Summary of the major feedbacks collected during

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Foreword

To reap the full benefits of the global technological proliferation and advancement, as well as the position and role of Hong Kong in the national

“One Belt One Road” Initiative, our Government is committed to leading Hong Kong toward a knowledge-based economy and to become a smarter city.

Also, we have been tapping into the power of IT to strengthen and facilitate learning and teaching in the 21^st century and to enable our students to be self-directed learners with talents and virtues for making contributions to society, country and the world, in addition to their personal achievement.

With the concerted efforts of the community, the three IT in Education Strategies launched since the 1998/99 school year have witnessed progressive advancements in schools’ IT infrastructure, e-learning resources, teachers’

professional capacity and students’ digital literacy.

The Fourth Strategy on Information Technology in Education (ITE4) is formulated to unleash the learning power of all our students to learn to learn and to excel through realising the potential of IT in enhancing interactive learning and teaching experiences. With IT-rich school environment, schools’

professional leadership and capacity, and the support from community partnerships, we aim to strengthen students’ self-directed learning, problem-solving, collaboration and computational thinking competency, enhance their creativity and innovation, and even entrepreneurship, as well as to nurture the students to become ethical users of IT for pursuing life-long learning and whole-person development through leveraging technology and the capacity of IT. We will sustain the development of ITE through synergizing resources and professional support to enhance teachers’

repertoire and their effectiveness of learning and teaching. Ongoing research studies and evaluations will be conducted continuously for programme refinements.

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As ITE4 has far-reaching implications on the overall development of school education, as well as the future development of Hong Kong as a whole, the Education Bureau published the Consultation Document on 7 May 2014.

This was followed by a two-month public consultation to collect feedback of different stakeholders from the education and other sectors in the community.

We have organised more than 18 consultation sessions with some 1000 participants, including school principals, teachers, parents and students as well as representatives from the IT, publishing and tertiary education sectors. We also received 55 written submissions during the consultation period.

I would like to express my sincere gratitude to all the stakeholders for their valuable comments and suggestions tendered during the consultation period. They have expressed support for the goal, principles and the proposed actions of ITE4 generally. There is a general consensus that ITE4 will enable students to develop self-directed learning which will in turn empower them to pursue whole-person development and life-long learning.

In response to the feedbacks, we have duly reviewed and fine-tuned ITE4 and the actions where appropriate.

I am confident that the recommended actions in this Report would take us forward in our pursuit of quality education. I also appeal to our partners in the education sector and the community at large to work together to implement the recommendations for the achievement of the goal of the strategy: realizing IT potential and unleashing the learning power of our students to learn to learn and to excel.

Eddie Ng

Secretary for Education

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Contents

Page Chapter 1

Introduction – Community Participation in Formulating the Fourth Strategy on IT in Education

Background... 1

Public Consultation... 1

Consultation Process and Feedback... 1

Dissemination and interactive engagement... 1

Purpose of the Report... 3

Organisation of the Report...…... 3

Chapter 2 The Policy Context, Purpose and Guiding Principles – Realising IT Potential, Unleashing Learning Power The Policy Contexts... 4

The macro environment... Strengths and experiences... 4 5 Positive drivers…………... Limitations………... Proposal... 8 9 10 Benefits... 12

Way Forward... 13

Guiding principles... 13

Chapter 3 Action 1 Enhancing schools’ IT infrastructure and re-engineering the operation mode Proposal... 15

(A) Providing a WiFi campus for all and adopting a diversified service model Support... 16

Major Concerns and Suggestions………... 16

Way Forward... 17

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(B) Using mobile devices wisely

Support...

Major Concerns and Suggestions...

Way Forward...

19 19 19

Chapter 4

Action 2 Enhancing the quality of e-learning resources

Proposal... 21

(A) Developing an e-textbook market

Support... 22 Major Concerns and Suggestions……... 22 Way Forward... 22

(B) Leveraging global e-learning resources

Support... 23 Major Concerns and Suggestions…... 24 Way Forward... 24 (C) Enriching the free resources on EDB One-Stop Portal for Learning

and Teaching Resources and sharing of resources by teachers

Support... 25 Major Concerns and Suggestions…... 25 Way Forward... 25 (D) Enabling Single Sign-on and Integrating e-learning platforms Support... 26 Major Concerns and Suggestions... 26 Way Forward... 27

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Chapter 5

Action 3 Renewing curriculum, transforming pedagogical and assessment practices

Proposal... 28

(A) Articulating clear learning objectives

Support... 30 Major Concerns and Suggestions... 30 Way Forward... 31

(B) Enhancing problem-solving and programming-related skills

(C) Applying IT skills across school curricula

(D) Promoting an e-learning repertoire

(E) Using e-assessment for student learning

(F) Engaging students in IT-related life-wide learning

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(G) Exploring IT-related study and career paths

Chapter 6

Action 4 Building professional leadership, capacity and communities of practice

Proposal... 39

(A) Empowering e-leadership

(B) Providing a web-based self-learning tool kit

Major Concerns and Suggestions... 42 Way Forward... 42

(C) Enhancing professional development of teachers

(D) Rendering support services and building communities of practice

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Chapter 7

Action 5 Involving parents, stakeholders and community Proposal...

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46

(A) Communicating with parents and working with stakeholders and the community

Support... 47 Major Concerns and Suggestions... 47 Way Forward... 48 (B) Leveraging community resources.

Way Forward... 49

Chapter 8

Action 6 Sustaining a coherent development of IT in Education

The Six Actions of ITE4...

Way Forward...

Synergizing resources and professional support...

50 51 51

Chapter 9

Funding Arrangements and Way Forward

Enhancing schools’ IT infrastructure and re-engineering the operation mode...

Enhancing the quality of e-learning resources...

Involving parents, stakeholders and the community, and other support

measures...

53 54 54

GLOSSARY 55

LIST OF ABBREVIATIONS 59

REFERENCE LIST 60

Appendix 1: Summary of the Major Feedback Collected during the Consultation on ITE4

Appendix 2: Summary of the School Survey Results on ITE4 (2014)

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Chapter 1 Introduction

Community Participation in Formulating the Fourth Strategy on IT in Education

Background

1.1 Harnessing IT in education is the key to strengthening and facilitating learning and teaching in the 21^st century. This goes hand in hand with our education reform in Hong Kong. The three IT in Education Strategies launched since the 1998/99 school year have brought about progressive advancement in making use of IT and e-learning resources to facilitate and enhance learning and teaching at schools. The 2014 Policy Address has proposed the Fourth Strategy on IT in Education (ITE4) as one of the measures to let the youth flourish and unleash the potential of Hong Kong. The Education Bureau (EDB) launched a public consultation on ITE4 in May 2014 to collect views and suggestions on the goal and the proposed actions of the Strategy.

