Features of Information Technology for Interactive Learning

In document Direction of Schools’ Curriculum Development – Balanced Development, Continuous Enhancement (Page 187-190)

3D Information Technology for Interactive Learning

3.3 Features of Information Technology for Interactive Learning

Learning is a knowledge acquisition and construction process involving interaction between teachers, students, resources, and others. A school-based development plan on IT in education serves to provide school leaders and teachers with a clear direction and development milestones to enhance their collaboration and achieve the expected outcomes more effectively.

IT is an excellent tool for communication and learning. Students can organise ideas, express views, communicate with teachers or peers, and share information with the use of IT for collaborative problem-solving. While the use of IT for Interactive Learning can enhance the effectiveness of learning and teaching both inside and outside the classroom, it cannot replace the teacher’s role in teaching.

IT has a very powerful impact on student motivation. It can also cater for students’ different learning needs. Through providing an interesting environment that takes into account students’

different learning needs and learning styles, IT enables students to use related skills to acquire and construct knowledge.

IT is not only a technical learning skill but also an effective learning tool. The different forms of IT as effective learning tools will be explained in the following sections.

3.3.1 Enhancing Interaction and Collaboration in Class or Outside Class

IT serves to connect students to the vast network of knowledge and information, arouse their interest in learning and drive them to shift their learning modes from passive to active through searching information, discussion, challenging views of others, sharing and building knowledge with peers, teachers, and friends on the Internet as well as in daily life. Learning is more effective when interaction and collaboration on the Internet are facilitated.

With the advancement in IT, teachers and students have achieved collaborative learning and knowledge sharing through blogs, collaborative information management systems and RSS feeds.

These applications are a means for students to discuss topics of interest so as to develop the skills for inquiry-based learning.

Exemplar: General Studies in Primary Schools

In project learning, students can be asked to study and explore an issue or a feature in a community, which may include the environment, transport, facilities, services, history, culture, tourist attractions and ecology, and then to compare them with those of another community.

Teachers can make use of the Internet to identify websites related to a certain theme for students to collect information and carry out analysis.

Through the online collaborative platforms, students can discuss with students from other schools to explore issues of other communities, make comparisons, draw conclusions and make recommendations.

Students can produce a report with all information consolidated and present it in class.

This knowledge building process encourages students to take an active role in learning and deepens their understanding of the topic concerned.

Details of the above can be accessed at:


3.3.2 Beyond the Limitations of Place and Time

The implementation of IT in Education has enabled learning and teaching to go beyond the confines of the school campus. The advancement of technology, combined with innovative teaching ideas, has generated a variety of e-learning modes. The WiFi facilities allow students to participate in learning activities beyond the limitations of place and time.

Exemplar: Ubiquitous Learning – “Digital Trail”

Schools can utilise community facilities and WiFi connection to organise off-campus cultural tours. On the day of the event, a school bus can be hired to take students to various cultural landmarks. Students can obtain information from online maps via wireless devices and participate in quiz contests at the destinations.

3.3.3 Creating Time and Space for Thinking

IT can be used to simulate the reality, using real sound effects and realisation of processes to allow students to experience authentic situations in a virtual world. Through simulation, students can experience and learn more readily even for things that they might have difficulty accessing.

With the computer's high-speed data-processing function, students do not have to spend time on meticulous data manipulation. They can focus on the crux of a problem and spend more time on higher order thinking processes such as analysis, synthesis and evaluation, improving on and building their ideas through interacting with teachers and peers. For example, a variety of e-learning resources can be used to help students conduct inquiry-based learning on “Electricity”

in General Studies.

The EDB Depository of Curriculum-based Learning and Teaching Resources - General Studies: Electricity I can be assessed at:

http://www.hkedcity.net/edb/teachingresources/resources.php?site_key=gs&categoryId=625 The website of Ubiquitous Learning –“Digital Trail” can be accessed at:


3.3.4 Enhancing Understanding of Abstract Concepts

The use of multimedia presentations, including sounds, animations and graphics, can help present the lesson effectively and explain abstract concepts that are difficult to explain in a traditional classroom. It facilitates students’ understanding of the abstract concepts, and engages and motivates them in learning.

The website of EDB Depository of Curriculum-based Learning and Teaching Resources – Chinese Language Education KLAChinese Mythology can be accessed at:

http://www.hkedcity.net/edb/teachingresources/resources.php?site_key=chi&categoryId=10 12&rid=1527504479#1527504479

Exemplar 2: Chinese Language Education KLA – Chinese

In document Direction of Schools’ Curriculum Development – Balanced Development, Continuous Enhancement (Page 187-190)