Enhancing Teaching and Learning in Schools Through Facilitation of Online Learning: Issues of Implementation in Hong Kong Schools
Lee, Kar-Tin (2002) Enhancing Teaching and Learning in Schools Through Facilitation of Online Learning: Issues of Implementation in Hong Kong Schools. In Mason, Jon (Ed.) Connecting the future: Global Summit on Online Knowledge Networks, March 4-5, Adelaide, Australia.
This qualitative study reports on an IT integration project commissioned by the Education Department of the Hong Kong Special Administrative Region. In conjunction with two primary schools, an online integrated learning environment was designed and developed for use by all Primary Three (P3) teachers in one school and all Primary Four (P4) teachers in another. In both schools teachers teaching Chinese, English and Mathematics were involved. The idea is to develop these two schools to serve as models for teachers who are currently preparing to meet the information technology competency levels set by the Education Department. The project aims to assist teachers to develop alternative teaching and learning strategies involving use of information technology to cope with individual learning differences in response to the current education reform movement. This case-study reports on changes occurring in both teachers and students. The changes are described and the factors supporting this change are discussed. Finally, we discuss the progress made in the last eighteen months toward establishing an environment that aims to stimulate and engage a major cultural shift with Hong Kong pupils, parents and their teachers. The resultant best practices will hopefully be accompanied by a change in beliefs, both for the pupils and teachers involved and for the many teachers in the future who may benefit from the use of the integrated learning environment.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||online learning environment, teacher development, ICT strategies, online learning|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2002 (please consult author)|
|Deposited On:||19 Apr 2006|
|Last Modified:||03 Mar 2011 15:41|
Repository Staff Only: item control page