Despite rapid growth at the 12-year compulsory education stage, Hong Kong’s non-Chinese language minority students make up only 1.3% of the whole full-time postsecondary student population; their attendance rate is 13.8%, far behind the overall rate of 43.8%. Policy and research focus on their secondary school graduation with a widely recognized nexus between Chinese language deficiency and academic underachievement. Yet lower participation rates in postsecondary education (PSE) and nonlinguistic risk factors that account for under-representation have received scarce regional attention. The current study attempts to fill this gap. Utilizing the multiplicity and convertibility of capital in the Bourdieusian conception, this study elicits non-Chinese language minority students’ voices and identifies the interplay effects of multiple capitals on the participants’ pathways to PSE. Findings provide insights into the dynamic processes of convertible capitals and accessing PSE when developing holistic policies that are able to address linguistic and non-linguistic hurdles in the college choice process.
[Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.]

Field experience at the Hong Kong Institute of Education (HKIEd) is viewed as a central aspect to our programmes. The proposed chapter will discuss a project that aimed to enhance student teachers' professional development in FE by adopting mobile technology and cloud services. Also, the use of digital forms of FE documents such as TP supervision forms, FE portfolios, and reflective journals enables student teachers and Institute supervisors to build their own e-portfolio for further sharing of their professional practices within and outside the Institute.
[Copyright © 2016, IGI Global.]

學生享受學習，是每一位教育者的期望。可是在參與學習問題上，老師往往遇到兩個問題，一是如何帶動參與，二是如何讓參與帶來真正的喜悅。本文針對這兩個問題，介紹筆者任教香港小班教學師資培訓課程時，設計的一項涵蓋身、心、智、群的全人參與學習模式。文章首先敘述構思此模式之演變過程，包括多元智慧以及其他理論之影響；隨後簡介模式之六項元素──即身體動作、感官、較深層的自我、人際互動、想像與挑戰思考，並申述其重要性；最後列舉實例，說明如何在小學英語課堂中，應用此模式作教學活動設計，讓小班教學更能發揮其優點。

Jacques Rancière has given us a strong ethical framework for the use of drama in education, but his model is incomplete. In Hong Kong, an examination-driven system often conflicts with teachers' idealistic ambitions. We suggest a way of expanding Rancière's model with reference to Étienne Wenger. We use this framework to examine a group of student teachers on practicum. Student teachers can use drama in the interstices by a process understandable on Wenger's terms, and successful on Rancière's terms. We use Wenger's terms 'alignment', 'engagement' and 'imagination' to characterise these student teachers' search for meaning in teaching.
[Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.]

本期將介紹一個有用的學習經曆模式，供教師參考，有助提高培養學生發展高層次思考的效果.

In its latest IT in Education Strategy, the government of Hong Kong is committed to develop an online resource bank of curriculum-based digital resources for supporting learning and teaching in school education. The study reported herein aimed to conceptualize the framework for developing such online resource bank in Hong Kong. For collecting solid information from a wide spectrum of relevant stakeholders, 12 sessions of focus group discussions were conducted with school leaders, teachers of major subjects, students, parents, government officials, and educational publishers in the school education sector in Hong Kong. The results found that teachers in Hong Kong were experienced in using digital resources, in particular PowerPoint, video and animation, for supporting subject teaching and learning. The results also asserted the need of an online resource bank in Hong Kong for teachers to accurately access curriculum-based learning and teaching resources. Based on the expectations identified in this study, three options are recommended for the development of the target online resource bank. The first option suggests the compilation of digital entities, such as electronic texts, presentation slides, images, videos and animations, for curriculum delivery. The second option suggests the organization of the digital resources into teaching schemes for delivering subject curricula, especially for those subjects with limited textbooks available in the market. The third options suggests the compilation of learning materials, such as guiding worksheets, with digital resources for students, especially those with average and high learning motivation, to conduct theme-based or project-based self-regulated learning.

Preschool teachers are an important element of high-quality, developmentally and multiculturally appropriate early childhood programmes. 7.5% of the total 160,000 children enrolled in Hong Kong kindergartens are ethnic-minority students and they are neglected in the Hong Kong education system until 2008. This study investigated the perceptions of teaching competency in multicultural classrooms held by 347 teachers at 22 kindergartens in Hong Kong. The study aims at (a) using Confirmatory Factor Analysis to validate the factor structure of the multicultural meaching competency scale (MTCS) among preschool teachers, (b) assessing the model difference of MTCS between teachers with and without multicultural training, and (c) informing the practice of multicultural teaching in early childhood education. The results indicated that a tripartite model in which the MTCS assessed skills, knowledge, and relationships obtained a statistical fit to a Hong Kong preschool sample, as in earlier research on a primary school sample in Hong Kong.
[Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.]

Smartphones could be the fastest spreading technology in human history. These mobile devices change the way we communicate and enable mobile and ubiquitous learning at a different level. This study evaluated the use of mobile instant messaging tools to support teaching and learning in higher education. A total of 61 undergraduate students enrolled at a teacher-training institute in Hong Kong who have smartphones with WhatsApp were assigned into experimental and control groups. Besides the traditional classroom learning for both groups, the experimental group was also supported with bite-sized multimedia materials and teacher-student interaction via WhatsApp outside school hours. The participants of the control group used WhatsApp only for academic communication. Pre-test scores were used as the covariate. The marginal means on the post-test scores showed that the participants in the experimental group performed better than those in the control group. The intervention of WhatsApp improved the learning achievement of the participants. The strength of the intervention between the two groups was medium to large. A questionnaire designed by the author was administered at the end of the study. The participants showed positive perception and acceptance of the use of WhatsApp for teaching and learning. The participants slightly rejected the view that receiving instructional materials and questions outside school hours could interfere with their private lives. The typical usability issues on mobile learning were found to be valid. The experience learnt in this research was discussed.
[Copyright © 2016 Elsevier Inc.]