Interactive whiteboard (IWB) has been widely used as a learning tool in the western classrooms since 1991. Many researchers reported that the technology benefits students by increasing their engagement in classroom activities, arousing learners’ motivation and helping with their knowledge retention. Hong Kong, as a Chinese society has its unique learning culture and environment, what benefits western students may not apply there. It is therefore worthwhile to explore the usefulness of IWB in Hong Kong schools. This paper reports on the research of what benefits can bring to Hong Kong students through the teaching with IWB. Result of this study shows that in general teachers and students in Hong Kong welcome the use of IWB in their classrooms.
[Copyright © 2006 IOS Press.]

In the Science Department of the Hong Kong Institute of Education (HKIEd), on e of our prominent research and teaching development areas is the application of information science and related technologies (which consist of scientific and 3D visualization, virtual reality, scientific computation, computer-simulated experiments, datalogging systems for computer-controlled/interfaced experiments as well as the conventional IT elements such as multimedia and Internet) in Science education. We have been applying our project output not only for teaching a thousand of Science or General Studies and non-Science elective student-teachers enrolled in various HKIEd sub-degree and degree level courses, but also for providing value-free knowledge to the public through the Internet (e.g. Hypermedia And Self-learning Centre with website http://www.ied.edu.hk/has) and some in-service teacher training programs. From a teacher educator’s point of view, we will share our expertise/experience in some practical and plausible applications of information science and related technologies for promoting quality teaching and effective learning through a subject-based or subject specific approach with particular reference to the Science education. We shall also discuss some feasible ways of training/upgrading the IT competence of school science teachers through a series of hands-on and minds-on workshops.

The Hong Kong Special Administration Region Government is promoting the use of Information Technology (IT) in education. A two-year IT-pilot scheme was launched among 10 primary and 10 secondary schools. This project aimed to study the planning and implementation of the pilot schools by adopting a case-study approach. Nine primary schools were studied. Data were collected via interviews, observations, and examinations of artefacts such as teaching plans, school web sites, and samples of students' work. A typical primary pilot school had two multimedia computer rooms, computer(s) in each classroom, and computers for teachers. All computers were connected to a LAN and the Internet. The findings of the study indicated that some formal school policies were emerging while the others were articulating. Some teachers accessed regularly to the IT facilities in their work especially for those schools provide individual portable computer and ceiling-mount digital projector in each classroom. Most students used computer once a week in computer awareness lessons. Most schools were planning to integrate IT to all primary curricular areas by developing or selecting courseware materials. Most schools were organising school-based training of developing teachers' competencies in using technology for teaching. Implications of these findings were discussed.

One of the roles of music teacher education is to produce music teachers with proficiencies in delivering music education at different educational levels. The impact of the development of IT in education in Hong Kong has been tremendous. The Hong Kong Education Department and the teacher education institutions are urging teachers in every discipline (including music) to apply the technology to a certain proportion of teaching and learning. Teacher proficiency requirements in IT have been developed quickly. As such, the philosophy that has prompted the inclusion of technology in music teacher education must be evident. The paper aims to investigate some aspects of the philosophy behind promoting IT to a level of such importance. A paradigm shift has come about in the approaches of teaching and learning from teacher-centered to student-centered for a range of reasons including the advent of IT. The teacher has to take on more of a facilitator role in stimulating students to learn how to learn rather than teaching what to learn. This aligns with the advocacy of flexible and life-long learning which are prevailing thoughts in the education world nowadays. These generic values are to be considered with the more unique values of IT in music teacher education. A new philosophy could imply more drastic changes in education in the near future. This could affect music teacher education as well as music education. The issues of how far a philosophy will induce quality learning and whether this application of IT could equate to quality teaching are to be considered. In a world which calls for reflective thinking as well as quality assurance and excellence, it is hoped that this paper will contribute to the discussion on the philosophy of the application of IT in music teacher education.
[Copyright © 2001 Aichi University of Education.]

As a result of this project, this chapter concludes that podcasts have a lot of potential, not only as an integrative and supplementary learning tool, but also as a powerful generator of knowledge, which encourages active learning – a view shared by Sturgis (2008).
[Copyright © 2011, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.]

Computer-based technology, a relatively recent innovation, has taken an important place in both teacher education and in school education. In music teacher education programs, since computer-based music technology has been included in Hong Kong, it is the concern of music teacher educators to know how well their student teachers are implementing what they have learnt, and whether what they have learnt are practical. This paper reports on an investigation of the perception of a class of music student teachers on the curriculum of a computer-based music technology course, the self evaluation of their standard after taking the course and how well they have applied the technology to their music teaching and learning. The data has been collected through a questionnaire administered to the students at the end of a music technology course and then a phone interview of these students when they were teaching in schools. The analysis of the data revealed situations encountered by these music teachers. Recommendations are made regarding further development of the computer-based music technology curriculum in the music teacher education programs.
[Copyright © 2003 The Hong Kong Institute of Education.]

在過去數年，香港特區政府積極推行資訊科技教育，為提升學生及教師應用資訊科技的能力不遺餘力。不過，教師一般只利用電腦程式製作筆記及整理課堂資料，卻未能充份地運用資訊科技帶來的方便，有效地搜尋合適的教學資訊，令其課堂得以豐富之餘，亦協助提升個人的教學專業發展。「寰宇學校計劃」是一項國際性的研究項目，以互聯網及其他資訊科技的手段作為橋樑，打破地域限制，令各地教師可隨時隨地作世界性的學術交流，促進個人的教學專業發展，從而提高學生學習興趣。
[Copyright © 2004 優質學校教育學報.]

科技日新月異的今天，電子學習已經成為不少國家地區的重要教學工具。香港在世紀之 交推動課程改革，課程發展議會《學會學習－課程發展路向》（2001）報告書中，建議在各學習領域及跨學習領域，推行四個關鍵項目，其中一項就是「運用資訊科技進行互動學習」，以幫助學生發展獨立學習的能力。新世紀語文教學除了強調聽說讀寫能力的發展，也重視學生文化認知、素養的形成。是次研究以香港一個師訓課程的實驗為例，探討語文教師如何透過電子學習發展文化學習。