisted teaching among students and lecturers in higher education. Some key factors of establishing a successful mobile learning community will be discussed. It is hoped that this study will shed some light on how good practices of mobile learning and mobile assisted teaching can be promoted effectively in tertiary institutions.

This paper explores the elements of technology leadership practice in a technology-rich kindergarten in Hong Kong. The centre head of this technology-rich kindergarten, who keens on promoting technology use, has been selected for this study. The center head and three teachers voluntarily participated in an in-depth semi-structured interview, and observations have also been operated during class activities for further confirmation. Findings show that centre head applied strategies that empowered teachers to design creative interactive activities with digital devices for teaching and learning purposes, collaborate with parents through the use of social networking system, and use new technologies in team supporting system. Six key elements are revealed from this technology-rich kindergarten, they are network learning culture development, resources enrichment, leadership empowerment, vision settlement, target achievement, and team enhancement.
[Copyright © 2012, Infonomics Society.]

This paper reports and discusses the findings from a study exploring the use of Bring Your Own Device (BYOD) for teaching and learning at a university in Hong Kong. Seventy-one undergraduate students enrolled on an English course participated in the study. A pedagogical framework is proposed to guide the design of BYOD-mediated lessons, and the potential of BYOD pedagogies to support teaching and learning is examined. Learning gains from BYOD-mediated lessons are reflected in students’ assessment results. Some merits and challenges associated with BYOD-mediated learning are emerged from students’ focus group responses. The findings contribute to an expanded understanding of the BYOD experience across educational settings.

This case study examines preservice teachers' integration of technology in teaching various subject domains. It aims to gain in-depth understandings of preservice teachers' pedagogical patterns for teaching through the theoretical lens of technological pedagogical and content knowledge. Multiple data sources were collected in a teacher education institution in Hong Kong. The teachers' pedagogical patterns vary depending on their instructional decisions affected by individual preferences, various subject cultures, and individual school settings. The patterns reflected various forms of technological pedagogical and content knowledge development in teaching different subjects. Implications for preparation of preservice teachers' pedagogy, teacher preparation, and development are also discussed.
[Copyright © 2016 The Author(s).]

This study aimed to investigate parents' understanding of, support for and concerns about e-learning and proposed a school–parent partnership distributing responsibilities to parents and schools based on the results of the study. A total of 61 parents from 21 schools in an e-learning pilot scheme in Hong Kong responded to a questionnaire survey and focus group interviews. Results indicated that there was a high correlation between parental understanding and support for e-learning although parents demonstrated only a basic level of understanding. Four types of parental support and six major areas of parental concern were identified. These results shed light on the school–parent partnership whereby parents should implement a proactive e-learning policy at home to monitor, support and inspire e-learning. Schools should formulate a holistic policy to address parents' concerns responsively and proactively to gain support. Schools can enhance parents' pedagogical understanding of e-learning and address parental concerns through school–parent communication and peer support among parents.
[Copyright © 2017 Association for Information Technology in Teacher Education.]