Most IT researches in mathematics education are confined to classroom settings [5], ignoring the surrounding conditions for their practicality. In this paper, an innovative collaboration of three educational parties: teaching frontiers, curriculum developers and academic theorists, e.g.[1], are all involved.The 3 authors endeavor to: (i) address pedagogical, teacher-training, policymaking problems when the parties are functioning separately without mutual adaptation at present and share value-dilemmas encountered by the three educational parties in Hong Kong; (ii) adopt and examine an integrated school (hybridizing ‘top-down’ and ‘down-up’) approach in perpetuating regionalised IT school culture in order to consolidate forthcoming school-based mathematics curricula in Hong Kong and even other Asian countries in the next century; (iii) discuss some activities on using various components of IT in teaching and learning mathematics in day-time lessons and after-school activities by the new approach. Copyright © 1999 Asian Technology Conference in Mathematics.

Explorable areas concerning actual impacts of computer usage on various types of related activities after school on student learning, and relationship between time spent on those activities and student personality styles (in terms of social and intellectual selves and learning attitudes) have still been under-researched in local and international perspectives. This study aims to fill up these research gaps by studying 528 Secondary 1-3 (Grade 7-9) students, aged from 12 to 16, in a secondary school in Hong Kong in terms of a questionnaire to record their activities on using computers after school and to identify their personality styles in Hong Kong. By taking mid-term school examination results for granted, the study not only reveals correlation between examination marks and time using computers, but also depicts variation of their participating activities on using computers. Copyright © 2006 The authors. All rights reserved.

This qualitative study investigated the impact of online education on the learning and peer interaction experiences of students from eight universities in Hong Kong over the COVID-19 pandemic in 2020. It employed an expansive and spatial notion of translanguaging to explore the process by which students drew on the affordance of virtual communication environments to communicate, study and develop new identities. The findings suggested (1) the students strategically mobilised manifold multimodal resources to constitute their communicative repertoires that facilitated smooth intercultural communication and academic success; (2) such communicative competence centralized the mediating effect of digital semiotic systems and thus might empower the students with disadvantaged language skills; and (3) through translanguaging acts the students developed a virtually translocal identity with an expanded experience of internationalisation of higher education whereby the increasingly interwoven physical and virtual spaces bring extended social networks, learning resources, and career opportunities. The implications of the findings were discussed. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.