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Learning and Teaching Support

在文檔中 Technology Education (頁 171-176)

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Chapter 6 Learning and Teaching Support

To facilitate effective implementation of the TE curriculum, there are various learning and teaching resources, training programmes, e-platforms, exhibits, competitions etc.

developed/organised by the EDB and different institutions/organisations with a view to benefitting student learning and supporting teacher professional development.

6.1 Quality Learning and Teaching Resources 6.1.1 Textbooks

Basic considerations in the selection of learning and teaching resources including textbooks are available in Chapter 7 of the BECG (Primary 1 – 6) (2014) and Booklet 10 of the SECG (Secondary 1 – 6) (2017).

In the TE KLA, textbooks are mainly published for the TE KLA Curriculum (S1-S3) – Design and Technology, Information and Communication Technology, Technology and Living knowledge contexts at the junior secondary level; and Business, Accounting and Financial Studies, and Information and Communication Technology at the senior secondary level. A recommended list of textbooks for the TE subjects is available at: http://www.edb.gov.hk/en/ curriculum-development/resource-support/textbook-info/index.html.

6.1.2 Other Learning and Teaching Resources

Technology education must meet the fast changing needs of society and keep pace with the rapidly emerging new technologies. Therefore, teachers should be flexible in planning their learning and teaching activities with the adaptation of a wide range of resources to equip students with the required knowledge and skills to cope with the future needs. These resources may include the curriculum resources on the EDB website: (http://www.edb.gov.hk/en/curriculum-development/kla/technology-edu/resources/index.html), and the learning and teaching resources on the EDB One-stop Portal (http://www.hkedcity.net/edbosp). Besides, there are resources, tools and equipment in learning packages provided by vendors, and supporting materials and learning packages developed by the EDB. Teachers can also make use of various learning and teaching e-platforms and teacher networks for sharing experiences and good practices among themselves in order to strengthen their teaching professionalism.

To facilitate the life-wide learning of technology, teachers may also utilise information and resources available from their own school library, and/or other government departments, non-governmental organisations, private companies, tertiary institutions, professional bodies etc. in structuring relevant learning activities for students.

Lists of reference books, teaching kits, CD-ROMs and local/overseas websites are provided in Appendix 2. As most of these references involve overseas contexts, schools may need to adapt and reorganise the content when they are used.

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6.2 Professional Development Programmes

6.2.1 To support school leaders and teachers to implement the TE curriculum, seminars and workshops have been conducted to enhance their understanding of curriculum planning/application as well as sharing with them the good practices for learning and teaching, including the use of IT and e-learning resources to enhance self-directed learning. To enable school leaders and teachers to keep abreast of the development of new technologies and raise their awareness of the consequences of technological developments and their applications, the EDB will strive to support schools and teachers by organising Professional Development Programs (PDPs) to continuously strengthen the professionalism of school leaders and teachers on various MRE. The key focuses of PDPs for the TE KLA are:

 to support teachers in exploring new technologies or learning elements so as to continuously update and enrich their teaching of the TE curriculum;

 to enhance teachers’ knowledge, pedagogical and assessment skills for the implementation of the TE curriculum, including the abilities to select and use different approaches such as case studies, thematic projects for organising technology learning experiences for students, and use a variety of methods to assess students’ learning progress and outcomes;

 to share with teachers the good practices in developing integrated and cross-disciplinary learning experiences for students through collaboration among STEM-related subjects and KLAs; and

 to enhance peer support and collaboration among teachers through teacher networks and communities of practice.

6.3 Partnership

6.3.1 In order to facilitate the implementation of the TE curriculum, the EDB has been collaborating with tertiary institutions and professional bodies/organisations in organising different exhibitions, competitions, teacher seminars and workshops to support school leaders and teachers in strengthening their professional capacity.

Schools should encourage teachers to participate in related activities with a view to strengthening both student learning and teacher professional development through hands-on learning activities and authentic experiences.

