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EDUC7063 (PT) -Using Technology to Enhance Teaching and Learning
Lecturers:
Dr John PEARSON (module co-ordinator)
Dr Daniel CHURCHILL
Dr Alvin KWAN
Mr James HENRI
SYNOPSIS
This module introduces students to the opportunities and challenges associated with the
integration of information and communication technologies (ICT) in schools. Recent
policy initiatives in curriculum (including Liberal Studies) and ICT policy in Hong Kong,
and the reasons why the introduction of new technologies in learning are considered
important, are examined. Pedagogies and practices conducive to using ICT are outlined.
The specific topics covered include expectations about the use of ICT in schools;
information literacy; project based learning and ICT; portable/mobile computing; the
development and use of learning objects; the use of the Internet for online learning;
design of digital portfolios; and facilitating access to ICT resources in schools. The
module includes a school-focused task (to be completed during teaching practice) based
on the use of ICT resources in curriculum activities.
OBJECTIVES
On completing this module, students should be able to:
1.
2.
3.
4.
5.
Identify features of the information technology in education policy issued by the
Education and Manpower Bureau (EMB) and compare these with policy
documents from other places;
Appraise rationales for using ICT in schools;
Identify key features of the information literacy for Hong Kong schools and relate
these to inquiry based learning using ICT;
Design learning activities incorporating ICT such as student-centred technologybased learning activities and project learning; and
Critically appraise ways in which students’ access to computers can be managed.
RATIONALE
In recent years, governments around the world have invested heavily in new technology
for learning in schools. In Hong Kong, major initiatives have been taken to equip schools
and train teachers since the release of the Five Year Strategy in 1998. Major reforms of
the curriculum have been proposed by the Education Commission (EC) and the
Curriculum Development Corporation (CDC). The adoption and use of new technology
in learning - to increase opportunities for learning, improve students' motivation to learn
and increase levels of student achievement - has been a key component of reform
proposals presented in these reports. Encouraging learning with (rather than about) new
technology presents new opportunities and challenges for teachers.
This module is designed to present opportunities for you - as a beginning teacher enrolled
full time or an experienced teacher studying part time - to explore the opportunities and
challenges involved in integrating new technology in teaching and learning. In lectures,
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workshops and online discussion forums, you will have opportunities to investigate and
discuss the use of new technology. In assignments, you will be able to organise and
present findings and ideas. In completing these activities, you will be encouraged to
reflect on your own teaching, and to seek ways in which ICT can be used to improve
student learning in the key learning areas (KLAs) you teach.
LOCATION OF CLASSES
All scheduled classes will be held in Room 102, 1/F, Hoi Oi Chow Building (HOC102).
ONLINE LEARNING RESOURCES / FORUM
Students are expected to make use of, and contribute to an online environment containing
resources and discussion forums on the Faculty of Education Interactive Learning
Network (ILN).
SCHEDULE OF CLASSES & CONTENT COVERED
PT - nine (9) evening classes each of two hours (5:30-7:30pm) for PT students.
SESSION
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DATE
7 March
TIME
5:30-7:30 pm
2
21 March
5:30-7:30 pm
3
4
28 March
4 April
5:30-7:30 pm
5:30-7:30 pm
5
11 April
5:30-7:30 pm
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7
8
9
18 April
25 April
2 May
9 May
5:30-7:30 pm
5:30-7:30 pm
5:30-7:30 pm
5:30-7:30 pm
FOCUS
Overview of the module
Policy and practice in local
schools
Information literacy
Managing ICT in schools
Student-centred technologybased learning activities
Designing engaging learning
tasks
Evaluating learning
Project-based learning using
ICT
Presentations of learning
activities
LECTURER
JP
JH
JP
DC
DC
DC
AK
JP
ASSESSMENT
There are three (3) requirements to satisfactorily complete this module.
1. Participation (a minimum of 80% attendance is required)
It is expected that you will attend classes and participate in workshop activities. You are
also expected to participate in online discussions about course content and issues.
2. Assignment (graded, 1500 words approx, 70%)
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Topic: Design and Implement a Student-centred Technology-based Learning Activity
This involves implementing learning activities involving ICT during MTP (FT students)
or as part of scheduled teaching commitments (PT students). The assignment has 3 parts:
1. Design. In this assignment, you are required to design one ActiveLesson for
implementation with students you teach. During implementation of your ActiveLesson, you
should collect some evidence such as tasks completed by students, some statements made by
students in relation to their learning, and some photographs of classroom implementation.
2. Reflection. You will be required to present (Week 9) your ActiveLesson and evidence to
other members of the class, and to share your thoughts about what worked well, what were
the main challenges, and what you would change in the future. Use the artefacts you
collected to support claims you make in the reflection.