Public Consultation

1.2 The Consultation Document entitled The Fourth Strategy on IT in Education: Realising IT Potential, Unleashing Learning Power - A Holistic Approach was published on 7 May 2014. This was followed by a two-month public consultation to collect feedback from various stakeholders in the education and other sectors in the community on the goal of ITE4, the five proposed actions, implementation details and financial arrangements.

Consultation Process and Feedback

Dissemination and interactive engagement

1.3 A multiple-strategy and multiple-stakeholder approach was adopted in the consultation exercise. Information about ITE4 was disseminated through various channels such as publications, designated website, seminars and meetings as well as media

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publicity programmes. The stakeholders and the public at large have tendered useful feedbacks for our reference and consideration through discussionon various consultation occasions, mass media as well as written submissions¹. A summary of the major feedbacks is in Appendix 1.

1.4 The Consultation Document, together with the Executive Summary, was uploaded to a designated website for public consultation during the two-month consultation period. In addition, a printed information leaflet on ITE4 was distributed to the participants of the consultation activities. The consultation also generated a great deal of public interests and discussions which were widely reported in the media².

1.5 Besides, EDB administered a questionnaire survey in the briefing sessions to collect feedbacks of the school heads and teachers on specific issues of ITE4. Among the 522 participants, 344 have responded to our survey, representing a response rate of 66%. The majority of respondents agree or strongly agree with the goal of the ITE4 (79%) and the adoption of a holistic approach to implement ITE4 in tandem with the curriculum reform (74%). A summary of the survey findings on the five proposed actions is in Appendix 2.

1.6 In general, the stakeholders and the public at large have shown support for the goal, implementation approach and the five proposed actions of ITE4. There is a general consensus that ITE4 will enable students to develop self-directed learning which is conducive to pursuing whole-person development and life-long learning. We have also received support as well as feedbacks to enhance or fine-tune the implementation measures.

1 During the consultation period, EDB received 55 written submissions through e-mails and fax from various stakeholders in the school sector, educational bodies, associations of IT in education, business and professional organisations, and members of the public.

2 Throughout the two-month consultation period, we met about 850 stakeholders who shared their views and comments on ITE4.

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Purpose of the Report

1.7 The purpose of this report is to chart the way forward based on the feedbacks received during the consultation exercise. Each chapter sets out the proposal under consultation, major areas of support, concerns and the way forward for each proposed action.

Organisation of the Report

1.8 This chapter sets out the background to the consultation on ITE4 and describes the multiple-strategy and interactive approach adopted in the consultation exercise. In Chapter 2, we restate and put together the policy contexts, purposes and principles underpinning the proposed actions.

1.9 Chapters 3 to 7 cover the concerns and suggestions received and elaborate on our support measures covering the five proposed actions, including enhancing schools’ IT infrastructure and re-engineering the operation mode, enhancing the quality of e-learning resources, renewing curriculum, transforming pedagogical and assessment practices, building professional leadership, capacity and communities of practice, as well as involving parents, stakeholders and the community.

1.10 In Chapter 8, EDB introduces Action 6 which is new to the five proposed actions. We will strive to sustain the development of ITE through synergizing resources and transforming the roles of the Centre of Excellence Scheme in aligning with various means of professional support. Besides, to capture the outcomes and fine-tune the implementation of ITE4, EDB will conduct ongoing researches, interim school surveys and evaluation study of ITE4 in the process to examine the effects resulting from the changes, and to identify support measures, wherever appropriate.

1.11 Chapter 9 summarises the funding arrangement for the proposed actions and the way forward.

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Chapter 2

The Policy Context, Purpose and Guiding Principles – Realising IT Potential, Unleashing Learning Power

The Policy Contexts

2.1 The following paragraphs outline the evolving contexts within which the ITE4 takes shape – the macro environment, our strengths and the experiences gained from previous strategies on IT in education and other interim e-learning projects.

The macro environment

2.2 The ITE4 is formulated against the following macro environment:

(a) With the advancement in mobile technology, lowering of prices and ever-increasing growth in the use of mobile computing devices, students can access different learning resources on the Internet and communicate with their peers and teachers almost anywhere and anytime.

(b) To continue to respond to the changing world and to maintain the competitiveness of Hong Kong in the 21^st century, our education should continue to promote students’ whole-person development and foster their life-long learning capabilities.

There is a great need to strengthen digital literacy, self-directed learning, collaboration and problem-solving competency as well as creative and innovative thinking skills of our students.

(c) The 2014 Policy Address³ has given support for the formulation of ITE4 to enhance self-learning ability. The public consultation on 2014 Digital 21 Strategy – Smarter Hong Kong Smarter Living⁴ released by the Government has also emphasised the importance of having a

3 2014 Policy Address: http://www.policyaddress.gov.hk/2014/index.html

4 2014 Digital 21 Strategy

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technological-innovative environment with broadband and WiFi access for schools to drive e-learning.

(d) The broad blueprint of the “One Belt One Road”⁵ Initiative released by the Central Government in 2015 will provide Hong Kong with new business opportunities arising from the enlarged regional economic cooperation. To capitalize on the new opportunities, our students have to equip themselves with technological and innovative competence and skills to participate in the Initiative and make contributions to the national development.

(e) A number of educational reform initiatives, in particular those relating to the school curriculum⁶, have been launched and put in place since 2000. ITE4 is a necessary step to support and realise the benefits of these initiatives in full.

Strengths and experiences

2.3 In line with the global trend of harnessing IT to facilitate learning and teaching, the Government has invested over $10 billion in three strategies on ITE and other e-learning initiatives since the 1998/99 school year. The achievements made and the experiences gained contribute to the formulation and implementation of ITE4 in various ways:

5 In 2013, the Central Government revealed a strategic vision to foster closer cooperation amongst places far and near lying on two ancient economic corridors, namely "Silk Road Economic Belt" and "21^st Century Maritime Silk Road" ("One Belt One Road"). Essentially, the "One Belt One Road" is an enlarged form of regional economic cooperation stretching across five continents.

