隨著科技的發達及微型電腦的廣泛使用，如何把「電腦輔助教學」落實至課堂實踐的層面已成為現今教育工作者必須探討的課題。在各個學科之中，數學一直被視為最有可能實踐這種符合時代需求的教學模式的學科之一。在香港，現今大部份的探討仍然停滯於理論的層面，真正於課堂中嘗試使用電腦輔助教學的仍佔少數。究其原因，主要並非是教師們「不肯」使用新科技，而是教師們「不懂」如何使用新科技以配合課程內容和教學進度，恐怕使用不得其法而致弄巧反拙，乾脆棄之不用。有見及此，本文嘗試選取了現行香港小學數學課程中一個極具趣味的課題之一 – 繡曲線，闡述教師可以如何把「電腦輔助教學」滲入傳統的教學方法之中，從而加強學習趣味及提昇教學效能。

隨著電腦的普及、網絡通信的高速發展和多媒體技術的進步，「電腦輔助教學」已成為現今教育工作者一個必須探討的課題。在香港，小學教師運用電腦來輔助數學教學，很多時只著重於文稿演示，例如利用PowerPoint製作多媒體的幻燈片以代替傳統的板書及高影片。這無疑對提高學生學習興趣有所幫助，但電腦輔助數學教學是否只限於教學媒體的改變？除了提高學習興趣外，電腦輔助教學還是否對數學課程還有更深層的影響？本文透過一個專為數學教學而設計的軟件─動態幾何軟件，和現行香港小學數學課程中一個重要課題 — 圖形與空間，闡述數學教師可以如何透過電腦的運用，從而轉變其教學的策略及提高教學效能。

當今的科技不斷湧現，新技術例如多媒體技術、數字網絡技術及光碟技術等發展很快。應用新科技在教學上的探討和研究日漸增多，並且受到教育的決策機構重現，而其中多媒體技術在教學上的應用是最具發展前途。多媒體技術包含有互動性的長處和能夠整合不同媒體的特點，亦是九十年代發展很快的技術，而在教學上的應用亦很廣泛。就多媒體光碟及互聯網絡教材在香港中小學下的使用和多媒體教材的製作等方面，講者將和與會者分享經驗，並探討未來發展的方向。

LOGO源於六十年代人工智能的研究計劃，目的是用作解難訓練。LOGO程式不但易學、易用、易懂，而且更有強勁的功能。至今，它已被廣泛應用於不同的學習領域上。在香港，大部份的中學、一些小學及幼稚院，都有教授和應用LOGO。但不幸的是，一般老師和學生都認為它只是一種程式語言，覺得它的唯一用途是用作學習編寫程式。所以我們見到很多學生只會呆坐電腦前，機械性地、沉悶地進行程式練習。為了增加學生們的學習興趣，我們嘗試讓學生利用機械海龜輔助電腦去學習LOGO。在這個工作坊中，我們會介紹在課室中，如何利用機械海龜進行教學活動。

The adoption of educational technology in teaching depends on how well a teacher accepts it. This paper draws on a technology acceptance survey of pre-service primary mathematics teachers in Hong Kong to study the factors influencing their technology acceptance. This work adopted a mixed method approach, in which quantitative data were collected through questionnaire survey from 234 pre-service teachers, where the data were analysed using structural equation modelling with a customised technology acceptance model. The qualitative data were also collected from 14 of these pre-service teachers through interviews, and analysed using the iterative coding process. The results show an overall positive attitude towards the use of educational technology, while perceived usefulness is more influential than perceived ease of use. Perceived ease of use is found to rely heavily on facilitating conditions rather than computer self-efficacy. We also found that subjective norms have an indirect influence on the usage and adoption in our context. Explanations for these findings are discussed, together with implications of the results. Our findings are intended to provide insights to policy makers about how to design teacher education programmes that address the demands of learning and teaching with educational technologies in Hong Kong and related contexts.
[Copyright © 2015 Australasian Journal of Educational Technology.]

本文是一項質性研究的初步結果，探究香港在過往兩年施行資訊科技教育時，學校是採用怎樣的模式推行教師專業發展。參與研究的學校共有 19 所，包括 10 所小學、9 所中學。三位作者在分析數據和學校文件後，發現學校所採用的「教師專業發展模式」不只一種「標準化模式」，84.2% 學校還會選用「站點為本模式」，而「自我學習模式」則只有 10.5% 學校選用。此外，研究亦揭示教師專業發展內容必須跟教師日常工作有關，而不應流於學者所重視的學習理論。
[Copyright © 2015 香港教師中心.]

An international school may make organisational choices that divide the school by curriculum, grade-level, language and location. This article explores how a school's organisational stratification impacts how the school supports changing teaching and learning practices through technology. The article draws from case data of technology integration specialists at international schools in Hong Kong. A variety of organisational sections and responses to imbalances in technological pedagogical support between sections are presented. The findings highlight how stratification may not only act as an appropriate valve for change and facilitate intercultural exchange through technology but also perpetuate existing inequalities within and between schools.
[Copyright of Globalisation, Societies & Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14767724.2014.965010]