This paper presents a framework for selling up a system to deliver on-line learning and leaching materials via the Internet, with enhanced rich-text, graphics, video on demand, interactive revision or self-test exercises, synchronous and asynchronous chat groups, and a quality monitoring mechanism. A prototype system has been set up at the Department of Building and Real Estate of the Hong Kong Polytechnic University and is being used in some of the undergraduate teaching. It is planned that a new MSc programme in Project Management will make full use of the system for the distance-learners.

This paper examines the potential of using Web-based technologies in cross- curricular education and iden1fies the need for a locally based site for teaching and learning. In addition, ii also gives an analysis of a local research project called "Project Crucial", which is developed by the present authors, and discusses the use of Information Technology (IT) to turn schools from "content factories" to higher academic learning and communication centers.

This paper begins by describing the impact of computer technology on the student's thinking and learning. It gives a brief survey of the development of information technology in education in different parts of the world, including the fiveyear strategy (1998-2003) for the use of IT for learning in Hong Kong. The paper focuses on evaluating the utilization of IT in arts education in Hong Kong. Through a questionnaire survey of primary and secondary school teachers, it investigates several aspects of using information technology in art and music teaching for the five years after its implementation: the teaching and learning of art and music; lesson preparation and student assessment; student self-learning, teachers' perspectives and their professional needs when utilizing IT in teaching the arts. The findings reveal that teachers have a very positive view of IT, believing that it motivates student interest and facilitates arts teaching and learning. However, provision and funding for it are not satisfactory, and this creates problems and hinders progress. A concerted effort is needed from the various parties involved, in order that IT can be properly utilized to achieve fully its potential impact on student learning.

The majority of on-line lectures are composed of one or more of the following three components: video, audio and text. Are all three components necessary? If not, which combination is the best for on-line course delivery? When it comes to designing an on-line course, several important factors must be taken into account: the efficiency of the available network, the shooting of classroom videos, and the formats of the deliverables. In this article, I will discuss the essentiality of each of these three deliverable components for on-line course delivery and how to construct them effectively. The article aims to offer a practical solution on the development of online courses for efficient web-delivery.

This paper is an evaluative report of forty Grade Seven students using a CALL courseware on enhancing learning English, in comparison with a control group of the same size with traditional pedagogy (non-IT) within two weeks. Unlike previous CALL research done on their students' learning attitude or oral ability in Hong Kong, the research focused on testifying the benefits of CALL to junior secondary students' learning English usage through a linguistic post-test, and depicting their perceptions of its user-interface design and instructional activities through a semi-structured survey. Research findings confirmed that in each academic ability group, mean post-test scores were higher when using CALL than not, and that median-ability students had the best post-test performance, compared with other ability groups. Survey responses helped improve the user-interface design with an attention to academic ability factor for future instructional activities.

In 2003, Hong Kong was one of the places in the world seriously suffering from the outbreak of SARS (Severe Acute Respiratory Syndrome). From March to April, schools were instructed to suspend classes to help prevent the spread of the disease. During the class suspension period, students were advised to stay home and they could continue their study through different distance education media. Electronic learning via the Internet played an important role in this period. However, without face-to-face contact among students and teachers, electronic learning would be very dry and boring. In addition, students might need some psychosocial assistance and support in this difficult period. Mentoring in electronic form is suitable for the exchange of both information and morale support.

In 1998, a Five Year Strategy outlined new initiatives for information technology in education (ITE) in Hong Kong schools. The 'vision' for ITE involved a 'paradigm shift' in teaching and learning activities, ' from a largely textbook-based teacher-centred approach to a more interactive and learner-centred approach'. However, strategies to bring about these changes were not elaborated. Two years later, when other educational reforms were proposed, it was recognised that current practices in teaching and learning would be resistant to change. Hence, an 'incremental and interactive approach' to change was suggested, in which 'generic skills' including ITE were to be gradually 'infused' into school curriculum over time. The research reported in this paper aimed to investigate whether an 'incremental and interactive approach' could be an effective way to promote greater use of information technology in history teaching in secondary schools. Over a two year period, a small group of teachers made personal decisions about using new technology in their teaching, then met to discuss what happened when they did so. Initially, teachers believed that ITE and PowerPoint presentations were synonymous, and that the role of new technology was to facilitate expository approaches to teaching. However, ideas about ITE gradually changed and teachers became more willing to try 'new' activities involving information technology as ideas about curriculum and pedagogy were examined. It is suggested that professional development activities which provide opportunities for teachers to investigate ITE could be an important initiative in implementing curriculum reforms in schools.

Creating, maintaining and working in e-learning environments is challenging and to date there has been little evaluation of the quality of such learning environments where educators are able to receive feedback on student's perceptions and adjust their learning environments accordingly. Current research, reported in this paper, looks at the use of an online survey instrument for evaluating e-learning environments. The instrument has been used in a number of learning environments, and in different countries with secondary and tertiary students in Australia, Hong Kong and Taiwan. The resultant statistics depict the actual and preferred learning environment of individuals and groups of learners giving valuable feedback to educators working in these environments. A number of examples are given to illustrate how educators can gather this data to evaluate the effectiveness of the e-learning environment. Adjustments can then be made accordingly to improve or adjust the learning environment.

This paper reports the process and experience of using digital portfolios in student learning in a large scale implementation in two professional English communication courses. An overview of the technical design and support in implementation is given, then the teaching/learning experience is described and the responses from students and teachers are summarized. The paper closes with reflections on the progress of the project.