Sources: http://www.budget.gov.hk/2015/eng/budget17.html and

http://www.info.gov.hk/gia/general/201508/13/P201508130526.htm

6 Curriculum documents and reports:

http://www.edb.gov.hk/en/curriculum-development/cs-curriculum-doc-report/about-cs-curric ulum-doc-report/index.html

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(a) The First Strategy (1998/99 – 2002/03) ⁷ witnessed significant progress in the provision of IT infrastructure comprising hardware facilities, networks and Internet connection for schools, and launching of large-scale professional development programmes to enhance the IT competence of teachers.

(b) The Second Strategy (2003/04 – 2006/07)⁸ aimed to enhance the capacities of students and teachers to use IT for learning and teaching with the provision of professional development programmes and e-learning resources.

(c) The Third Strategy (2007/08 – 2013/14)⁹ focused on the human factor necessary for the integration of IT into learning and teaching and the appropriate use of IT. Schools were empowered to formulate school-based ITE development plans on deploying digital learning resources and IT-related pedagogies appropriately, to cultivate students’ information literacy¹⁰ for effective, ethical and legal use of information in the e-learning world, and to encourage parents to become effective facilitators of their children’s e-learning in the home environment.

7 The First Strategy on IT in Education: Information Technology for Learning in a New Era Five-Year Strategy 1998/99 to 2002/03 (November 1998):

http://www.edb.gov.hk/attachment/en/edu-system/primary-secondary/applicable-to-primary- secondary/it-in-edu/five%20year%20strategy%2099%20to%2003.zip

8 The Second Strategy on IT in Education: Empowering Learning and Teaching with IT (July 2004):

http://www.edb.gov.hk/attachment/en/edu-system/primary-secondary/applicable-to-primary- secondary/it-in-edu/doc_english.pdf

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The Third Strategy on IT in Education: Right Technology at the Right Time for the Right Task (December 2008): https://www.edb.gov.hk/attachment/en/edu-system/primary-secondary/

applicable-to-primary-secondary/it-in-edu/ITE3/PublicityFolder_EnglishVersion.pdf

Information literacy is about the capacity of people to recognise their information needs, locate and evaluate the quality of information, store and retrieve information, make effective and ethical use of information and apply information to create and communicate knowledge (UNESCO, 2008).

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(d) Schools have been provided with a recurrent Composite Information Technology Grant (CITG)¹¹ since the 2004/05 school year as a source of ongoing funding to meet their operational needs for ITE.

(e) We have spent about $90 million to organise a wide range of professional development activities¹² for educational professionals over the years to enhance their knowledge and skills to promote e-learning.

(f) Various strategic e-learning initiatives have also been launched in schools since the 2010/11 school year, including:

1. A three-year Pilot Scheme on e-Learning in Schools¹³ with a non-recurrent commitment of $68 million since 2011 to tap into the changing pedagogical practices and pave the way for wider adoption of e-learning in schools.

2. The e-Textbook Market Development Scheme (EMADS) ¹⁴ implemented since 2012 with a non-recurrent commitment of $50 million to facilitate the development of e-textbooks in line with the local school curricula for use starting from the 2014/15 school year.

3. The Support Scheme for e-Learning in Schools¹⁵ with another non-recurrent commitment of $50 million since early 2014 to enhance the IT infrastructure of 100 schools for using e-textbooks and e-learning resources.

11 The Composite Information Technology Grant (CITG):

http://www.edb.gov.hk/en/edu-system/primary-secondary/applicable-to-primary-secondary/it -in-edu/citg.html

12 IT in Education Professional Development Programmes:

http://www.edb.gov.hk/en/edu-system/primary-secondary/applicable-to-primary-secondary/it -in-edu/pdp-ited.html

13 The Pilot Scheme on e-Learning in Schools

14 The e-Textbook Market Development Scheme (EMADS)

15 The Support Scheme for e-Learning in Schools:

http://www.edb.gov.hk/en/edu-system/primary-secondary/applicable-to-primary-secondary/it -in-edu/supportscheme/index.html

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4. Setting up of the Hong Kong Education City Limited (HKECL)¹⁶ to develop and operate a portal to provide information, resources and services for various stakeholders on use of IT in improving the effectiveness of learning and teaching, including the EDB One-Stop Portal for Learning and Teaching Resources putting together relevant digital learning resources for easy access and the EdMall facilitating sourcing of commercial e-learning packages.

5. Implementation of various school-based ITE programmes with the funding support of some $1.95 billion from the Quality Education Fund¹⁷. They prove beneficial for promotion of life-long learning and whole-person development of our students.

2.4 To move ahead, we are keenly aware of our strengths and experiences, being the positive drivers, and should not lose sight of the limitations.

Positive drivers

(a) The Government is committed to investing in education, particularly harnessing IT in education to sustain the development of knowledge-based economy.

(b) Parents and the community attach much importance to the use of IT in education for our young people and how it can support their learning and teaching more effectively.

(c) Our schools’ IT infrastructure has been upgraded over the years with a high level of student accessibility to computers in the school campus.

16 Hong Kong Education City Limited: http://www.hkedcity.net/

17 Quality Education Fund: http://www.qef.org.hk/

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(d) By international standards, Hong Kong students achieve well in a number of areas. For example, Hong Kong’s 15-year-old students ranked third in the digital reading literacy assessment in the Programme for International Student Assessment (PISA) 2012¹⁸, which is two places higher than the fifth position in 2009. The result shows that the performance of our students has been improving significantly over the years due to the resources invested in the ITE strategies and the promotion of “Reading to Learn”

under the curriculum reform.

(e) Proficiency in IT skills has been one of the Seven Learning Goals in Hong Kong’s curriculum reform which emphasizes ongoing renewal with innovations, including the use of the latest developments in IT to raise the quality of learning among students. ITE4 will work in synergy with the latest curricular and pedagogical developments such as those highlighted in the professional development programme of Learning to Learn 2.0: From Macro Planning to Micro Implementation¹⁹.

(f) Hong Kong has a diligent teaching force. The professionalism of our teachers has been raised through significant upgrading of qualifications and participation in the education reforms.

Limitations

(a) The IT hardware in schools such as WiFi coverage and bandwidth may not be sufficient to sustain more use of e-learning resources and mobile computing devices in learning and teaching on a wider scale in the school campus.

