The document summarizes approaches tried by a secondary school ICT teacher to cater for learner diversity and cope with changes in the ICT subject. The teacher implemented various approaches including planning practical and theoretical lessons separately, promoting self-directed learning through RSS feeds and blogs, using social media like Facebook for information sharing, providing frequent formative assessments through online quizzes, and facilitating collaboration across schools through talks and online communities. The teacher reflected on lessons learned from trials of different approaches to teaching ICT.

1. CUHKFAA Chan Chun Ha Secondary School Wong Pak-yick 黃百益 http://www.i-garden.org Coping with Changes, Catering for Learner Diversity PDC Course (HKU) (Computer Group) 05-03-2011

2. AT & T Ads 1993 “You will”

3. What does Mr. Ki expect from us ? To share: how do we learn to cope with the change in tech nology, the subject and student diversity?

4. What does Mr. Ki expect from me ? To share: How can we maintain our charisma amidst the advancement of technology?

5. What does Mr. Ki expect from you ? To share: You will also highlight what useful information and concepts he/she picked up or recollect in the course.

6. Outline of Sharing My School Context Coping with Changes Sources of Diversity and Factors Approaches and Ideas to Cater for Learner Diversity with Rationales Reflection / Evaluation

7. Our School Context CUHKFAA Chan Chun Ha Secondary School Chung On Estate, Ma On Shan Founded in 2000 2005 HKCEE CIT; 2007 HKAL CA 2010-2011 1 group of NSS ICT @ S5, CMI 1 group of NSS ICT @ S4, CMI 3 lessons per week, @55 mins Father, Teacher, Edu-Blogger, HKCyberCampus and HKEdCity Forum Moderator

8. Changes faced by ICT teachers My belief: We, ICT teachers, are prepared to adapt to the change in learning and teaching paradigm.

9. Changes faced by ICT teachers From CS to ICT: the subject became less favoured to parents and students

10. Changes faced by ICT teachers From digital immigrants to digital natives: student intake declined both in number and interest to the subject

11. Changes faced by ICT teachers challenges in lesson planning, classroom discipline and content delivery

12. Sources of Diversity – Bipolar Intake

13. Sources of Diversity – Bipolar SES SES was another source contributing to the diversity in students’ ability.

14. Sources of Diversity – Learning styles Visual learners Auditory learners Kinetic learners

15. Similarities among the Diversities All kids have shorter attention span “ Computer room syndromes” Discipline problems vs. learning problems Lock vs. Leverage Computer Room “Management” System

16. Similarities among the Diversities

17. Exception

18. Approaches to be tried out Curriculum Planning Self Learning Skills Authentic Learning Building Learning Community among Schools Prompt Formative Assessment for Feedback and Evaluation

19. Approaches to be tried out

20. Try-out 01: Curriculum Planning 1 of the 3 lessons per week which was in the afternoon was assigned for practical activities, short quizzes or exercises “ Lab”topics are taught in the afternoon periods: Office applications (Word processing, Spreadsheet, Presentation Software) Web authoring Multimedia production

21. Try-out 01: Curriculum Planning “ Theoretical” topics are taught in the morning periods comfort students’ presumption: -ICT is a subject with theories as well as practical activities Students are generally satisfied with the arrangement. Mission: complete the teaching of NSS curricula at the end of S5, to allow sufficient time for students to revise and prepare for SBA.

22. Try-out 01: Curriculum Planning Theory Practical

23. Try-out 02: Authentic Learning and Self Learning Skills (RSS) First Task in S.4 ICT lessons – create Google account Provides some good ICT RSS feeds to start with Teachers and students could read (and share) ICT news in the same pace One stop scanning & reading Promote students’ reading habit and information management skill Demonstration

24. Try-out 02: Authentic Learning and Self Learning Skills (RSS)

25. Try-out 02: Authentic Learning and Self Learning Skills (RSS) students were asked to write collaborative blog as assignment in replace of newspaper cutting

26. Try-out 02: Authentic Learning and Self Learning Skills (RSS) check students’ reading habit promote the climate of sharing findings Classificstion through categorization and tagging

27. Try-out 03: Authentic Learning and Self Learning Skills (Social) used Facebook as a way to disseminate IT information for students’ extended reading and comment Embrace students’ social networking tool rather than school Intranet Will introduce later

28. Try-out 03: Authentic Learning and Self Learning Skills (Social) Be Social in Learning Be Global in Life

29. You’re not alone, we all face these! “ Collaboration” among different subjects Poor terms of work of TSS Problematic behaviours of student in school network

30. Collaboration Collaboration among students Group project? Intranet? Web 2.0 tools? Collaboration among different subjects Role Collaboration among different schools Talks, visits, sharing, blogs, T support network

31. TSS 10 years TSS Satisfaction (non-$ ways) Empowerment From dress code to “ Chan Sir ” Uniqueness Burdens vs. blessings

32. Students Portable apps Live CD/USB VM Home proxy servers Facebook apps/groups Smart phones w/ Internet access What we can do: To be a power user To choose your consequence