6.3.2 Schools are also encouraged to strengthen networking and partnership with other schools, as well as soliciting support from tertiary institutions and professional organisations in offering various kinds of training to enhance the professional capacity of teachers, and organising learning activities and events to broaden students’ exposure to technology developments, enrich their learning experiences and nurture their entrepreneurial spirit.

6.4. Resources Management in Schools

6.4.1 Effective implementation of the TE curriculum requires:

 adequate physical space to carry out various learning activities;

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 appropriate equipment and software to support learning, such as computer program and modular technology; and

 sufficient learning materials in different formats and media, such as textbooks, reference materials, pictures, graph models and videos.

6.4.2 Technology education is characterised by the need to co-ordinate the hands and minds, hence hands-on learning activities are essential for technology learning. It is necessary to have proper equipment in an appropriate space to enhance student learning. After considering the learning needs of students, it is proposed that:

 For primary schools, it is desirable to have a multipurpose room for housing the equipment and materials and conducting technology-related learning activities.

 For secondary schools, it is desirable to have special rooms or workshop with the following designated areas to meet the learning needs of all students.

(A) Special area for the learning of Technology and Living

- An area for the teaching of learning elements which require high hygiene standards so as to attain the safety level.

- As food is a distinct “material” that requires careful handling and processing to avoid food poisoning, a special setting and maintenance are necessary.

(B) Special area for the learning of Information and Communication Technology - Sufficient space and a wiring system should be provided for setting up a

network and data lines, and housing computers with IT equipment.

- Adequate software provisions should be planned to allow a flexible use of the room for learning different elements in the TE curriculum.

(C) Special area for equipment-based technology learning

- A venue should be provided for practical activities in learning the design and processing of different materials such as wood, plastics, fabrics and more complicated materials including composites.

- A wide range of tools and equipment for processing different materials should be provided for hands-on learning experiences.

- Computer and IT facilities should also be included in the room to facilitate learning through modular technology and the design cycle.

6.4.3 New secondary schools are built with all three types of special rooms in the design.

The availability of the number of each type of special rooms depends on the physical endowment and the school’s TE policy. Some schools may not have all these three types of special rooms due to a number of reasons, including historical ones. To ensure the entitlement of students, these schools may wish to consider establishing links with other schools in the vicinity to share the resources.

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6.4.4 It is important to provide a safe learning environment to our students. As the special areas for technology education are equipped with tools and equipment, it is essential to ensure that they are properly installed and maintained. Schools should assign particular teachers to be responsible for the management and maintenance of workshops and special rooms. This requirement is set out in Part IV of the Education Regulations.

6.4.5 To provide a safe environment for technology learning, schools are advised to refer to up-to-date safety information related to different subject disciplines and curriculum support materials such as:

 Teaching Home Economics/Technology and Living in Secondary Schools Safety Booklet (which is available on the following website:

http://www.edb.gov.hk/attachment/en/curriculum- development/kla/technology-edu/resources/technology-and-living/safebooklet.pdf),

 Safety in School Workshops (2009) (which is available on the following website:

http://www.edb.gov.hk/attachment/en/curriculum-

development/kla/technology-edu/resources/tech-subjects/safety%20in%20school%20workshops%202009_eng.pdf),

 Circulars on safety issued by the Education Bureau, and

 Updated information from the appropriate government departments such as:

- Auxiliary Medical Service (http://www.ams.gov.hk/)

- Electrical and Mechanical Services Department (http://www.emsd.gov.hk/emsd/)

- Environmental Protection Department (http://www.epd.gov.hk/epd/)

- Fire Services Department (http://www.hkfsd.gov.hk/)

- Food and Environmental Hygiene Department (http://www.fehd.gov.hk/index.html)

- Information Services Department (http://www.isd.gov.hk/)Labour

- Department, Occupational Safety and Health (http://www.labour.gov.hk/eng/osh/content.htm) - Office of the Government Chief Information Officer

(http://www.ogcio.gov.hk/en/index.htm)

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Examples of Developing a Technology

Education Curriculum in Primary and

在文檔中 Technology Education (頁 171-176)