(b) Some schools do not have well-structured and long-term planning for the implementation of e-learning.

18 Source: http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-I.pdf (P.501, Annex B3-Table B3.I.9)

19 Source: http://334.edb.hkedcity.net/ held in May 2014

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(c) Some students, while interested in playing online games, need more motivation to make use of e-learning resources in their learning process.

(d) The adoption of e-learning and the related paradigm shift can be demanding to some teachers as they may not have sufficient know-how on using IT to improve the effectiveness of learning and teaching. We need to encourage sharing among schools to identify effective means to maximise the professional capacity of teachers.

(e) Research studies suggest that effective deployment of IT in learning and teaching depends not only on infrastructure, administrative planning and technical support, but also on school curriculum policy and leadership.

(f) Parents and the community have concerns on health issues such as eyestrain from using computing devices for extended period of time.

(g) The community may not have thorough understanding in ITE4. We should maintain effective and on-going communication with various stakeholders including schools, teachers, parents and students, etc., to ensure common understanding and coherent efforts throughout the implementation of the proposed actions.

Proposal

2.5 Student learning is central and the goal of ITE4 is to unleash the learning power of all our students to learn to learn and to excel through realising the potential of IT in enhancing interactive learning and teaching experiences.

(a) To achieve the goal of ITE4, we aim to strengthen students’

self-directed learning, problem-solving, collaboration and computational thinking competency, enhance their creativity and innovation, and even entrepreneurship, as well as to nurture the students to become ethical users of

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IT for pursuing life-long learning and whole-person development, through leveraging technology and the capacity of IT in IT-rich school environment, with schools’

professional leadership and capacity, as well as the support from community partnerships.

(b) Five interconnected actions are proposed and shown in Figure 1 below:

1. To enhance schools’ IT infrastructure and re-engineer the operation mode;

2. To enhance the quality of e-learning resources;

3. To renew curriculum, transform pedagogical and assessment practices;

4. To build professional leadership, capacity and communities of practice; and

5. To involve parents, stakeholders and the community.

Figure 1

Proposed Actions for ITE4

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Benefits

2.6 The smooth and effective implementation of ITE4 relies on the concerted efforts of various stakeholders, including students, teachers, school leaders, parents and other relevant sectors such as the IT industry in Hong Kong. It is expected that the ITE4 will bring about the following benefits:

(a) Students would be motivated to learn with the help of IT for easy access to various e-resources and online services in support of their development to become ethical users of IT and self-directed learners with better problem-solving and collaboration skills, computational thinking as well as creativity and innovation. They will also be empowered to realise their potential and develop career interest in IT.

(b) Teachers would have access to a wide range of e-textbooks, e-assessment tools, e-resources and online platforms for use with one single account. By adopting teaching approaches such as Flipped Classroom, they could make better use of the classroom time to cater for the needs and interests of their students, share knowledge with colleagues and enrich their repertoire of e-learning pedagogies through professional development programmes, learning community and reflective practices.

(c) Schools and school leaders could plan the upgrading and maintenance of school IT infrastructure according to their own pace and context. With greater confidence in planning to adopt e-learning according to their context, schools will enhance their capacity through engagement with various stakeholders and the community at large.

(d) Parents would be provided with guidelines to support their children in the healthy, effective and ethical use of IT in learning and in their daily life and they will have easier access to support services from community organisations through a more standardised, simplified and integrated infrastructure.

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(e) Hong Kong as a whole would develop itself into a knowledge-based society with our students becoming life-long learners, learning beyond the confines of time and space and building up strong IT skills and the abilities in exploring problems and identifying solutions independently.

Way Forward

Guiding principles

2.7 We have carefully considered the views collected during the consultation. In charting the way forward, we will be guided by the following overarching principles and adopt a holistic approach both at the system and the school levels to implement ITE4:

(a) Learner-focused with information technology deployed as a tool to support the implementation of various learning and teaching strategies, with a view to empowering our students in pursuing whole-person development and to become life-long learners.

(b) Stepwise planning and strategies should be built on existing strengths to develop and use the IT infrastructure for e-learning at the right pace, taking into account the readiness of teachers, school context and the characteristics of the students.

(c) Ongoing curriculum renewal, together with the related pedagogical and assessment approaches should enable learning in response to the changing world, harness technology to help open up the learning space and cater for learners’ diversity among non-Chinese speaking students, gifted/talented students, and students with special education needs.

(d) Due consideration should be given to the development of teachers’ professional capacity and the e-leadership of schools, in pursuing the desirable paradigm shift in our classrooms with the help of IT and expanding our teachers’ existing

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repertoire of effective learning and teaching strategies. The process of change should be carefully monitored to ensure timely and quality support for schools and teachers.

(e) Parents, our major stakeholders, should be well updated on the benefits and limitations of e-learning as their support is essential.

(f) There is a need to build community partnerships among the stakeholders concerned with “widespread leadership”²⁰ in the change process for sustainable development.

(g) To ensure the achievement of the objectives of the proposed actions, it is essential to keep track on the process for ongoing program evaluations and appropriate refinements.

20 Fullan, M. (2012). ‘Transforming schools an entire system at a time’

(http://www.mckinsey.com/insights/public_sector/transforming_schools_an_entire_system_

at_a_time).

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Chapter 3

Action 1 Enhancing schools’ IT infrastructure and re-engineering the operation mode

We recommend in the Consultation Document three support measures for enhancing schools’ IT infrastructure and re-engineering the operation mode (paragraphs 29-33).

Proposal

Providing a WiFi campus for all

3.1 To set up robust WiFi infrastructure to cover all classrooms of all public sector schools by phases incrementally over a period of three years ending in the 2017/18 school year.

Adopting a diversified service model

3.2 To encourage schools to adopt a “WiFi-as-a-service” model through subscription and look for other total solution services including cloud computing to better serve the IT/technical needs of schools in the construction and maintenance of a stable and high capacity WiFi infrastructure.

Using mobile devices wisely

3.3 To disburse a one-off grant for schools to acquire mobile computing devices as a supplement for development purposes with the cost to be covered by the increase in the recurrent subsidy.

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(A) Providing a WiFi campus for all and adopting a diversified service model

Support

3.4 There is a strong consensus on establishing WiFi infrastructure in schools for building up a robust mobile learning environment and implementing e-learning to enhance the effectiveness of learning and teaching.

