Effectively use of technologies in early childhood centres has influential impact on learning and teaching. Leaders of early childhood centres have crucial roles to promote the good use of learning technologies. In Hong Kong, with millions of dollars subsidies from the SAR government to early childhood centres for improving early childhood quality under the Voucher scheme since 2007. Many more early childhood leaders equip their centres with different kinds of new technologies. However, the usage rate of technologies in early childhood classrooms is relatively low compare with other teaching and learning facilities. In this study, I aim to investigate the leadership strategies applied by leaders to promote technology use in early childhood centres. Case study was applied to investigate the leadership strategies, in-depth interview were conducted with principal and teachers in a well-resourced digitized kindergarten in Hong Kong. Thematic analysis was applied to draw the findings. Major findings on leadership strategies include: providing authentic support, encouraging active trial, leading practical practice and forming pro-digital culture in organization. Copyright © 2014 Infonomics Society.

「繪本融合習式方法」為香港幼兒教育日漸普及的一種教育戲劇的教學方式。本文根據讀者回應理論，建立「創意空隙」（creative gaps）的概念框架，提出六種不同面向及程度的創意空隙，以評估教學案中能給予幼兒重新想像、探索和重述故事的機會與可能性。作者提出，教師在設計教案時，應發掘繪本的創意空隙，以選配和編排適當的戲劇習式。本文藉研究幼兒教師與戲劇導師共同設計的20個教案，探討這模式在香港的實踐狀況。結果顯示，教學設計雖未能完全擺脫文本的束縛以開放地讓幼兒參與，但當中的創意空隙能引導幼兒進行多方面故事探索和重新想像。不過，以現實生活經驗來重創故事，討論當中的品德情意與社會議題的表現，卻未見顯著。本研究建議師資訓練多強調有關繪本和創意空隙的分析與應用的知識和技巧。The use of Conventions Approach with picture books has become a popular teaching mode of Drama-in-Education in the early childhood education in Hong Kong. Drawing on the reader-response theories, the author constructs a conceptual framework called ＂creative gaps.＂ This framework includes six aspects and gradations of creative gaps which aims to evaluate the opportunities and possibilities given to children to re-imagine, explore and retell the story in a drama lesson. The author argues that teachers should identify the creative gaps of the picture book when assigning and arranging appropriate drama conventions to teach. Through analyzing 20 teaching plans co-written by preschool teachers and drama artists, the author examines the practice of this drama teaching approach collected from eight preschools in Hong Kong. The results reveal that although the teachers could not totally break through the confinement of the original text for open participation, the creative gaps identified in their teaching plans could support young children to re-imagine and explore the story in various ways. Still, attempts were made to facilitate the children to re-create the story through everyday experiences and to discuss the social and moral messages in the story. In the end, the author suggests that teacher training should put more emphasis on the knowledge and skills about analyzing and applying picture books and creative gaps. Copyright © 2017 Author.

The development of inclusive education practices have led to worldwide discussion of how best to deliver a more equal education apportunity for all. In Hong Kong this has led to the development of the concept of an inclusive curriculum for special schools. This paper looks at the implications of writing an inclusive curriculum that has common curriculum content for all pupils that is based on the State curriculum. Over a four year period, nine special schools for pupils of different designated disability collectively pooled their resources to work for one common curriculum goal. In doing so they discovered that the biggest challenge was to the teacher's hearts and minds. Over 130 teachers were involved in the project. It required a significant paradigm shift in the way the teachers thought both about what they taught and how they taught. It required a common team effort within and across each school. It was apparent that providing equal opportunity to raise standards of education for the all the pupils required the recognition that every teacher had to change their way of thinking, every teacher matters. 全納教育的發展及實踐已引發了全球性的討論，討論焦點為如何為所有學生提供平等教育機會的最佳方法。在香港，一個全納課程的概念正在特殊學校中發展。本文檢視這一套以中央課程為本及以課程內容適合所有學生的原則下發展的全納課程範式及其所涉及的問題。過去四年，九間收納不同弱能類別學生的特殊學校匯聚他們的資源，致力為達致同一課程目標工作。過程中，最大的挑戰來自教師的心能及熱誠。超過130位教師參與這個計劃。這計劃涉及一個重要的範式轉移，教師需要就教學內容及教學方法重新思考。這計劃亦需要學校共同努力。計劃顯示要達到為所有學生提供平等機會及提升教育水平的目的，每一位教師都需要改變他的思維方式︰一位教師都也不能少！
[Copyright of Hong Kong Special Education Forum is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

