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* Educational Standing
* Curriculum
* Educational Technology
* Technology Integration
 One of the example of Education
Reform of China.
 July 1, 1997- Hong Kong became
independent from 156 years of British
colonial rule, where the educational
system is English-based.
 The development of Hong Kong
Education is clearly seen after the
World War II.
HONG KONG
 In the past, Hong Kong education was closely modelled on
the UK system.
 Hong Kong was administered by Britain from 1841 to 1997
 In 1997, the education system taught in local schools has
undergone a series of changes.
 The new model, brought in at the beginning of the 2009/10
academic year, is now more in line with those found in
China and even the USA.
The Seven Learning Goals
Of
Hong Kong
Before the 1960s
From 1971 to the 1980s
From the 1960s to 1971
Length Education type Type
6 years Primary education
compulsory government funded as
of September 1971
3 years Secondary education
compulsory government funded as
of September 1978[
2 + 2 years Secondary school selective
Length Education type
6 years Primary school
5 + 2 years Secondary school
Length Education type
4 years Secondary-middle school
3 + 2 years Secondary-high school
From the 1980s to the 2000s
Length Education type
Additional
names
Type Focus School year
3 years Kindergarten voluntary General Sept – June
6 years Primary education Primary 1 to 6 compulsory General Sept – July
3 years Secondary education Form 1 to 3 compulsory General Sept – July
2 years
Senior Secondary
(leads to HKCEE)
Form 4, and 5 selective Specialized
Sept – July (Form
4),Sept – April
(Form 5)
2 years
Matriculation Course
(leads to HKALE)
Form 6 (Lower
Sixth Form)
Form 7 (Upper
Sixth Form)
selective,
performanc
e based
Specialized
Sept – July (Form
6), Sept –
February/March
(Form 7)
Depen
ds on
subject
Tertiary education
(leads
to bachelors, master
s and
other academic
degrees)
selective Specialized Varies
Length Education type
Additional
names
Type Focus School year
3 years Kindergarten voluntary General Sept – June
6 years Primary education
Primary 1 to
6
compulsory General Sept – July
3 years
Junior Secondary
education
Junior
Secondary
1 to 3
(Form 1 to
3)
compulsory General Sept – July
3 years
Senior Secondary
Education
(leads to Hong Kong
Diploma of Secondary
Education)
Senior
Secondary
1 to 3
(Form 4 to
6)
selective Specialized
Sept – July
(Senior
Secondary 1–2)
,Aug – Feb
(Senior
Secondary 3)
Depend
s on
subject
Tertiary education
(leads
to bachelors, masters
and other academic
degrees)
selective Specialized Varies
From 2012- Present
Providing lifelong learning
experiences which are essential to
students’ whole person
development
Emphasis on development of
generic elements for lifelong
learning
From compartmentalized and
overcrowded school subjects to Key
Learning Areas for a broad and
balanced curriculum
Open and flexible framework for
different organizations/courses
rather than ‘teaching syllabus’
Continuity, progression and coherence to
bridge gaps at interfaces and reinforce links
From early specialization in grammar,
technical and prevocational school curricula
to whole-person development throughout
schooling
Complementary formal, informal and non-
formal curricula
 Keeping the school as the center of student
learning
 Constructing a conceptual road map for
lifelong learning at various stages of
schooling
 Accommodating new needs of society,
strengthening relevant elements of learning
and providing alternatives
 Improving the quality of teaching and
learning, and catering for student potential,
abilities and needs
 Using feedback from assessment to improve
teaching and learning
 From textbooks to diversified learning
resources
 Changing conception of learning time and
time-tabling
Kindergartens
the curriculum in kindergarten has now been
designed to provide a sound foundation for
students
Primary Education
the primary curriculum covers a wide range
of subjects including Social Studies, Science,
Chinese, English, Mathematics, Music, Arts
and Physical Education
Secondary Education
the learning is broader, without students
choosing specific study areas
Tertiary Education
All the tertiary institutions offer a range of
programmes including undergraduate and post-
graduate degrees, as well as Associate degrees
and Higher Diplomas.