3.5 Most respondents have agreed that the installation of the WiFi infrastructure should be implemented according to the school contexts by phases and in line with the recommended timeframe spanning over three years beginning from the 2015/16 school year.

3.6 There has been strong support for setting up the school WiFi infrastructure through subscription services.

Major Concerns and Suggestions

3.7 As the “WiFi-as-a-service” model for building up the IT infrastructure is new, schools have concerns about the timeframe and logistical arrangement for the installation of WiFi network and the on-going technical support for quality delivery, monitoring of the subscription service performance and reliability and security of cloud computing. They have also expressed the importance of sufficient funding for the subscription fees and acquisition of mobile computing devices.

3.8 Schools have claimed that the provision of on-going technical support through direct recruitment of Technical Support Staff (TSS) or service procurement remains essential despite the adoption of the subscription mode for the setting up and operation of the WiFi network, because of the need for maintaining school servers, housekeeping the e-resources and managing mobile computing devices. It is suggested that the provision of TSS be included in the school staff establishment as an incentive to retain their service.

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Way Forward

3.9 EDB aims to enhance the WiFi access in all classrooms of the public sector schools in Hong Kong by phrases. Starting from the 2014/15 school year, the 100 schools under the Support Scheme for e-Learning in Schools (Scheme) have pioneered in building up their WiFi infrastructure through the diversified subscription services model. Other computing services such as filtering profile configuration are also acquired to serve their needs. EDB will co-ordinate with the pioneering schools to form a learning community to share and disseminate the experiences ²¹ in establishing WiFi campus for mobile learning. The information has been uploaded to a designated website²²for easy reference.

3.10 The experience of the above Scheme reveals that to develop a robust WiFi infrastructure is a highly technical task which is way beyond the capability of some teachers and the technical support personnel in schools. In quest of maintaining a more long-term working relationship, the service providers are expected to render adequate assistance to schools in tackling technical problems. In this regard, schools may be able to save and re-deploy resources for other e-learning purposes. Schools may wish to continue to recruit/retain the TSS or procure technical services flexibly using the CITG according to their needs. Moreover, EDB will maintain the technical advisory services to schools as requested.

3.11 EDB will enhance the recurrent grant for schools to subscribe for and maintain the WiFi services as well as to replace the mobile computing devices. Besides, it would be flexible for schools to opt for completing their WiFi infrastructure build-up by phases having

21 The project management experiences generated include the preparation of the tender specifications, purchase of mobile computing devices, issues on selection of contractors and services, timelines, installation of cables and network equipment, coverage of the user acceptance tests and live run of the WiFi service. Others are evaluations of the service delivery, monitoring of the construction work, impact on students’ habits in e-learning, the role of parents and TSS.

22 Source at:

http://www.edb.gov.hk/en/edu-system/primary-secondary/applicable-to-primary-secondary/it -in-edu/supportscheme/index.html

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regard to their school-based development preferences and readiness to adopt e-learning before the end of the 2017/18 school year.

3.12 We have invited schools, to express their interest (EOI)²³ in the enhancement schedule of WiFi infrastructure in February, 2015.

We have also held regional briefing sessions for the school community and meeting for the relevant service providers to explain the details. Some 400 schools have indicated their preference to join the first-batch of schools in enhancing their WiFi infrastructure in the 2015/16 school year. About 300 and 200 schools will complete the enhancement in the 2016/17 and 2017/18 school years respectively.

3.13 EDB will also collaborate with the HKECL and IT industry to explore feasible technical support solutions for schools in adopting the subscription mode for WiFi services in tandem with the advancement in technological development. We will also provide a checklist and sample user requirement specifications for schools’

reference in conducting the procurement exercises for WiFi services.

A technical advisory team will be set up under the IT in Education Section to provide technical advisory services to schools in vetting the bidders’ proposals and giving assistance in conducting user acceptance tests.

3.14 To enable teachers to establish firm pedagogical use of e-textbooks and e-learning resources, EDB will continue to provide schools with a package of support measures, including organising tailor-made professional development programmes for school teachers to strengthen their knowledge and repertoire for helping their students in e-learning, transforming the roles of Centre of Excellence (CoE)²⁴ in scaling up the formation of learning communities and sharing of experiences and good practices of e-learning, in particular, whole-school adoption of e-textbooks and e-learning resources,

23. EDB issued a school circular memorandum on Expression of Interest (EOI) in February, 2015 to invite schools to express their preference in the WiFi infrastructure enhancement exercise : https://www.edb.gov.hk/attachment/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/CM/EDBCM15028E-WiFi900.pdf 24 CoE Scheme refers to the recruitment exercise of experienced teachers to work on an

annual secondment basis in the EDB to help strengthen schools’ capacity in e-learning through rofessional development programmes and school-based staff development

programmes.

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providing reference materials in the form of short videos on e-learning pedagogies, technical solutions as well as promoting e-safety.

(B) Using mobile devices wisely

Support

3.15 The disbursement of a one-off grant for schools to acquire mobile computing devices and the proposed increase in the recurrent subsidy are welcome. The proposal of “Bring-your-own-device” (BYOD) also gains acceptance as it will facilitate learning in school as well as at home.

3.16 Schools have also voiced out some success factors for implementing BYOD. They include teachers’ readiness and classroom management skills, students’ discipline, parents’ acceptance, and provision of financial assistance to needy students to acquire the mobile computing devices.

Way Forward

3.17 Schools should have the flexibility in implementing BYOD at their own pace and according to their own contexts. As EDB will disburse a one-off grant to schools for acquiring appropriate number of mobile computing devices to supplement the existing resources or for initial development purposes, schools can make use of the recurrent subsidy to replace the devices or address other e-learning requirements as appropriate.

3.18 Along with the promotion and implementation of e-learning in schools and continuous reduction in the prices of mobile computing devices, we anticipate that BYOD will become popular in schools.

To support schools to formulate effective strategies on adopting BYOD, EDB will adopt a holistic approach by working with different stakeholders such as non-government organisations (NGOs), teachers, parents and other Government Departments, etc., to help

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schools address various implementation issues, including classroom management, student discipline and responsibilities in using mobile devices, co-ordination with parents as well as formulation of relevant school policy with reference to local and overseas²⁶ exemplars.

