Microsoft in Education Hong Kong Forum 2018
Dr W C HO
ITE Section, EDB
28 April 2018
What jobs are at risk due to computerisation ?
• …As technology races ahead, low‐skill
workers will reallocate to tasks that are non‐
susceptible to computerisation, i.e., tasks
requiring creative and social intelligence. For workers to win race, however, they will have to acquire creative and social skills.
Frey & Osborne (2013), The Future of Employment: How Susceptible are Jobs to Computerisation?
https://www.oxfordmartin.ox.ac.uk/downloads/academic/future‐of‐employment.pdf
Nedelkoska, L. and G. Quintini (2018), “Automation, skills use and training”, OECD Social, Employment and Migration
Working Papers, No. 202, OECD Publishing, Paris.
http://dx.doi.org/10.1787/2e2f4eea‐en
• Across the 32 countries, close to one in two jobs are likely to be significantly affected by automation, based on the tasks they involve. But the degree of risk varies.
• About 14% of jobs in OECD countries participating in Survey of Adult Skills (PIAAC) are highly automatable (i.e., probability of automation of over 70%).
• In addition, another 32% of jobs have a risk of between 50%
and 70% pointing to the possibility of significant change in the way these jobs are carried out as a result of automation – i.e. a significant share of tasks, but not all, could be
automated, changing the skill requirements for these jobs.
Top skills currently needed in the workplace
The Economist Group (2015), Driving the skills agenda: Preparing students for the future.
PISA 2015 Results—Collaborative problem solving
Our 15‐year‐old students ranked the third
https://www.oecd‐ilibrary.org/docserver/9789264285521‐
en.pdf?expires=1523605841&id=id&accname=guest&checksum=6F0588206A204AE4BFC60E1E63C65F5C
Six Cs of Deep Learning
Character
Citizenship
Collaboration
Communication
Creativity
Critical Thinking
Ref: Education Plus (By Michael Fullan & Geoff Scott)
ITE4
1
Infrastructure
2
e‐Learning resources
3
Curriculum &
pedagogy
4 Capacity
building 5
Involving stakeholders
6
Research &
evaluation
Action 2: e‐Learning Resources
e‐Textbooks
• There are 49 sets of e‐textbooks on Recommended e‐Textbook List (eRTL), among which 34 sets are from the e‐
Textbook Market Development Scheme (EMADS)
e‐Resources provided by EDB and HKEdCity
• One Stop Portal (EDB)
• EdConnect (HKEdCity) – Single Sign‐on
• EdBookShelf (HKEdCity)
• eREAD Scheme (HKEdCity)
• Student Assessment System (STAR) (EDB)
• e‐Resources Acquisition Project (eREAP) (HKEdCity)
Subjects covered:
Primary Level
• Chinese Language
• English Language
• Mathematics
• General Studies
• Putonghua
• Physical Education Junior Secondary Level
• Chinese Language
• English Language
• Mathematics
• Life and Society
• Computer Literacy
• Geography
• History
• Science
Progress of e‐textbook’s adoption across education levels
49.3% 50.7%
53.6%
59.8%
56.9%
54.8%
62.7%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
P1 P2 P3 P4 P5 P6 Total
(Pri)
28.2%
24.8%
21.7%
15.5% 15.8% 15.8%
31.3%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
S1 S2 S3 S4 S5 S6 Total
(Sec)
Primary Schools Secondary Schools
Source: School Survey on ITE (2016/17)
Progress of e‐textbook’s adoption across KLAs/subjects
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Chi Eng Math LS Sci Hum CL VA Others
S1 S2 S3 S4 S5 S6
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Chi Eng Math GS CL VA Others
P1 P2 P3 P4 P5 P6
Primary Schools Secondary Schools
Source: School Survey on ITE (2016/17)
School progress on using e‐resources across education levels
81.0%
85.7%
90.7%
97.1%
93.9% 93.6%
98.8%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
P1 P2 P3 P4 P5 P6 Total
(Pri)
92.6% 93.5% 92.3% 93.5% 92.6%
81.7%
97.5%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
S1 S2 S3 S4 S5 S6 Total
(Sec)
Primary Schools Secondary Schools
Source: School Survey on ITE (2016/17 )
School progress on using e‐resources across subjects
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Chi Eng Math LS Sci Hum CL VA Others S1 S2 S3 S4 S5 S6
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Chi Eng Math GS CL VA Others
P1 P2 P3 P4 P5 P6
Primary Schools Secondary Schools
Source: School Survey on ITE (2016/17)
• On going curriculum review. The Secondary
Education Curriculum Guide, with ITE as one of the major renewed emphases.
