行動 5 — 家長、持分者及社區齊參與
V. 誰會獲益？
學生將會
● 運用資訊科技引發他們的學習興趣，以配合各有不同的學習模式、方法和興趣；
● 透過校園無線網絡，受惠於流動學習帶來的方便和益處；
● 容易地登入網絡及使用各種電子資源及網上服務，包括世界級的資源及實時 資訊；
● 延伸面對面的協作及溝通至更廣濶的網上學習社群；
● 透過更多的互動學習經歷，發展成為自主學習者，具備更佳的解難能力和協作 能力、計算思維及創意；
● 成為能幹的「數碼一族」，學懂善用科技，以支援個人的發展及學習，並成為具 操守的資訊科技使用者；及
● 充分拓展資訊科技的潛能，並發展從事相關職業的興趣。
教師將會
● 減少對電腦室的需求。由於所有課室已有無線網絡覆蓋，教師無需使用電腦室，
亦可善用一個更方便、更有效推動電子學習的環境；
● 在使用新的服務模式以提升資訊科技基礎建設後，教師就無需處理各種技術問 題，亦無需再受到保養及能否持續更新學校資訊科技設施等不確定的因素所困 擾；
● 使用單一戶口就能輕易登入網絡、使用電子資源及不同的網上服務；
● 在教學上使用更多樣化的電子教科書、電子評估工具、電子資源及網上平台。
而即時回饋及嶄新的教學策略，如「翻轉課堂」，可協助教師有效運用課堂時間；
● 透過建立實踐社群，分享採用電子教學的知識，提升專業；及
● 透過專業發展課程、實踐社群的建立及反思性的活動，促進其對電子學習教學法 的應用。
學校領導層將會
● 能因應學校的發展步伐及情況，作好保養及提升資訊科技基礎設施的規劃；
● 更有信心根據學校情況，策劃推行電子學習；
● 使用不同電子學習平台互連互通並兼容各種電腦裝置，方便數據交換及管理；及
● 透過與不同持分者及社區的協作，提升專業力量。
家長將會
● 在較為標準化、簡單及整合的資訊科技設施下，更容易取得社區組織的支援；
● 在教育局提供的指引下，能支援子女在日常生活中健康及有效地使用科技，
並重視操守；及
● 減省為子女尋找額外學習資源的時間及精力，因為更多免費並具質素的學習資 源和工具，經已備妥。
整體上，香港將會
● 促進學校、資訊科技及商業界、專業人士、社區組織、大專院校及家長間的協作，
群策群力為教育的發展，作出貢獻；
● 邁向成為知識型社會。我們的學生掌握終身學習的能力，並能跨越時空的限制 學習；及
● 具備更強的資訊科技專才。透過培育學生的資訊科技能力及興趣，他們可以獨 立探究問題，並找出解決的方法。
第四個資訊科技教育策略得以有效及順利推行，實有賴各持分者，包 括學校領導、教師、學生、家長及資訊科技界攜手共同協作。我們歡 迎你對以下問題的回應：
● 第四個資訊科技教育策略的宗旨及所建議的五項行動是否合適？
● 在實施有關建議行動時，有哪些必需因素及障礙？
● 你有甚麼經驗和建議與我們分享？
多謝
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詞彙
雲端運算服務
這泛指通過互聯網提供的各種服務。雲端運算服務常用作分享資源及資料，並且會為 用戶提供以網絡為本的應用程式，以供備有瀏覽器的各種電腦裝置使用。此外，它能 為使用者提供虛擬伺服器的服務。
共同建構
共同建構指將課堂視作學習者社群的一系列學與教方法，相關學習任務包括共同創造 知識及建立判斷知識的準則。
數碼資源庫
電子教學資源庫是一系列透過互聯網科技存放於網頁的內容，儲存及連結不同文字、
圖片、音訊、影片，及 / 或其他多媒體檔案。「教育局課程為本學與教資源庫」就是 其中一個例子。
電子評估
電子評估是一項應用資訊科技的電子工具，提供評估活動、紀錄回應、提供回饋及統 計資料。它可照顧不同使用者，包括學習者、導師、學習機構、頒授機構及規管機構 的需要。
電子學習
電子學習是一個開放及有彈性的學習模式，並涉及應用電子媒介 ( 包括數碼資源及通 訊工具 ) 以達致學習目的。電子學習的重點在於能應用科技以更有效地傳遞學習內容。
在電子學習的環境下，學習過程應考慮有利於學生發展廿一世紀技能的三個關鍵元素，
包括協調正式及非正式的學習方法，以及平衡個人及協作學習，以幫助學習者增加對 其學習成就的意識及收集其進步的證據。
電子學習平台
電子學習平台是網上系統或學習管理平台，提供技術基礎設施以管理學生的電子學習 活動，這通常包括互動練習及可輸出個別學生的測驗分數的工具，亦多備有通訊工具 讓同儕間及師生間溝通，以支援協作學習。