3.19 The Office of the Government Chief Information Officers (OGCIO) has been providing support²⁷ for students of low-income families via two service providers to procure computer equipment and Internet access services at economical prices under the Internet Learning Support Programme. We will also review the level of Internet access subsidy for needy students on an on-going basis. For selected groups of students having particular educational needs, e.g.

students with special education needs and non-Chinese speaking students, schools may leverage community resources such as the Quality Education Fund (QEF) to provide a mobile learning environment for all.

26 Source : http://www.cobbk12.org/mcclure/downloads/BYODStudentForms.pdf

27 Source : http://www.info.gov.hk/gia/general/201106/27/P201106270123.htm

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Chapter 4

Action 2 Enhancing the quality of e-learning resources

This chapter presents the development and provision of quality e-textbooks and e-learning resources, which is crucial for the development of IT in education. We recommend in the Consultation Document six support measures to develop local e-textbooks, leverage global e-learning resources and promote the sharing of resources in the education sector (paragraphs 34-42).

Proposal

Developing an e-textbook market

4.1 To develop a wide range of e-textbooks in line with our local curricula under the EMADS for use starting from the 2014/15 school year.

Leveraging global e-learning resources

4.2 To leverage global e-learning resources through the HKECL by acquiring quality e-learning resources from local and overseas developers.

Enriching the free resources on EDB One-Stop Portal for Teaching and Learning Resources

4.3 To continue to enrich and update the free learning and teaching resources available on the EDB One-Stop Portal for Teaching and Learning (One-Stop Portal) and to expand the Resource Depository of HKECL and online learning packages through partnerships among the schools and other organisations.

Sharing of resources by teachers

4.4 To encourage the sharing of resources among teachers by adopting Creative Commons in publishing their works.

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Enabling Single Sign-on and integrating e-learning platforms

4.5 To set up an online integration services platform through the HKECL for providing students with Single Sign-on service account to access various e-learning networks, platforms and e-books and for enabling exchange of learning data between school-based Learning Management Systems (LMSs) and other online learning content platforms.

(A) Developing an e-textbook market

Support

4.6 There is a consensus that the EMADS is a good starting point to create a local market for development of e-textbooks in line with the local curricula for use by schools.

4.7 Schools are concerned about whether there will be sufficient provision of good quality e-textbooks for different Key Learning Areas (KLAs) and Key Stages (KSs). To facilitate the development of school-based curriculum, it is suggested that e-textbooks could be developed and marketed on a modular basis at reasonable prices.

4.8 There are also suggestions that students could continue using the e-textbooks they have previously acquired, e.g. after they have left the schools or to pass the e-textbooks to their siblings.

Way Forward

4.9 To ensure the quality of e-textbooks developed under the EMADS, EDB has launched a series of quality assurance mechanisms, including the monitoring of the deliverables submitted by the e-textbook developers and the collection of comments from students and teachers through the tryouts of the deliverables under the Partner Schools Scheme. Besides, we have put in place the Recommended e-Textbook List (eRTL) since May 2014, listing the first batch of

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e-textbooks with quality assurance under Phase One of EMADS for school use in the 2014/15 school year. The e-textbooks being developed under Plans A and B of Phase Two of EMADS will be ready for school use in the 2015/16 and 2016/17 school years respectively. In addition, with the acceptance of submission of e-textbooks of different subjects for review in stages since late 2014, more e-textbooks will be available in the market, hence more choices for schools.

4.10 EDB will evaluate the effectiveness of the EMADS, including the quality assurance mechanism, the benefits e-textbooks generated and experiences gained through the Partner Schools Scheme in promoting e-learning. Although the terms of the licence agreements for subscription vary with different e-textbooks, some students may need to have access to the contents of the e-textbooks for revision or reference even after the expiry of the subscription period. We will communicate with stakeholders on the needs of students for e-learning.

(B) Leveraging global e-learning resources

Support

4.11 There is overwhelming support that the acquisition of more quality e-learning resources from local and overseas developers will provide teachers and students with more choices and is crucial for the success of IT in education.

4.12 The role of the HKECL, in managing the education portal, acquiring e-learning resources and acting as the coordinator on the evaluation, acquisition and licensing of e-learning resources for schools, is generally supported by the respondents. Through provision of good quality and user-friendly e-learning resources, relevant cost and teachers’ workload could be reduced.

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4.13 It is suggested that the HKECL could enhance its services by hosting a common platform for local and world-wide resources.

4.14 Besides, EDB can work in collaboration with different partners, including Government departments, such as the Leisure and Cultural Services Department (LCSD), NGOs, school sponsoring bodies and the IT industry, etc., to ensure the quality of the e-learning resources in terms of security, compatibility and software management.

Way Forward

4.15 Adhering to the principles of ITE4, EDB encourages the adoption of a holistic approach for implementation of the proposed measures.

We will be working in partnership with various stakeholders and partners to enrich the supply of quality e-learning resources. For example, the Hong Kong Public Libraries of LCSD²⁸ has developed a range of free and diversified e-services and e-resources to meet public demands for information and life-long learning. Teachers and students are encouraged to use its e-services, including the

"library at your fingertips" with “My Library” Apps and over 60 e-databases and 200 000 e-book items for reading anytime and anywhere. Also, they can make use of the Multimedia Information System to search and view the relevant old photos and literature of Hong Kong for teaching and learning purposes.

4.16 HKECL will continue to address IT-related educational needs by developing and acquiring quality e-resources. The proposed provision of a one-off grant of $10 million to HKECL will help leverage and acquire both local and overseas e-learning resources for our teachers and students. Besides, HKECL will set up a steering committee with participation of front-line teachers to take forward the acquisition and evaluation of the e-resources for school use.

28 Details are available at the website of HKPL: http://www.hkpl.gov.hk/en/index.html

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4.17 For sustainability, HKECL will partner with NGOs and schools in the development of e-learning resources and make these resources available for sharing, including to address students with special educational needs and non-Chinese speaking students. HKECL will also partner with the IT and publishing industries to develop common standards and specifications to facilitate e-learning data exchange across different systems.

(C) Enriching the free resources on EDB One-Stop Portal for Learning and Teaching Resources and sharing of resources by teachers

Support

4.18 The stakeholders’ feedback is affirmative that the learning and teaching resources available on the EDB One-Stop Portal are useful for teachers in facilitating their learning and teaching.

4.19 It is also generally agreed that certain organisations, for instance, the Creative Commons can provide a possible channel for teachers and schools to publish and share their works and experiences more easily.

