Projects

Some description here to be confirmed. (v4)
Exploring new modes of learning and assessment

Using Web 2.0 technologies to enhance experiential and capstone learning in different HKU faculties

Started from 1998
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Exploring new modes of learning and assessment

An evaluative study on the roles of teacher-librarians in public sector schools

Started from 1998
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Exploring new modes of learning and assessment

Promoting a collaborative teaching approach to inquiry project-based learning with Web 2.0 at upper primary levels

Started from 1998
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Exploring new modes of learning and assessment

E-learning Platform for the Project “Developing KS3 Students’ Self-directed Learning in English Literacy Skills Development through Promoting Assessment as Learning

Started from 1998
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Exploring new modes of learning and assessment

Consultancy Services on QTN Project Information Literacy Networking Program

Started from 1998
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Exploring new modes of learning and assessment

'Good Practices on IT in Education' Interactive Platform (Phase II)

As an extension to the project on "Development of an interactive platform for the consolidation and dissemination of good practices through the Internet in schools", CITE has been commissioned by the Education Bureau to implement phase II of this project and the project has started in January 2006. The aims of the phase II project are as follows:

  1. to create a database of practicable pedagogies in schools that have been tested and proved effective for teaching professionals’ reference;
  2. to provide teachers and other education practitioners with an interactive platform for discussion and reflection on the uploaded practices;
  3. to encourage schools with common interest in any particular case to establish the mode/relationship of inter-schools collaboration so as to further explore strategies on IT applications.

The project was successfully completed in August, 2007. The project comprises two major components. At the first phase, CITE held a series of training course for seconded teachers and research assistants in the 20 identified Centers of Excellence (CoEs) as well as other seconded teachers fully seconded to the EMB who will also be involved in supporting these CoEs. The aim of this course is to provide members of this team the opportunity to gain the requisite understanding and skills on (i) effective uses of ICT for curriculum and pedagogical innovation, (ii) leading and supporting pedagogical change in schools and (iii) action research. The course contents will include methods and techniques in data collection, analysis, case write up and reporting.

At the second phase, i.e. the second component of the project which is to provide guidance to the team of research assistants in the data collection and with their support to collate, analyze and report on the experiences gained by the 20 CoE schools.

2006-2007
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Exploring new modes of learning and assessment

Development of an Interactive Platform for the consolidation and dissemination of good practices through the Internet in schools (Phase I)

CITE has been commissioned by the Education and Manpower Bureau to run the project “The development of an interactive platform for the consolidation and dissemination of good practices through the Internet in schools”. The aims of this project are to create an innovation community database, a sharing system for teachers to explore and reflect on their own pedagogical uses of information and communication technology with other interested education professionals and to build professional collaboration on action-oriented school development initiatives. The project started in Jan 2005 and it was completed in Jan 2006.

In this project, an interactive platform for teachers’ professional development has been developed. Around 25 good practices from different schools were collected and uploaded to the platform as in December 2005. A dissemination workshop on “Using an Online Database of ICT-supported Good Pedagogical Practices to Scale up Innovations across Schools” was held on 10 December 2005 with an aim to share their experience in using the online database and also on the innovative pedagogical practices they have generated by using ICT that have proved to be effective in enhancing student learning.

2005-2006
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Exploring new modes of learning and assessment

Innovative Pedagogical Practices Online Project (IPPO)

Around 2004
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Exploring new modes of learning and assessment

Learning Community Projects (LCP)

CITE, HKU has launched a series of research and development projects called 'Learning Community Projects' since 2001. The aim of these projects is to support and investigate the development of life-long learning abilities in group collaborative learning contexts using technology, focusing on finding the relationships between the development of enquiry and knowledge-building abilities and the changing group dynamics and interaction patterns of the learners. The project integrates a web discussion platform called 'Knowledge Forum' (KF) into secondary school curriculum, this project hopes to develop better thinking, analytical and problem-solving skills of students, and to enhance their knowledge-building ability. The various phases of this series of projects until 2008 can be found from the projects page from September 2008. The KB Online Course has summarized valuable knowledge from these earlier projects. From September 2008, the project has extended its scope to become the Professional Network for Knowledge Building in Schools.

2001-2008
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Exploring new modes of learning and assessment

Self-directed Learning with Information Technology Scheme (SLITS)

The content and delivery of the prescribed curriculum for primary, secondary and tertiary levels of schooling are operated in its own teaching and learning mode of practice at each level. Such independence and difference in curricular design and learning culture among the three levels has resulted in a lack of relevancy and coherence of learning outcomes between each interface as the students move from one stage to another. In an effort to enhance the secondary-tertiary interface, the University Grant Committee (UGC) has funded 20 million dollars to tertiary institutions for conducting projects that aim at strengthening the collaborative forces among primary, secondary and tertiary sectors.

On top of the above goal, there has been increasing concern about the changing role of teachers over the past decades. In the past, teacher education and training focus on teacher's role in knowledge transmission and emphasize on content delivery and explanation. Nevertheless, with the changing demand in the information age, teachers' role has elevated to a higher and wider scope of teaching-learning facilitation role in which students are given a higher autonomy to map out their own learning objectives, outcomes and approaches. In face of such tremendous change in demand, teachers and educators are struggling with their new roles in empowering their students to master skills that would enable them to cope with new challenges at progressing stages in their education.

To examine how well Sixth Form students were prepared for tertiary education, the UGC commissioned the POSTE study in 1995. The study addressed that the influence of public examination and existing classroom culture have been major forces that shaped the over-emphasis on memorization and rote-learning and hindered the development of critical thinking and understanding in the classrooms. It is worrying to find that students were 'not ready' to attempt a more self-learning mode which would contribute to then necessary knowledge, attitudes and skills relevant to tertiary education and their everyday concerns in the information age.

To alleviate such gap between the attained learning outcome and the demanding skills in the information age, the Centre for Information Technology in School and Teacher Education (CITE) at the University of Hong Kong has launched a "Self-directed Learning with Information Technology Scheme" (SLITS or S-Project). The project aims at fostering the development of self-directed learning and information skills in secondary school students through the collaborative efforts of secondary and tertiary teachers. Due to time limitation and restriction within the existing school curriculum, the S-project was launched as a supplement to the school syllabus and took place outside the school framework to maximize flexibility and creativity in organizing preparatory activities and group work.

1998-2000
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資訊年代青年自學才能拓展計劃

1998-2000
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