ALL students, irrespective of their learning abilities and medical disabilities, should have access to the principles and practices of mainstream education. This is the guiding principle of equal opportunity in education that has been successfully promoted by the concept of inclusion. This paper identifies a diversity-based approach that requires special schools to look at their provision through the pedagogical, curriculum management and assessment procedures that apply to students of all levels of attainment. It provides a mainstream education perspective and not a special school education perspective. In 2006 a team of teachers from nine special schools in Hong Kong with the full range of classified learning difficulties joined a curriculum development Project called SAME and initiated the writing of one new common curriculum based on mainstream education. (The SAME Curriculum Project, 2008). Then in 2009 they wrote a form of continuous ipsative assessment to cover their common curriculum. The assessment tool called SCALE has been used for the past three years in the nine project schools to collect criteria (CASE, 2009). The results of this cross-school and within-school comparison of student attainment data provide for the first time, insight for schools to review their pattern of curriculum orientation and compare this with other schools with students of similar ability levels. Such information is crucial to inform school in curriculum management planning that will raise the level of student attainment. This paper explains how SCALE was written and explores the emerging data across schools to support yearly school review and planning; it explores the emerging data within school for classes; and it explores the emerging data to support teacher's practices with individual students. 平等教育機會及融合教育的主導原則是所有學生，不管他的學習能力及殘疾為何，應有機會透過主流教育的原則及方法進行學習。本文介紹一種以學習差異為本的教學方法，要求特殊學校透過一種適合所有能力水平學生的課程管理，評估程序及教學方式去檢視學校的教與學，同時以主流教育的視野作為設計的基礎。2006年一群來自九間特殊學校的老師，當中包括不同弱能類別及不用程度學習困難的學生，參加了一個名為融通計劃

核心素養已成為近些年來全球教育界關注的焦點，也引領著各地的教育改革。儘管在不同的地區，核心素養的內涵和特質有差異，但更多是呈現出共同之處。然而，如何有效地落實「素養導向的教育」卻仍未明確。本文分析了香港的教育改革經驗，綜合核心素養的相關理論和討論，探索香港在落實課程改革的發展脈絡，以期能對當前推行核心素養導向的教育改革提供參考和借鑑。In recent years, many places have adopted the concept of key competency as the basis of developing school curriculum. Researchers and academics are still debating the definition and nature of key competencies. Yet, they have come to some common understanding of what key competency is. However, it is not yet clear how to nurture students’ key competencies. This paper reports the experiences of Hong Kong in nurturing students’ key competencies. The experience of Hong Kong is reflected through analyzing the theories on key competence, and the implementation of curriculum and instruction reform since 2001. Copyright © 2017 高等教育文化事業有限公司.

Early childhood education in Hong Kong has experienced drastic changes since 1982 following the criticism made by the Llewellyn visiting panel and a western style play-based curriculum was recommended. The Curriculum Development Council in 2006 stated that curriculum development is a continuing process of renewals that should devetail with the development of education system globally. The curriculum renewal, however, has been based on continuous fostering the play-based approach of the 1980s, despite that in the Western world, there have been calls for a reversion to the traditional teacher-centered education paradigm in recent years. Is there a double standard in designing curriculum in this respect? Copyright © 2018 CESHK.