3. Written submission. For final submission you are required to deliver:
1. An ActiveLesson product designed by you [50%] – about 500 words
2. Reflection document/presentation [30%] – about 1000 words
3. Artifacts from the classroom implementation [20%]
These should be delivered in electronic format (e.g., on a CD-ROM with a copy posted on
ILN).
Due date:
Tuesday 23 May, 2006
Please submit a printed copy and a soft copy (on disk) of your assignment.
Please read the section titled 'Assessment Guidelines' in these notes for important
information about submitting your assignment.
3. Class / online presentation. Present your ActiveLesson in class in Week 9 (9 May)
and put a copy on ILN.
FEEDBACK SESSIONS
The feedback session has been scheduled for Thursday, 15 June 2006, 5:30-6:00pm
RECOMMENDED READING
Branch, J. & Oberg, D. (2004). Focus on Inquiry. A Teacher’s Guide to Implementing
Inquiry-based Learning. Alberta: Alberta Learning. A PDF version of this document is
available on the Alberta Learning Web site at
http://www.learning.gov.ab.ca/k_12/curriculum/bySubject/focusoninquiry.pdf
Curriculum Development Council (CDC) (2000). Learning to Learn. The Way Forward
in Curriculum Development. Consultation Document. Hong Kong: CDC.
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Dillemans, R., Lowyck, J., Van der Perre, G., Claeys, C. & Elen, J. (1998). New
Technologies for Learning: Contribution of ICT to Innovation in Education. Leuven:
Leuven University Press. [Main library 371.334 N53D]
Education Commission (EC) (2000). Learning for Life. Learning through Life. Reform
Proposals for the Education System in Hong Kong. Hong Kong: Education Commission.
(A copy -185pp- is also available at <www.e-c.edu.hk/eng/aims/report.html>).
Education & Manpower Bureau (EMB) (1998). Information Technology for Learning in
a New Era. Five Year Strategy 1998/99 to 2002/03. Hong Kong: Education & Manpower
Bureau. (A copy can be accessed at
http://www.emb.gov.hk/index.aspx?langno=1&nodeID=425
Education & Manpower Bureau (2004). Empowering Learning and Teaching with
Information Technology. Hong Kong: Education and Manpower Bureau. A copy can be
accessed at http://www.emb.gov.hk/index.aspx?langno=1&nodeID=2497
Education and Manpower Bureau (200? ). Information Literacy Framework for Hong
Kong: Building the Capacity of Learning to Learn in the Information Age. Hong Kong:
Education and Manpower Bureau. A copy can be accessed at http://www
Forcier, R. C. & Descy, D. E. (2002). The Computer as an Educational Tool.
Productivity and Problem Solving (3rd edition). Upper Saddle River, New
Jersey/Columbus, Ohio: Merrill Prentice Hall.
Gardner, D. (1998). Using ICT in History: A Teacher’s Resource Guide. Cheltenham,
England: Stanley Thornes. [Education E 907.1242 G22]
Gordon, D. T. (ed) (2000). The Digital Classroom. How Technology is Changing the Way
We Teach and Learn. Cambridge (Mass): Harvard Education Letter. [Main library
371.3340973 D57]
Henri, J. & Asselin, M. (2005). Leadership Issues in the Information Literate
School. Community.Westport, CON: Libraries Unlimited.
Kennewell, S., Parkinson, J. & Tanner, H. (2000). Developing the ICT Capable School.
London: Routledge. [Main 371.334 K36d]
Johnson, D. L., Maddux, C. D. & Liu, L. (2000). Integration of Technology into the
Classroom: Case Studies. New York: Haworth Press. [Main library 371.334 I61 J66]
Jonassen, D. H. (1996). Computers in the Classroom: Mindtools for Critical Thinking.
Englewood Cliffs, NJ: Merrill. [Education E 371.334 J7]
Jonassen, D. H., Peck, K. L. & Wilson, B. G. (1999). Learning with Technology: A
Constructivist Perspective. Upper Saddle River, NJ: Merrill. [Main 371.33 J76l]
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Law, N. et al (2000). Changing Classrooms & Changing Schools: A Study of Good
Practices in Using ICT in Hong Kong Schools. Hong Kong: CITE, Faculty of Education,
University of Hong Kong. [Main & Education libraries 371.334 C45]
Leask, M (ed) (2001). Issues in Teaching Using ICT. London: Routledge. [Main 371.334
I86 L33]
Leask, M. & Pachler, N. (eds) (1999). Learning to Teach Using ICT in the Secondary
School. London: Routledge. [Education library 371.334 L43L]
Loveless, A. & Ellis, V. (2001). ICT, Pedagogy and the Curriculum: Subject to Change.