33. 美國總統奧巴馬對中學生演講時提醒 http:// www.youtube.com/watch?v =si1gNXqH7iw&#t=01m40s

34. 「要小心你放上 Facebook 的東西，這是一個 You Tube 時代，不論你在做什麼，這些訊息都會在你人生某個階段再被提起。」 英國一項調查顯示， 62 ％的雇主除了看應徵者履歷表，還會上交友網站去看他們張貼的圖文，四分之一的雇主因此刷掉應徵者。 曾經在競選過程中深受科技之害的奧巴馬 : 「在 Facebook 犯的錯誤，的確會在日後找你麻煩。」

35. 「凡走過必留下痕跡」 - 數碼足印 在網路上「凡走過必留下痕跡」 數碼足印 (digital footprint) 被動 - 上網時間 , IP, 瀏覽的網站 , 搜尋關鍵字 主動 - 留言 , 電郵 , 網誌 ,FB, Twitter 網民、網站或 Google 會留下 永遠 備份你上載的東西 各種人抱各種不同的目的，有辦法窺視你的私密世界，查到你的個人瑣事

36. 「網絡世界等如虛擬世界」 ? 認為自己不用為言行負上責任，便無所不為。 在網絡上的參與者都是真實地存在的人，每個化名之下，都有一個真實地生活著的人，他的個人權利也是受法律保護的，不容任何人侵犯。 網絡世界才是真實； 現實世界才是虛擬。

37. Facebook – Terms and Policies We respect other people's rights, and expect you to do the same. 1. You will not post content or take any action on Facebook that infringes or violates someone else's rights or otherwise violates the law . 2. We can remove any content or information you post on Facebook if we believe that it violates this Statement.

38. 討 論 區 留 言 涉 誹 謗 網 站 被 要 求 「 交 人 」

39. 【本 報 訊 】 本 港 熱 門 聊 天 室 「 香 港 討 論 區 」 13 名 網 友 ， 被 指 在 聊 天 室 發 佈 言 論 ， 涉 嫌 誹 謗 本 地 一 間 物 流 公 司 及 四 名 相 關 人 士 ， 物 流 公 司 昨 入 稟 高 等 法 院 ， 要 求 法 庭 頒令 香 港 討 論 區 披 露 網 友 身 份 、 涉 嫌 誹 謗 留 言 的 發 送 資 料 及 瀏 覽 紀 錄 。

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41. 要 求 披 露 身 份 原告 現 要 求 法 庭 頒 令 香 港 討 論 區 披 露 13 名 網 友 的 身 份 ， 包 括 電 郵 地 址 、 傳 訊 途 徑 及個 人 資 料 等 ， 以 及 18 則 誹 謗 留 言 的 連 線 紀 錄 和 瀏 覽 人 次 紀 錄 ， 如 果 香 港 討 論 區 沒有 擁 有 該 等 資 料 ， 則 必 須 以 誓 章 形 式 交 代 理 由 。

42. Try-out 04: Prompt Formative Assessment more short and focused formative assessment

43. Try-out 04: Prompt Formative Assessment multiple choice (MC) question bank (about 800 questions) in the school intranet

44. Try-out 04: Prompt Formative Assessment asked students to do (drill) the graded MC questions in class time after each chapter was completed

45. Try-out 04: Prompt Formative Assessment could provide prompt feedback and statistics

46. Try-out 04: Prompt Formative Assessment adjust my teaching based on statistics collected

47. Try-out 04: Prompt Formative Assessment Can you believe that I occasionally assign dictation as assessment? Fine-tune “ezone” jargons to “official” keywords Mindset and expectation management

48. Try-out 04: Prompt Formative Assessment

49. Try-out 05: Learning Community among Schools (Why?) Networked Schools, Networked Teachers, Networked Students Increase exposure of MOS students (also to diminish the SES effect) Facilitate collaboration between schools

50. Try-out 05: Learning Community among Schools (How?) arrange talks (by invited speakers) and other OLE activities for their students in a large group encouraged students to participate actively in Q&A sessions as well as post-seminar sharing with speakers

51. Try-out 05: Learning Community among Schools (How?) Cisco Google eZone WTIA eLearning Consortium Famous bloggers

52. Try-out 05: Learning Community among Schools (How?)

53. Try-out 05: Learning Community among Schools (How?)

54. Try-out 05: Learning Community among Schools (How?)

55. Try-out 05: Learning Community among Schools (How?)

56. Try-out 05: Learning Community among Schools (on Social Media) HKICT Network, a “flash mob” in ICT Education Facebook Fans Page ( http:// www.facebook.com/hkict ) Growing fast, now near 360 “members” EDB, HKEAA, University Professors, ICT professional organizations, teachers, students,….. (HK, Taiwan, USA) Prototype of “All round” learning community

57. Try-out 05: Learning Community among Schools (on Social Media) Activities: Networking Talk (Cisco) and WebEx Meeting Wireless Technology (WTIA) Social Media (Blogger Jansen) Mobile Technology in Learning (Apps Developer of Apple Daily) ICT Day Camp (EZone, Cyberport) Japanese Animation Talk (Gundam 00 Director)

58. Summary Fine-tuning teaching plan to suit students’ interest parallel teaching of “theoretical” and “practical” topics Promote authentic, self, social (group) learning Prompt assessment and feedback for better learning

59. Reflection 1 – Trials and Errors

60. Reflection 2 It's not the load that breaks you down, it's the way you carry it. - Lena Horne

61. Thank You !