4.20 Some respondents opine that the e-learning resources on the EDB One-Stop Portal should be open for public access.

4.21 Schools and teachers require references in solving the copyright issues when they share their innovative teaching resources. For example, they may require information on how to share their resources, applications and knowledge under Creative Commons.

Way Forward

4.22 The One-Stop Portal is open for free public access since May 2013²⁹. To facilitate teachers to evaluate their students’ performance, the

29 Source at: http://www.info.gov.hk/gia/general/201205/03/P201205030291.htm

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Assessment Task Bank is designed specifically for teachers with a valid HKECL teacher account. We will continue to enrich and update the e-resources, including with appropriate pedagogy and learning materials as an ongoing exercise.

4.23 HKECL will continue to coordinate and consolidate the resources for use by teachers and to explore feasible technical solutions to facilitate information search and wider adoption of e-resources across different platforms.

4.24 HKECL has been hosting a repository for teachers’ inputs for sharing among the school community. EDB has provided support to schools and teachers through the provision of ongoing professional development programmes on copyright issues and intellectual property rights. We will further address teachers’ concerns, for example, about the adoption of Creative Commons through promotional activities and training programmes as well as the provision of reference materials and updates in partnership with tertiary institutions and Government departments.

(D) Enabling Single Sign-on and Integrating e-learning platforms

Support

4.25 The setting up of an online integration services platform by the HKECL to provide students with Single Sign-on (SSO) services and facilitate exchange of learning data among LMSs is strongly supported.

4.26 The respondents are concerned about the feasibility of the SSO and the interoperability between platforms, including the Web-based School Administration and Management System (WebSAMS)³⁰ and schools’ intranets. The school sector also places emphasis on the security of students’ personal information.

30 Source at: http://www.edb.gov.hk/en/sch-admin/admin/sch-it-systems/websams/index.html

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Way Forward

4.27 HKECL will collaborate with EDB in developing the SSO and the online integrated services platform to facilitate a common platform for using e-resources, including e-books. The SSO will adopt open standards that the third party platforms can have better integration.

SSOs for WiFi infrastructure and third party websites are already available in the 2014/15 school year. Besides, an eBookShelf with SSO has been provided to hold ebooks by different publishers since September 2014. The platform will be further developed to support learning data exchanges in September 2015.

4.28 Concerning the security issues, while users of student data have to strictly comply with the Personal Data (Privacy) Ordinance in Hong Kong, schools have been reminded to observe the relevant Ordinance.

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Chapter 5

Action 3 Renewing curriculum, transforming pedagogical and assessment practices

This chapter focuses on the arrangements for the holistic renewal and transformation of curriculum, pedagogies and assessment practices in alignment with the use of IT in schools to unleash the learning power of our students to learn and to excel. We recommend in the Consultation Document seven support measures to enhance the ongoing processes to facilitate the curriculum renewal and relevant pedagogical and assessment development (paragraphs 44-54).

Proposal

Articulating clear learning objectives

5.1 The following learning objectives will be articulated in all education initiatives relating to student learning:

 Self-directed learning;

 Collaborative learning of reading and writing through online tools;

 Problem-solving, creativity, computational thinking through design and coding to tackle complex problems; and

 Ethical use of IT.

Enhancing problem-solving and programming-related skills

5.2 To continue to equip students with programming-related capabilities (e.g. computational thinking, modelling, coding³¹ testing, and logical analyzing), through the enriched Technology Education Key Learning Area (TEKLA) curriculum at the junior secondary level and the Information and Communication Technology subject at the senior secondary level.

31 Coding refers to the process of converting a program design into a detailed representation of the program using a suitable computer language/programming tool. Sometimes, the term

"programming" is being considered as a synonym to coding.

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Applying IT skills across school curricula

5.3 To continue to infuse the four priority learning objectives with more IT skills, including digital reading skills and online collaborative skills across the curriculum and information literacy among students in meeting the challenges of the rapidly changing digital world.

5.4 To provide different life-wide learning experiences and to conduct ongoing curriculum review/revision of the ICT components of the enriched TEKLA curriculum, New Senior Secondary (NSS) ICT subject curriculum, and the relevant IT part of the existing Primary General Studies Curriculum, where appropriate.

5.5 To continue to review relevant curricula like Primary General Studies, Technology Education Key Learning Area at the junior secondary level and senior secondary Information and Communication Technology subject as well as suitable Applied Learning subjects to develop students’ IT-related career interests.

Promoting an e-learning repertoire

5.6 To enhance teachers’ understanding and use of e-learning pedagogy across KLAs, including strategies for building self-regulated reading habits, developing students’ information literacy and promoting assessment for/as learning.

Using e-assessment for student learning

5.7 To encourage school to use e-assessment more widely by developing suitable e-assessment item banks and platforms for supporting schools and teachers in designing their tests and using assessment for learning.

Engaging students in IT-related life-wide learning

5.8 To encourage students to participate in related life-wide learning activities and competitions, both local and international, so as to stimulate students’ interest in computing science.

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Exploring IT-related study and career paths

5.9 To nurture and enhance future IT professionals and even entrepreneurs to meet the development needs of Hong Kong as a digital society, the Government will encourage partnership with the community, e.g. the IT sector, tertiary institutions, and NGOs, to provide enrichment programmes for young IT-gifted students being identified especially in secondary schools that they are enlightened to join the innovative and technological industries, etc.

5.10 To equip students to further their studies of IT in tertiary education, use of IT as a tool to support their disciplinary learning, pursue advanced studies of IT in gaining industrial recognition, deploy IT to handle a wide range of tasks in the workplace, and even to realise their entrepreneurship.

(A) Articulating clear learning objectives

Support

5.11 The respondents are generally in support of integrating the four designated learning objectives in all related education initiatives to empower students to achieve learning to learn.

5.12 As mobile learning will facilitate learning and teaching beyond classroom, teachers have to recognise their changing roles with the use of technology. Besides, the Government should strengthen the development and awareness of IT literacy as well as network safety.

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Way Forward

5.13 EDB will continue to present and align the four priority learning objectives across the related education initiatives to empower our students to learn to learn as well as to unleash their learning potentials.

(B) Enhancing problem-solving and programming-related skills

Support

5.14 Teachers and the IT industry generally agree to include programming in the secondary curriculum and consider it mandatory in the junior secondary curriculum.