國際化是現時高等教育界的一個重要議程和發展方向，也是主流評級機構用以評核大學的其中一個因素。各界對國際化的定義不盡相同。在香港，有意見指實施國際化目的就是為了強化「香港的特徵」，從而增加國際學生與本地學生相互文化發展機會。境外學習活動既可以提升學生多方面的技能，亦能讓他們獲得個人全面發展及擴闊全球視野。透過瞭解國際化的定義，以及一所本地大學在其國際化進程中為學生提供境外學習的經驗，我們可對香港高校學生怎樣在國際化中獲益有更深瞭解。 Copyright © 2017 香港教師中心.

Liberal Studies was initially introduced as a non-statutory subject in Hong Kong in 1992. It then confronted intense opposition and a bumpy implementation path before securing mandatory status in the new senior secondary curriculum introduced in 2009. Recently, this core subject has been under review. Whilst it is considered to promote students' socio-political participation, the subject has also been accused of triggering antagonism towards the government. In view of these concerns, this article probes teachers' perceptions of the recent development of Liberal Studies and examines the dynamic interplay between the curriculum review and the potential political controversies surrounding the subject in post-colonial Hong Kong. Reporting the results of a study comprising questionnaire-based surveys and follow-up semi-structured interviews, it reveals that whilst teachers are worried about the proposed reduction of socio-political topics in the curriculum, they approve of incorporating additional China-related content. Furthermore, the participating teachers praised Liberal Studies for its notable impact on raising students' social consciousness, which has motivated them to learn about community affairs and fight for justice. Finally, the article also explores the study's profound implications for the further development of Liberal Studies and citizenship education in Hong Kong and beyond.
[Copyright of Oxford Review of Education is the property of Routledge.]

Despite the growing advocacy for implementing leisure education in schools, its application lags behind its global expectations. Unlike the US trend of 'back to basics' educational philosophy which prioritizes the learning of core subjects over leisure related subjects, countries in Asia have been changing their curricula to nurture the whole person development and thus paving the way for infusing leisure education into school systems. One example is Hong Kong which has undergone a major education reform in the last two decades. Even though scholars have suggested numerous channels and strategies for leisure education in schools, a lucid framework which takes into account the views of those for which leisure education in planned was not developed. This study is to explore the underlying dimensions of leisure education as it is manifested by teachers' and students' views. A Seventeen-item questionnaire has been submitted to 105 teachers and 1187 students from seven schools geographically distributed around Hong Kong. Responses were analyzed through Smallest Space Analysis (SSA). The SSA solutions among both students and teachers have yield three-dimensional solution with coefficient of alienation .14. The solutions indicated a division to five dimensions: values and attitudes, self-development, motivation, ends and means and education among teachers and three combined dimensions among students: motivation and ends and means, self-motivation and education which includes active engagement, and values and attitudes. The identified dimensions resonate well with the suggested channels and strategies for leisure education in schools which incorporate various offerings, freedom of choice, trial and error and experiential learning. Whereas this similarity could facilitate the utilization of leisure education in schools, there is a need to consider the nature, strategy and context of such implementation. The paper addresses these challenges and draws implications for teacher training

Outdoor adventure education (OAE) is philosophically rooted in Western values, yet it has been implemented in non-Western cultures, such as East Asia. This paper examines how OAE functions in East Asia, through data from Hong Kong. Although some cultural differences are clear, there is no compelling evidence that OAE cannot provide benefits in Eastern contexts. The data in our example support the premise that OAE can be a viable and valuable medium for the development of social and intrapersonal skills and may serve as a complementary approach to traditional schooling in East Asia. Implications from this paper include better aligning OAE with schools and teachers, understanding the merits of relationships developed through OAE, and appreciating that some traditional OAE practices should be questioned when exported to different cultures.
[Copyright of Journal of Outdoor Recreation, Education & Leadership is the property of Sagamore Publishing.]