While most lessons shifted to synchronous online learning during the COVID-19 pandemic, the use of asynchronous online learning materials is becoming essential to supplement regular classes. To improve teaching effectiveness through virtual teaching and learning, this study is determined to develop a new set of self-paced online learning materials that focus on developing postgraduate students’ essential generic research skills. It is hoped that the online materials can provide flexibility for research postgraduate students to direct their learning. Guided by situated cognition theory, the virtual materials are designed in a way to immerse learners in eLearning activities with content that mimics real-world situations. Interactive elements in each module, such as open-ended quiz questions, references to other online academic materials, and useful web materials, are integrated into the teaching packages. By clicking the H5P link, students will be diverted to Padlet, where they can start to post or review and respond to what others have posted. Academic staff and postgraduate students conducted pilot tests and provided valuable feedback to further enhance the training materials. The completed online modules have incorporated many interactive elements, including but not limited to videos, multiple-choice questions, audio notes, and audio tracks, which proved that these highly interactive materials stimulated students’ learning motivation. Qualitative focus group interviews will be carried out after the completion of all modules. Copyright © 2023 The Education University of Hong Kong.

The Hong Kong Education Bureau (EDB)’s “Bring Your Own Device (BYOD)” has prompted primary and secondary schools to invest in iPads and Chromebooks in an effort to provide every student with a web-connected computing device. This scheme allows students to use their own mobile computing devices for personalized learning activities, with aim of developing knowledge understanding and generic skills required in the curriculum syllabus. However, the effective integration of pedagogy, e-learning tools, and the required learning objectives from syllabus has been the main issue in schools because of different factors from schools, teachers, students and parents. To address the issue, this study designed and implemented an inquiry-based virtual learning environment enabled by PhET platform supported by mobile technologies at a senior secondary school in Hong Kong. The HKDSE Physics topic "Gas Laws" was taught in this study in which 21 pupils conducted simulated experiments and engage in inquiry-based learning by summarizing their findings in graphs. Their understanding was measured by their ability to solve numerical problems based on Gas Laws with little or no guidance. The Simulated platforms, besides promoting students deeper conceptual understanding, also helps in the implementation of student-centered learning with hassle-free activities to explore the abstract topics of Physics understandably and enjoyably. As in real physics experiments, the students revel in determining cause-and-effect links and guide their learning through research. The goal is to improve their abilities rather than replace them so they can confidently and competently undertake physics experiments with real equipment. Copyright © 2023 The Education University of Hong Kong.

There is a global trend in the increased adoption of e-assessment in school classrooms to enhance learning. Teachers, as classroom-based assessment designers and implementers, play a vital role in such assessment change. However, little is known about school teachers' classroom-based e-assessment practices and the underlying reasons. To address this research gap, this study identified the factors influencing Hong Kong primary school teachers' e-assessment practices underpinned by the theory of planned behaviour (TPB). A large-scale survey was issued to 878 teachers via Qualtrics. Structural equation modelling (SEM) analysis shows that primary school teachers' intentions of using e-assessment and perceived behavioural control of it were the two strongest factors predicting their e-assessment practices in a general way. Specifically, teachers' intentions outweighed perceived behavioural control in determining their use of alternative e-assessment tasks and e-feedback, but this reversed for e-tests/exercises. The impact of perceived behavioural control was consistent across the three types of e-assessment practices. Furthermore, teachers' attitudes significantly influenced their intentions to use alternative e-assessment tasks, while subject norms primarily predicted their intentions to use e-feedback. The findings have implications for primary schools to take countermeasures to facilitate the successful implementation of e-assessment at the classroom level.Practitioner notesWhat is already known about this topic E-assessment has the potential to influence learning. E-assessment has often been used in a controlled environment with a relatively small sample size. The past 3 years have seen a surge in discussions and research around using e-assessment in classroom settings, mostly in higher education. What this paper adds Primary school teachers used more e-tests or exercises than alternative e-assessment tasks and e-feedback in their daily teaching. Teachers' intentions

This article reports on a study exploring primary students’ after-class social interactions in English vocabulary acquisition using a mobile learner-generated-content (m-LGC) tool. A total number of 29 grade 4 students from an elementary school in Hong Kong were involved. A case study approach was adopted. Data collection included log data on the m-LGC tool and semi-structured interviews. Data analysis included content analysis, visualisation using Gephi, and thematic analysis. The results show two types of students’ social interactions in a m-LGC learning environment. The interview results indicate that students held different perceptions of social interactions using the m-LGC tool. The implications are discussed. Copyright © 2022 Yin Yang, Yanjie Song.

During the COVID-19 pandemic, researchers faced challenges conducting data collection. However, emerging communication technologies, such as web-conferencing platforms, provided an alternative mode of data collection. Among these platforms, Zoom stands out for its functional affordances and unique features that support data collection methods, including screen-capturing, digital photography, drawing, polling, and artifact-based interviews, which attempt to reveal a child's viewpoint and ability. In this article, we explore the feasibility of using Zoom to conduct educational research by investigating the mathematical learning experience among 26 primary 1 and 2 students in Hong Kong on two topics—understanding time and addition and subtraction. Five mathematics teachers were recruited to participate in 2-month online workshops with assessments among three groups of students to understand the suitability for data collection. Based on teachers’ observations and students’ responses, our findings suggest that Zoom is a viable and effective tool for qualitative data collection. It offers a cost-effective method for researchers and educators to examine students’ mathematical performance in an online environment. We also investigate students’ perceptions of online assessment strategies, perceived usefulness of various Zoom functions, and explore the benefits and challenges teachers and students perceived throughout mathematical education using Zoom. However, several technical difficulties were encountered, such as the digital literacy gap and privacy concerns. Therefore, improving students’ digital literacy for remote learning and triangulation is important for online mathematical data collection and assessments. Copyright © 2023 The Author(s).

