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.
21世紀是知識型社會，ICT與人類各種活動一體化的迅速發展對新知識快速生成及人類生活急劇變化起著關鍵作用。世界各地政策制定者已認識到高質量的員工隊伍和公民的終身學習能力對他們和國家的經濟和社會福祉有莫大關係。因此，包括香港在內的許多國家、地區自上世紀末起推出與電子學習相連繫的教育改革政策，以推動正式/非正式/終身學習的發展。
香港大學教育學院教育應用及資訊科技發展研究中心，獲香港特別行政區政府中央政策組公共政策研究資助計劃撥款資助進行一個名為「在正式、非正式和開放學習環境下電子學習發展的全球趨勢，及為可持續發展香港可採取的政策選擇及其影響研究」之政策研。此項目透過深入的文獻綜述和文件分析，和由來自學校、政府、家長教師會、非政府組織／商業機構和學術界等不同的持份者參與的德爾菲政策研究，探討香港電子學習政策的發展和執行策略與全球電子學習發展趨勢的異同，目的旨在為正式、非正式和開放學習環境下推行電子學習提供政策建議，以及探討香港的未來發展方向。
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.
教育局於2010至2014年推行為期三年的電子學習試驗計劃。本研究基於生態系統的角度，探究在電子學習試驗計劃結束之後，在系統及學校層面上的因素以及它們之間的互動如何影響電子學習的可持續性及創新的進一步發展。
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.
教育局委託了香港大學教育應用資訊科技發展研究中心 (CITE) 進行為期三年有關「電子學習試驗計劃」的評估研究，推行時期為二零一一年九月二十二日至二零一四年十二月三十一日。試驗計劃和21個受資助計劃的詳情可在教育局網頁找到：http://edbsdited.fwg.hk/e-Learning.
Introduction
The Yaumati Catholic Primary School (YMTCPS) has commissioned the Centre for Information Technology in Education (CITE), the University of Hong Kong to conduct an evaluation project on One Word One Thousand (OWOT) system.
Singapore International School has commissioned the Centre for Information Technology in Education (CITE), the University of Hong Kong to conduct a project namely “Performance Assessment for students’ information literacy in Singapore International School” to evaluate primary five students’ information literacy in Nov, 2007. This study will focus on evaluating the impact of Information Communication Technology (ICT) on students’ learning outcomes in Chinese Language, Mathematics and technical proficiency