該項目旨在基於學習設計及學習分析的 21 世紀學與教智能系統 ，為小學和中學提供一整套所需的電子學習設計、實施、評估和基於學習分析的反饋支持工具，以便給學生、教師和學校領導者提供支持。
The project aims to develop the Intelligent DEsign-Aware Learning analytics empowered 21C Learning &Teaching System which will provide primary and secondary schools with the complete set of tools they need for e-learning design, implementation, assessment and learning-analytics-based feedback support to students, teachers, and school leaders.
In this project, our goal is to provide our professional service to develop training programme with elective courses to help prepare pre-service teachers at HKU for future CT teaching in schools in collaboration with CoolThink@JC. Here are our proposed objectives for achieving the goals:
1. Explore how to implement computational thinking education to schools at all levels (kindergarten, primary and secondary) and develop competences of pre-service teachers in teaching computational thinking for problem-solving;
2. Expand our HKU pre-service teachers’ training programme which help develop teachers’ technological, pedagogical and content knowledge in CT;
3. Examine how these pre-service teachers change their perception of CT education over time.
The project aims to:
Computational thinking (CT) is an emerging competence in digital literacy. It qualifies our new generation of youth in solving problems in our technology economy this century. Coding is central for students to develop CT and become effective computational thinkers. Learning how to code is now more affordable and accessible than ever with advanced learning technologies. However, students need to learn to solve problems in their social context and apply coding skills beyond school. With most people using mobile technology in our society, opportunities abound for students to contribute to their communities and care for those around them by applying their coding skills. For coding skills to be employed for social good, it would be best learned and contextualized in a social setting. This is why the Jockey Club Coding for Community project emphasizes the importance of engaging students’ coding in a community mentoring scheme based on adult-youth partnership. We hope you will find our Project meaningful through browsing our website and explore ways in which you could join us in our youth’s technology education.
運算思維 (CT) 是數字素養中的新興能力。它使我們的新一代青年有能力解決本世紀技術經濟中存在的的問題。 編碼是學生發展運算思維並成為有效率的的運算思維者的核心。隨著先進的學習技術的發展，如今學習如何編碼比以往任何時候都更容易獲得。然而，學生需要學會在他們所處的社會環境中解決問題，並在學校之外應用編碼技能。隨著我們社會中使用移動技術的人數的增加，學生擁有更多機會應用他們的編碼技能為他們的社區做出貢獻並為他們周圍的人提供關懷。青年應在社交環境中學習和融入環境 , 去發展用於社會公益的編碼技能。這就是為何 賽馬會編「社」人生計劃 強調將學生的编碼學習融入到基於成人-青少年夥伴關係的社區師友計劃的重要性。這種特殊的合作夥伴關係使學生能夠與導師密切合作，發展有意義的關係，並在社區中通過編碼探索服務社群的機會。
The Jockey Club Self-directed learning in STEM Project is a 30 month project (Mar 2019 – Aug 2021) funded by The Hong Kong Jockey Club Charities Trust and organised by the Centre for Information Technology in Education of the Faculty of Education, The University of Hong Kong. The project facilitates STEM education development with self-directed learning (SDL), targeting at the upper primary (P.4-6) and lower secondary (S1-3) levels in Hong Kong schools.
The project aims to build professional capacity of schools and teachers for innovative STEM development through the adoption of self-directed learning (SDL) pedagogy, enhance teachers’ assessment literacy especially in relation to STEM education, and build joint-school networks for sustainable and scalable pedagogical and assessment innovations.
This is a University-School Support Programme funded by Education Bureau. This is a 19 months (2017-2019) project. This project targets at the upper primary (P.4-6) and lower secondary (S1-3) levels in Hong Kong schools. It aims to provide support to teachers for developing their capacity to adopt self-directed learning (SDL) as a strategy to promote STEM education so as to strengthen students’ ability to integrate and apply knowledge and skills across different subject disciplines to unleash their innovation and nurture their entrepreneurial spirit.
The 21st century is commonly referred to as the knowledge age because of the phenomenal and escalating pace at which new knowledge is generated, impacting deeply all aspects of human life. The rapid development of ICT and its integration into the fabric of all human activities have played a critical role in these changes. Policy-makers around the world have recognized the importance of a high quality workforce and the citizenry’s preparedness for lifelong learning to the economic and social well-being of the nation or system that they serve. Hence, many education reform policies, often in conjunction with system-wide masterplans/strategies on ICT integration to support formal/informal/lifelong learning have been launched since the 1990s, including Hong Kong.