Few studies have explored primary school teachers’ classroom-based online assessment practices and underlying reasons. To fill this research gap, this study interviewed 48 Hong Kong primary school teachers to understand their online assessment practices and influencing factors when they were obliged to use it in their daily instruction under the influence of the COVID-19 pandemic. The findings revealed that the participants tended to use online tests/exercises for formative purposes instead of summative purposes. In addition, they tried online alternative assessment tasks, such as video or audio recordings, peer assessment and projects, and gave online feedback to students but less frequently than online tests/exercises. The school examination culture and the participants’ perceived limited control over online test fairness may have restricted their summative use of online tests/exercises. Meanwhile, the participants’ perceived positive usage norms, along with their favourable attitudes towards and confidence in using online tests/exercises probably enhanced their formative use of them. In addition, the participants’ perceived neutral usage norms and limited external control of online alternative assessment tasks and feedback seemed to impede their use of them in classrooms. Copyright © 2024 The Author(s).

Teachers fostering future-ready graduates need to master updated pedagogical and technological knowledge, so teacher professional development (TPD) is essential. Conventional TPD activities such as seminars and workshops are limited as they require specific time blocks and lack flexibility. The current study investigated TPD through microlearning courses in online and blended learning modes as an innovative TPD approach in Hong Kong. We applied a qualitative approach and thirty-two preservice teachers in the English language education program participated. The data were collected using questionnaires, semi-structured interviews, and observations for data collection. The pre-service teachers’ digital competencies were evaluated against an observation protocol based on the SAMR framework and TPACK model. The effects of microlearning and the participants’ digital competence needs were also identified. The results revealed how preservice teachers perceived the integration of technology and the challenges they encountered (e.g., design of learning tasks and time management). Based on the findings, personalized and hands-on training is recommended to fulfill teachers’ diverse learning targets in applying specific technology and deepen their understanding of technology use. Furthermore, as more conceptual frameworks for assisting microlearning in TPD are necessary, this study can help enrich the underpinning theories for the microlearning design of TPD. Copyright © 2024 International Forum of Educational Technology & Society, National Taiwan Normal University, Taiwan.

The present study explored the use of digital tools by English language schoolteachers in Hong Kong. Using a qualitative-dominant sequential mixed-methods design, wherein an online mixed-methods survey of primary and secondary school English language teachers (N = 83) and follow-up in-depth interviews (N = 22) were employed, this study collectively explored which digital tools the participants used, why the participants used these tools, and how the participants used them. Fourteen categories of tools utilized by teachers in their professional practice were identified. These were further categorized into core, additional, and remote digital tools based on their mode and frequency of use. Affordances of the core digital tools for language teaching were identified, with examples of teachers’ pedagogical uses of the tools presented. By providing an overview of digital tool use, teachers, school leadership, and professional development providers can better understand how teachers should be prepared for the digital realities of schools. In addition, this study provides a model for understanding the context and subject-specific bidirectional relationship between tools, their affordances, and teachers’ professional tasks. © 2023 by the authors.

After the pandemic, education will not go back to a 100% offline mode since the application of e-learning technologies (ELTs) cannot be avoided. Therefore, their impact should be studied for future education development. Most future entrepreneurs are attending school today. Therefore, universities need to supply necessary education to encourage students to cope with future conditions and development. At the same time, due to the increasing attention being paid to the harmony between ecology and prosperity, the sustainability aspect of entrepreneurship education needs to be emphasized as well. This study investigates the impact of ELTs on entrepreneurial education performance (including personal skills, product skills, and business skills), sustainability efficacy, and their impact on sustainability awareness. Data were collected from a master’s degree class on entrepreneurship at a Hong Kong university and SmartPLS was used to analyze the data. It was found that ELTs have a significant relationship with entrepreneurial performance and sustainability efficacy. Meanwhile, sustainability efficacy also has a significant relationship with sustainability awareness. However, no significant relationship between entrepreneurial skills and sustainability awareness was identified. The results indicate that ELTs can improve students’ entrepreneurial skills and sustainability awareness, which proves the effectiveness of ELTs and provides support for their application in future entrepreneurship education. © 2023 by the authors.

This article reports on the findings from a technology-enhanced teacher learning project where the SETTVEO app (Self Evaluation of Teacher Talk through Video Enhanced Observation) was used to support teachers’ reflective practices and professional development. Participants in the project were a group of 40 student teachers (ST) from Hong Kong, who took part in a teaching practicum taught online owing to COVID-19 restrictions. They formed online professional learning communities (PLCs) with peers and tutors, shared their class recordings (tagged using the on SETTVEO app), and reflected on their teaching through weekly discussions. This study aims to characterize teacher learning mediated by video technology and dialogue, and to evaluate the impact of the app on STs’ reflective practices and emerging Classroom Interactional Competence (CIC, Walsh 2013). In this article, we focus on an individual ST's development over a period of eight weeks. Two sources of data are transcribed and analysed using an applied Conversation Analysis (CA) method: the first records the teacher's interactions while teaching, the second their dialogic reflections based on observations of these class recordings. Findings from the study enhance our understandings of the role of technology in influencing classroom practice and highlight its importance in promoting teacher noticing and professional development. © The Author(s) 2023.