5.15 In addition to the constant review, including the class size in teaching programming and the computer programming curriculum, some teachers suggest whether more relevant IT courses and programmes could be provided in schools with resources, e.g. teaching guidelines to support the teachers.

5.16 To increase the learning elements of programming in the curriculum, EDB should work closely with the tertiary institutions and IT industry in reviewing the curriculum. This will enhance students’

logical reasoning power and provide more opportunities for them to develop their interest to study ICT at secondary and tertiary levels as well as to pursue their career in the IT industry.

Way Forward

5.17 EDB will continue to enhance students’ problem-solving skills through equipping them with programming-related capabilities (e.g.

computational thinking, modelling, coding, testing, and analysing).

The provision of programming-related capabilities in Key Stage 3 will help students develop a logical problem-solving mindset through the use of IT. To enhance teachers’ repertoire on developing

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students’ computational thinking through the General Studies subject in primary schools, we have organised relevant professional development programmes starting from the 2014/15 school year.

5.18 To align with the most recent promulgation of the enriched Technology Education Key Learning Area (TEKLA) curriculum at the junior secondary level and the senior secondary Information and Communication Technology subject, we will continue to organise and share good school practices³² in teaching programming.

5.19 EDB will explore ways and best practices to train senior secondary students in structured and logical thinking through mandatory programming studies, including the enhancement of learning and teaching of programming under the medium-term review of the Information and Communication Technology (S4-6) curriculum of the New Academic Structure (NAS). The last batch of recommendations on curriculum and assessment for the NAS Medium-term Review has been announced in July 2015.

5.20 Promotion of problem-solving and programming-related skills under the existing Science and Technology initiatives in basic education will be continued.

5.21 EDB will explore different entry points of learning within relevant KLAs (e.g. Science Education and Technology Education) in the curriculum and Applied Learning courses to develop students’

problem-solving and programming-related skills and knowledge (e.g.

fair testing, design cycle and logical thinking) progressively towards senior secondary levels. Our aim is to nurture students’ disposition and ability to solve daily-life problems, from personal to community levels, including the enhancement of their computational thinking through General Studies, use of robot and programming in Computer subjects.

32 Experience sharing seminars include how to enhance students’ learning in programming and participation in the Hong Kong Olympiad in Informatics (2014/15), how to use the modular approach and subtasks in teaching programming to enhance teachers’ repertoire in teaching programming, as well as training students for the Hong Kong Olympiad in Informatics.

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(C) Applying IT skills across school curricula

Support

5.22 Different stakeholders generally agree to the proposed actions.

5.23 As e-learning will become essential both within and beyond the classroom, teachers require more holistic information on the implementation details e.g. the timeline and exemplary e-learning pedagogical approaches across subjects/KLAs as well as e-assessment for teachers’ reference.

5.24 To strengthen students’ learning in information literacy across the school curriculum, EDB should work closely with the tertiary institutions in the curriculum design.

Way Forward

5.25 With a view to enhancing information literacy among students in meeting the challenges of the rapidly changing digital world, we will continue to infuse the four priority learning objectives with more IT skills, including digital reading skills and online collaborative skills across the curriculum. In this connection, we will revise the information literacy framework ³³ in 2015 with a view to incorporating essential elements in the use and production of information, taking into consideration of effective implementation through KLAs.

5.26 We will also provide different life-wide learning experiences and commit ourselves to the ongoing curriculum review/revision of the

33 The framework for information literacy has been developed by the Curriculum Development Council since 2000 with the publication of the Information Technology Learning Targets - A Guideline for Schools to Organise Teaching and Learning Activities to Develop our Students’ Capability in Using IT. Furthermore, a study report - Information Literacy Framework for Hong Kong: Building the Capacity of Learning to Learn in the Information Age published in 2005 has mapped out the standards of information literacy in different dimensions with performance indicators and exemplars of classroom practices for the reference of school.

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ICT components of the enriched TEKLA curriculum, Science, Technology and Mathematics Education (STEM), New Senior Secondary (NSS) ICT subject curriculum, and the relevant IT part of the existing Primary General Studies Curriculum where appropriate.

To facilitate learning across school curricular, STEM education can be infused into different KLAs/subjects.

5.27 While conducting regular curriculum revision across KLAs and Applied Learning courses, we will continue to update and strengthen IT skills as appropriate to keep pace with the rapid developments in relevant industries.

5.28 Besides, with a view to nurturing and developing IT talents, we will enhance school support to nurture students’ interest in IT and their continued engagement in IT-related careers through initiatives and collaborative partnership schemes which promote the development and achievement of the IT industry.

(D) Promoting an e-learning repertoire

Support

5.29 Stakeholders generally support the proposed suggestions.

5.30 The school sector responds that more school visits and sharing on e-learning would enhance their professional capacity and repertoire.

To help lessen the workload of teachers, additional manpower may be required to create space for teachers to enrich their e-learning repertoire.

Way Forward

5.31 We will keep abreast of the latest pedagogical developments, with a view to exploring workable practices in classrooms. Pedagogical knowledge will be co-constructed in established networks or teacher communities (assisted by existing IT platforms, e.g. HKECL)

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through actions and discussions among professionals in order to enhance classroom teaching.

5.32 EDB would focus both on introducing e-learning pedagogy and encouraging teachers to develop their own repertoire and sense of discernment, for example, the relevant technological knowledge as well as updates and research studies on technological pedagogical content knowledge (TPACK)³⁴, with respect to the use of effective content pedagogy in their subject specialism(s), both with and without IT enhancement. On the other hand, we will enhance teachers’ understanding of e-learning pedagogy across KLAs so as to enable them to serve as facilitators and leaders in empowering students’ use of IT for effective learning.

5.33 We will promote active student learning with the use of e-learning pedagogy across subjects/KLAs, such as strategies for building self-regulated reading habits, developing students’ information literacy and promoting assessment for/as learning. In order to encourage teachers to use e-pedagogy in their subject teaching, we will update related learning elements / contents as well as enrich teachers’ e-learning repertoire as part of the ongoing curriculum review cycle in each KLA.

(E) Using e-assessment for student learning

Support

5.34 It is generally agreed that e-assessment should be adopted more widely. Besides, facilitating the transfer of assessment data back into the management information system (MIS) is considered a good

34 The Technological Pedagogical and Content Knowledge (TPACK) concept empowers teachers (with knowledge and skills) to consider, organise and make choices in their use of technology in teaching students with different abilities. Source at: www.tpack.org .