Action 3: Curriculum and Pedagogies
• A curriculum supplement
“ Coding Education:
Supplement to Primary
Curriculum ” is prepared.
• The “Information Literacy for Hong Kong Students”
was updated in
2016.
Curriculum Documents
• Chapter 3D IT for Interactive Learning,
Basic Education Curriculum Guide (P1‐P4) 2014
• Booklet 6D IT for Interactive Learning:
Towards Self‐directed Learning,
Senior Education Curriculum Guide (Draft ‐ May 2017)
http://cd.edb.gov.hk
Using IT to Nurture 6Cs
Innovative Pedagogy
Learning outcomes ‐> Pedagogies ‐> Technology
How does the technology enhance students’ learning?
Character • Ethical use of
information and IT
• Be responsible when creating webpage
contents
• Discuss issues related to cyber ethics, e.g.
cyber etiquette,
plagiarism, cyber scam
and crime
Exchange with students in other countries using video conferencing tools
Citizenship
Communication Collaboration
• Sharing ideas in real time
• Use collaborative IT tools / LMS to design a 5‐day a trip overseas and create a
presentation with rich media
• Presentation in class
• Students share their plans for peer review after class
Critical Thinking
Creativity
Apply IT tools in STEM Day / related activities to design
electrical home appliances for
“Smart Living”
智能水杯
聲控水機
Action 4: Capacity Building
(A) Professional Development Programmes (PDPs)
School Year No. of PDPs conducted
2014/15 311
2015/16 452
2016/17 438
2017/18 as at end of
April
297
20
Source: School Survey on ITE (2016/17)
Observations of the changes/outcomes of learning and teaching on implementing e‐learning (1)
18.3%
8.8%
12.9%
9.8%
14.3%
12.2%
9.7%
77.2%
84.1%
79.9%
81.7%
75.4%
76.9%
76.8%
3.1%
4.6%
4.5%
6.0%
8.1%
8.5%
9.9%
0.0%
0.1%
0.0%
0.1%
0.4%
0.6%
0.4%
1.4%
2.4%
2.…
2.4%
1.8%
1.8%
3.2%
Strengthen teacher‐student and student‐student interactions
Students are more motivated to learn through active knowledge construction
Collaborative learning among student peers can be enhanced more easily
Students' self‐directed learning has been enhanced Students can master abstract concepts and complicated issues more easily
Teachers' pedagogy has been transformed, with the use of IT/e‐learning
Teachers have made use of different e‐tools, e.g. Apps to support students in eliciting their creativity
Strongly agree Agree Disagree Strongly disagree Not applicable
Source: School Survey on ITE (2016/17)
Observations of the changes/outcomes of learning and teaching on implementing e‐learning (2)
7.7%
6.7%
5.2%
6.6%
6.3%
4.2%
71.9%
72.9%
70.9%
65.3%
64.8%
63.9%
15.2%
13.6%
18.7%
20.0%
21.5%
23.2%
0.…
1.0%
0.6%
1.5%
1.0%
1.3%
4.6%
5.9%
4.6%
6.6%
6.4%
7.4%
Students are more aware of information literacy, in particular, the ethical use of IT
Teachers have designed different modes of teaching by engaging students in learning across time and space e.g.
the adoption of 'flipped classroom' practice and etc Students' problem solving skills are strengthened
More teachers have practised e‐assessment
Students' computational thinking competency is strengthened
Students' critical thinking skills are strengthened
Strongly agree Agree Disagree Strongly disagree Not applicable