London: Routledge. [Main 371.334 I17 L99]
Somekh, B. & Davis, N. (1997). Using Information Technology in Teaching and
Learning: Studies in Pre-Service and In-Service Teacher Education. London: Routledge.
[Education E371.3078 U85 S99]
ASSESSMENT GUIDELINES
Presentation of assignments
It is expected that assignments will follow professional standards in terms of
presentation.
Assignments should be prepared using word processing software. Use A4 paper, double
spacing and 12 point font. Staple the pages in the top left hand corner. It is not necessary
to put individual pages in plastic envelopes.
Submit assignments in a plain (brown) envelope with a string tie, clearly labelled with
your name, student number, and the name of this module. It is not necessary to put your
assignment in a binder.
Number all pages, preferably at the top (centre or left) of the page.
Leave an adequate left hand margin (3-4 cms).
Label disks clearly if these are included.
Submission of assignment
Submit assignments in the box provided near the Faculty Office (G/F Hoi Oi Chow
Building).
References
It is important that you prepare your assignments according to established conventions.
Acknowledge your indebtedness to an author when quoting directly from a work by:

using single quotation marks;
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
giving abbreviated references in the text enclosed in parenthesis (Davies, 1989:32).
For example:
This researcher has concluded that ‘any attempt to synthesize findings which represent
different populations, methodologies and tools of analysis is problematic (Snyder,
1993:62).
Significant ideas taken from an author, not quoted directly, should also be acknowledged
by citing at least the author’s name.
At the end of your assignment you should include a reference list, which includes books
and articles which you have referred to in your assignment. They should be arranged in
alphabetical order by authors giving the details as shown in the following examples.
Book (two authors)
Selinger, M. & Pearson, J. (eds) (1999). Telematics in Education: Trends and Issues.
Amsterdam: Pergamon.
Journal article
Pearson, J. (1999). Electronic networking in initial teacher education: Is a virtual faculty
of education possible? Computers & Education, 32 (3), 221-238.
Chapter in a book
Pearson, J. (1998). Personal computers. In: C. Marsh (ed), Teaching Studies of Society
and Environment. Sydney: Prentice Hall, 265-292.
[Note: When more than one place of publication is given, select the first place named and
the corresponding publisher. When more than one date is given, select the latest date.]
Articles from the Web
Becta [British Educational Communications and Technology Agency]. (2004a). A Review
of the Research Literature on Barriers to the Uptake of ICT by Teachers. Retrieved
November 9, 2005, from www.becta.org.uk/page_documents/research/barriers.pdf
Copyright
You are asked to carefully note the following information on copyright from the PGDE
Student Handbook.
Students are reminded that, when using copyright materials belonging to others, copies
should only be made for the following purposes:
- the student's own classroom teaching;
- the student's own research or private study; or
- the student's own criticism or review of the work that is copied.
In all circumstances, the extent of copying (both in terms of the proportion of the work
that is copied and the number of copies made) must be reasonable and commensurate
with the legitimate purpose for which the copying is made. Further, where there are
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licensing schemes available authorising the making of copies of copyright materials for
classroom teaching, a licence must be obtained before making such copies.
Copying of copyright materials belonging to others outside the above-mentioned
purposes or to an extent exceeding that which is reasonable and commensurate with the
legitimate purpose for which the copying is made is liable to infringe copyright.
Placing copyright materials belonging to others on the Internet without permission is
infringing and should always be avoided.
Plagiarism
You are asked to carefully note the following information on plagiarism from the PGDE
Student Handbook.
A candidate shall not engage in plagiarism nor employ nor seek to employ any other
unfair means at an examination or in any other form of work submitted for assessment as
part of a University examination. Plagiarism is defined as the unacknowledged use, as
one's own, of work of another person, whether or not such work has been published (from
University Calendar).
Assignments judged to be a product of such plagiarism or collusion will receive a Fail
grade, and the students concerned may, as determined by the Board of Examiners, face
further penalties. (See Regulations Governing Conduct at Examinations in the University
Calendar)
All sources and reference materials used for assignments must be fully acknowledged in
the assignments themselves. Extracts from published sources should be properly
referenced and set in quotation marks if included in original writing. If they form part of
the teaching materials submissions, their source must be clearly stated. It is not sufficient
to include a list of all sources only at the end of a piece of work.
Students who are unsure of any aspects of the preparation, presentation or submission of
assignments should consult their Major Methods supervisors, or the lecturers concerned,
for guidance as soon as possible.
Additional information about plagiarism and how to avoid it can be found in the
University publication What is Plagiarism? A copy is available online at
http://www.hku.hk/plagiarism/.