Previous research suggested that bring your own device (BYOD) initiatives can potentially promote student engagement in learning and lead to improvements in learning achievement. However, there has been limited studies looking at how to design and implement BYOD to realise its full potential, especially in blended classroom settings. The present study was designed to fill this gap by adapting the community of inquiry (CoI) framework to support and analyse the implementation of BYOD for blended English as Foreign Language (EFL) learning in a Hong Kong university. Findings from lesson videos, course assessments, focus group interviews and student reflection are reported and discussed. This study can contribute to understanding how BYOD could benefit student learning through affording different types of presence in the CoI framework. It can also provide insights into possible ways of using BYOD to promote meaningful learning in the blended classroom. Copyright © 2022 Elsevier Inc. All rights reserved.

This article reports on an exploratory study on developing and adopting a ‘Virtual Go Mode’ feature embedded in a mobile vocabulary learning app, VocabGo, to enhance students’ vocabulary learning engagement. Distinguished from other virtual reality (VR) or augmented reality (AR) applications, the Virtual Go Mode is designed for students to practice and consolidate their newly learned words via virtual location-based tasks with 360° Google Street View or pre-photographed panoramas. Google Cloud Vision, using an AI model, is embedded to identify objects and their corresponding tasks for students. A total of 15 primary students in Hong Kong participated in this exploratory study for one week. Both quantitative and qualitative data were collected and analyzed. The results showed that students’ vocabulary learning engagement was high when using the Virtual Go Mode. It is suggested that future research focus on empirical studies when designing and implementing virtual location-based tasks supported by VR technologies in class to provide opportunities for students to practice and consolidate newly learned words and enhance their learning engagement after the COVID-19 pandemic. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.

This paper attempts to explore into teacher perception of using information technology (IT) in education by examining four major domains, namely, teacher perception of their computer training, computer facilities and assistance available, their confidence and comfortability in using computer in daily lessons, and their perception of their roles in using IT in classrooms. On one hand, a semi-structured survey revealed that there were positive impacts of teacher perception on the usage of computer in classrooms and highlighted teachers' preferences of adopting teachercentered approach in teaching with IT. On the other hand, a semi-structured interview reflected that the teaching staff members worked harmoniously and school administration was supportive. However, cross-subject or cross-curricular collaborative projects among teachers were rare. Finally, some recommendations are made to promote the use of IT in teaching concerning school-based collaborative culture, conceptual and strategic issues in e-leadership and inter-regional / intraregional resource bank for teaching and learning. Copyright © 2005 The authors. All rights reserved.

The potential of digital fabrication technology (DFT) in education has attracted the attention of many educational stakeholders over the last decade. However, there is scant literature on how in-service teachers take part in teacher professional development (TPD) to equip themselves with necessary DFT skills and knowledge. In response, this qualitative exploratory study aimed to identify characteristics of effective DFT-related TPD and the current status of the implementation of DFT in K–12 education in Hong Kong through interviews with local teachers and stakeholders. The findings reveal that DFT-related TPDs have had positive effects on teachers’ skills and knowledge overall, but they were found to lack in-depth hands-on training and guidance on pedagogical aspects with practical class models. Teachers flexibly adopted formal and informal TPD depending on their own backgrounds, competencies, and needs. In addition, the following barriers to applying TPD learning outcomes to classroom practices were identified: limited hardware availability and access as well as a lack of open-learning classrooms, technical support and sustained professional development for teachers, technology integration into different subjects, and government-provided guidelines and frameworks. However, these limitations were found to afford new opportunities with respect to student-centered and collaborative teaching and learning environments. Copyright © 2021 International Council for Educational Media.

This chapter presents two case studies on e-Learning policy and implementation in universities dedicated to teacher education in Hong Kong and Beijing. The case studies provide an overview of e-Learning in teacher education in the two cities in China; introduce strategies of the university-specific policy on e-Learning in teacher education; share examples of the policy-informed practice for e-Learning in teacher education and then discuss issues for the successful implementation of e-Learning in teacher education. In the case study from Hong Kong, the university-specific policy concerns the development of both e-Learning competency and digital competency to empower student-teachers to be lifelong learners who are active, constructive, interactive and reflective in their learning and professional life. The strategies for e-Learning are implemented to engage student-teachers in blended learning in course delivery, mobile technology-supported learning hub, online assessment-submission platform with plagiarism check and digital portfolio. The strategies for digital competency are implemented to nurture student-teachers with coding, app development, 3D printing, STEM/STEAM (science, technology, engineering and mathematics/science, technology, engineering, arts and mathematics) literacy and artificial intelligence literacy to groom creativity and innovation for their competitiveness in the digitalised society. In the case study from Beijing, the university-specific policy aims to develop student-teachers’ digital literacy and the capability of design, development and utilisation of digital learning resources and to develop the ability of ICT-based instructional design. The e-Learning strategies are implemented through engaging student-teachers in learning in technology-rich environments (such as smart classrooms, MOOCs [massive open online courses] or SPOCs [small private online courses]), and through the compulsory course of ‘Introduction to Modern Educational Technology’