The Centre for Information Technology in Education, Faculty of Education, the University of Hong Kong is funded by the Public Policy Research Funding Scheme of the Central Policy Unit of the Hong Kong Special Administrative Region Government to conduct a policy research project entitled “e-Learning in Formal, Informal and Open Learning Contexts: A Study of Global Trends, Policy Options and Their Implications for Sustainable Development in Hong Kong”. The project comprised a wide-ranging literature review and document analysis, followed by a Policy Delphi study involving key stakeholders including government officials, teachers, principals, parents, NGOs, businesses and researchers. It aims to provide policy recommendations on strategic implementation of information and communication technology (ICT) in formal, informal and open learning based on an in-depth analysis of Hong Kong’s current state and positioning within a global context.
In 2010, the HKSAR Government launched an e-Learning Pilot Scheme involving 21 projects in 61 schools. The aim of this research is to study how the system and school level factors and their interactions may affect the further development and sustainability of the e-Learning innovations after the Pilot Scheme comes to an end. The research design is underpinned by an ecosystem model of change in which the sustainability of the new species (innovation) depends on the mutual adaptation between the new species and the environmental conditions.
This is a University-School Support Programme funded by Education Bureau. This is a three-year (2014-2017) project. This project aims to provide support to teachers and schools to implement self-directed learning (SDL) in the Science KLA in the upper primary (P.4-6) General Studies and lower secondary (S1-3) Integrated Science subject in Hong Kong schools. Throughout the project period, there will be 40 schools participating in this project.
The capacity building support for SDL encompasses three core areas:
The ultimate, overarching goal is to nurture and develop student’s self-directed learning ability and equip them to become confident and capable life-long learners in the 21st century so as to improve students’ self-efficacy and achieve smooth transition from primary to secondary school education in the science KLA.
HKTLA has helped in the project planning phase tremendously. With inputs gathered from its members, the project team was able to consolidate all the inputs and put together this meaningful project. Moreover, HKTLA has also supported throughout the project development stage, and helped us promote the project to primary schools in HK.
The Centre for Information Technology in Education, the University of Hong Kong (CITE) has been commissioned by the Education Bureau (EDB) to conduct a research project on “Provision of Services for Conducting the Research Study on the Pilot Scheme on e-Learning in Schools”. The project duration is over three years starting from 22 September 2011 until 31 December 2014. Details of the pilot scheme and the 21 funded projects can be found from the EDB website: http://edbsdited.fwg.hk/e-Learning.
The Centre for Information Technology in Education, the University of Hong Kong (CITE) has been commissioned by Po Leung Kuk Chee Jing Yin Primary School and Xianggang Putonghua Yanxishe Primary School of Science And Creativity to conduct an evaluation project on their e-learning pilot project. The project duration is three years starting from 1 September 2011.
Education Bureau (EDB) has commissioned the Centre for Information Technology in Education (CITE), University of Hong Kong to conduct a one year project on “Development of Evaluation Tools for Assessing Students’ Information Literacy and Promoting Information Literacy among Students”.
This project aims to develop self-evaluation tools for assessing students’ Information Literacy skills in Science at levels from Primary 1 to Secondary 3 and to work with front line teachers including those who are members of the Information Literacy Focus Working Group (ILFWG).
The following research questions are addressed in this study:
This project is funded by the Education Bureau and it aimed at supporting schools on developing and scaling up knowledge building pedagogy, sustaining teacher professional growth, and improving student learning through a knowledge building teacher network (KBTN).
Since September 2008, this project becomes part of the University-School Support Project (USP) under the School-based support services (SBSS) titled "Professional Development Network for Knowledge Building in Schools". A team of expert knowledge-building teachers are seconded to CITE to assist participating teachers in implementing the knowledge building approach together with the project team from CITE, HKU.
In the academic year 2009/10, one teacher consultant, five half-time seconded teachers (STs) and more than 60 participating teachers from 29 schools (12 primary schools, 15 secondary schools, 2 special school) participated in this project. Knowledge Forum®, which is hosted at CITE (http://kf.cite.hku.hk), is used by teachers and students in the project to facilitate their collaborative knowledge building activities. Please refer to the project website at http://kbtn.cite.hku.hk/ for more details.
In the academic year 2010/11, one teacher consultant, three half-time seconded teachers (STs), ten part-time teacher associates (TAs) and more than 80 participating teachers from 36 schools (10 primary schools, 24 secondary schools, 2 special schools) participated in this project. Knowledge Forum®, which is hosted at CITE (http://kf48.cite.hku.hk), is used by teachers and students in the project to facilitate their collaborative knowledge building activities.