電子教科書
電子教科書是一種根據香港課程發展議會編訂的學習領域 / 科目課程指引編製的全面 及可獨立使用的課程教材，具備可按需要列印的內容和電子功能 ( 包括多媒體如視頻、
聲頻及動畫，互動學習，教學及評估活動 ) 。它可以滿足本地學校課堂內的學與教需要。
並滿足在家中學習的需要。
流動學習
流動學習通過流動裝置進行，特別適用於戶外學習活動，例如實地考察及參觀展覽館 等。
流動電腦裝置
這些裝置包括、平板電腦及筆記型電腦，它們都便於攜帶，亦能供以無線連接到互聯 網。
自主學習
廣義而言，自主學習為一籃子的概念，包括自我調整學習、自學及獨立學習等。每個 概念都有其重點及特徵，通過建立能力意識，以促進學生學習的自主性。個別學生可 自發設計及負責自己的學習經歷，不同年齡的學生也能透過不同渠道，隨時隨地選擇、
管理、評估其學習。在應用資訊科技的情境下，自主學習大致上有四種特徵：
● 學習者的控制；
● 學習者的自我管理；
● 個人自主；及
● 真正學習自主 (Tendency of self-learning)：在正規學習環境以外，
對學習的追求。
33
縮寫詞表
ApL Applied Learning 應用學習
AQP Assessment Quality-assurance Platform 評核質素保證平台
BCA Basic Competency Assessment 基本能力評估
BYOD Bring-your-own-device 自攜裝置
CC Creative Commons 共享創意
CITG Composite Information Technology Grant 資訊科技綜合津貼
CoP Communities of Practice 實踐社群
DNA Deoxyribonucleic Acid 脫氧核醣核酸
EAST Environmental and Spatial Technologies 環境及空間科技計劃
EDB Education Bureau 教育局
EMADS e-Textbook Market Development Scheme 電子教科書市場開拓計劃 HKEAA Hong Kong Examinations and Assessment
Authority 香港考試及評核局
HKECL Hong Kong Education City Limited 香港教育城有限公司 ICT Information and Communications
Technology 資訊及通訊科技
IT Information Technology 資訊科技
ITE / ITEd Information Technology in Education 資訊科技教育 ITE4 Fourth Strategy on Information Technology
in Education 第四個資訊科技教育策略
KLA Key Learning Area 學習領域
KS Key Stage 學習階段
LMS Learning Management System 學習管理系統
NAS New Academic Structure 新學制
NGO Non-government Organisation 非政府機構
NSS New Senior Secondary 新高中
OGCIO Office of the Government Chief Information
Officer 政府資訊科技總監辦公室
PDP Professional Development Programme 專業發展課程 PISA Programme for International Student
Assessment 學生能力國際評估計劃
PTA Parent-teacher Association 家長教師會
QEF Quality Education Fund 優質教育基金
SDL Self-directed Learning 自主學習
SSO Single Sign-on 單一登入
TEKLA Technology Education Key Learning Area 科技教育學習領域
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