Background: STEM education and research are increasingly emphasized by governments worldwide to foster national development and productivity, economic competitiveness and societal wellbeing. There is no exception in Hong Kong, with its desire to promote STEM education and to strengthen Innovation and Technology development in the future. Purpose: This study aimed to explore the STEM activities employed in primary students' STEM projects under the theme 'Living in a Smart City', and to identify what and how computation technologies were generally used and to examine the differences of computation technology used among project types and award levels. Sample: 168 project reports were collected from a STEM Fair with the following areas of content: the origins of the inquiry idea; scientific/STEM theories employed; inquiry process and testing methods implemented; findings and results obtained; difficulties encountered; and students' reflections. Design and methods: Content analysis on project reports and students' reflections was performed. The qualitative data were coded for statistical analysis, to explore the differences in the association of the STEM activities in the projects. Analyses were supported by students' reflections in the reports to explore students' computation experiences. Results: Most students worked on new device projects, and projects producing new devices were more likely to integrate technological activities. On the whole, science, engineering and mathematics activities complemented each other well, with less evidence of integration with respect to technology activities. Students gained valuable knowledge and got a sense of achievement from the STEM project work. Conclusion: It is encouraging to find that students were capable of integrating STEM activities to different extents into STEM projects. It is noticed that more emphasis should be laid on promoting the infusion of computation technological activities. More attention should also be paid on providing

There has been an increasing concern on teachers’ adoption of information and communication technology (ICT) in their teaching practices. However, little has been explored about English as a second language (ESL) teachers’ ICT adoption. This study synthesizes the technology acceptance model (TAM), the value-expectancy theory, and a learning perspective to propose a model -for investigating ESL teachers’ continuance intention to use ICT in teaching. In the proposed model, motivational beliefs, ICT learning behaviors, facilitating conditions, and perceptions towards ICT use were put together to see how they worked together to influence continuance intention. Participants were 156 primary school ESL teachers in Hong Kong, who attended a teacher professional development program. Structural equation modeling showed that ICT self-efficacy and facilitating conditions were positively associated with continuance intention through perceptions (i.e. perceived ease of use and perceived usefulness). ICT anxiety had a negative effect, whereas interest had a positive effect on continuance intention. Growth mindset had a positive effect on continuance intention through learning of ICT (i.e. adaptive help seeking). Implications for teachers’ professional development programs are discussed. Copyright © 2021 Taylor & Francis Ltd.

Purpose: The purpose of this study is to examine students' perception of mobile technology adoption for library service apps as a lens to explore the factors affecting mobile learning in higher education. Design/methodology/approach: With the data collected from university students from Hong Kong and Japan, the authors conducted a comparative study for gaining a better understanding of students' perceptions toward adopting mobile apps as learning tools and other socio-cultural factors affecting such adoption. In particular, the authors derive alternative models from our analysis (benchmarked on technology acceptance model and unified theory of acceptance and use of technology) for a better explanation of the formation of the intentions, and, more importantly, cultural factors would affect such formation, as informed by the Hofstede Cultural Dimensions. Findings: The findings are valuable for enhancing the effectiveness and adoption of mobile services for teaching and learning purposes in the context of higher education, as the focus of promotion of services should be tailored to the different student expectations in different regions, e.g. mainly performance expectancy in Japan versus in Hong Kong facilitating condition, performance expectancy and perceived usefulness altogether. Originality/value: Defined as contributing to the development of learning assistance, mobile technology for library use and information access have become a significant issue raised in many higher educational institutions over the world, as the characteristics of mobile technology, such as portability and mobility, strengthen its possible use in education. However, scant research has been done in understanding the perception of mobile library use and factors affecting the behavioral intentions through the use of mobile technologies in Hong Kong and most Asian countries have not been sufficiently studied. Copyright © 2021 Emerald .

Hong Kong was one of the first public school systems in the world to shift to online learning in response to the COVID-19 pandemic. Primary and secondary school language teachers had to adapt instruction to cater to their students' diverse linguistic and educational needs. Drawing from the European Framework for the Digital Competence of Educators (DCE), the current study examines the experiences of primary and secondary school English language teachers' digital competence as they navigated digital resources, teaching and learning, assessment, and empowering learners in an emergency remote teaching context. Using a two-stage design, this study drew from qualitative survey data (N = 73) and follow-up interviews (N = 10). Findings illuminate how language teachers responded to their students' educational and linguistic needs in online environments. Notably, educators adapted their virtual instruction to cater to students with varying English language proficiency levels and leveraged both synchronous and asynchronous platforms to best support student learning. Moreover, the current study sheds light on how the DCE framework might be used as a tool to assess the digital competencies of educators and better prepare them for virtual teaching. It concludes with a call for more research on emergency remote teaching, particularly within primary and secondary language classrooms. • The current study examines the digital competence of primary and secondary school language teachers in Hong Kong. • The study uses a Digital Competencies Framework to understand digital resources, pedagogy, assessments and learners online. • Teachers engaged in strategic decision-making about synchronous and asynchronous technologies for instruction. • Teachers also reconsidered the purpose and process of lesson preparation, student engagement and assessments. • Implications for equipping teachers with digital competence through teacher training and ongoing development are discussed. Copyright © 2021