Adult Education
There are a range of other institutions as well,
offering professional, general education and
interest courses.
 There are a range of other institutions as well, offering
professional, general education and interest courses.
Adult Education
 All the tertiary institutions offer a range of programmes including
undergraduate and post-graduate degrees, as well as Associate
degrees and Higher Diplomas.
Tertiary Education
What is Educational
Technology?
 It is the application of
inventions and discoveries to
satisfy the educational
process.
 40 computers for each primary
schools and 82 computers for
each secondary schools
 About 85,000 IT training places
for teachers at four level
 Technical support for all school
 Information Education Resource
Center
 IT coordinator for each 250
schools
 Computer rooms for the use of
students after normal school hours
 Review of school curriculum to
incorporate IT elements
 Development of appropriate
software in collaboration with
government, the private sector,
tertiary institutions and schools
 Exploring feasibility of setting up
an education-specific Intranet
• There is no clear standard definition of
technology integration in K-12
schools(Bebell, Russell, & O’Dwyer,
2004). For some scholars, technology
integration was understood and
examined in terms of types of teachers’
computer use in the classrooms: low-
level (e.g., students doing Internet
searches) or high-level use (e.g.,
students doing multimedia
presentations, collecting and
interpreting data for projects) (Cuban,
Kirkpatrick, & Peck, 2001).
What is Technology Integration?
• technology integration was
understood and examined in
terms of how teachers used
technology to carry out
familiar activities more reliably
and productively, and how
such use may be re-shaping
these activities (Hennessy,
Ruthven, &Brindley, 2005).
• According to its ICT integration plan
for education, Hong Kong has taken
the following initiatives, among
others, of
• (1) offering technical support on a
contractual basis to schools;
• (2) opening school labs after school
hours for students to increase
access;
• (3) implementing a pilot scheme of
demonstration schools with a view to
establishing best practices in ICT
education similar to countries such
as Australia and Singapore;
• (4) setting up a nationwide school
network similar to countries such as
Singapore, Australia, and Mauritius. It
also lays much emphasis on issues of
access and connectivity, teacher
empowerment, curriculum and
resource support, and community-
wide culture that fosters more
involvement and collaboration among
school management, teachers,
students, parents, the business sector
and other community bodies
(Education and Manpower Bureau,
2004).

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Hong Kong Educational Technology

  • 1. * Educational Standing * Curriculum * Educational Technology * Technology Integration
  • 2.  One of the example of Education Reform of China.  July 1, 1997- Hong Kong became independent from 156 years of British colonial rule, where the educational system is English-based.  The development of Hong Kong Education is clearly seen after the World War II. HONG KONG
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  • 5.  In the past, Hong Kong education was closely modelled on the UK system.  Hong Kong was administered by Britain from 1841 to 1997  In 1997, the education system taught in local schools has undergone a series of changes.  The new model, brought in at the beginning of the 2009/10 academic year, is now more in line with those found in China and even the USA.
  • 6. The Seven Learning Goals Of Hong Kong
  • 7. Before the 1960s From 1971 to the 1980s From the 1960s to 1971 Length Education type Type 6 years Primary education compulsory government funded as of September 1971 3 years Secondary education compulsory government funded as of September 1978[ 2 + 2 years Secondary school selective Length Education type 6 years Primary school 5 + 2 years Secondary school Length Education type 4 years Secondary-middle school 3 + 2 years Secondary-high school
  • 8. From the 1980s to the 2000s Length Education type Additional names Type Focus School year 3 years Kindergarten voluntary General Sept – June 6 years Primary education Primary 1 to 6 compulsory General Sept – July 3 years Secondary education Form 1 to 3 compulsory General Sept – July 2 years Senior Secondary (leads to HKCEE) Form 4, and 5 selective Specialized Sept – July (Form 4),Sept – April (Form 5) 2 years Matriculation Course (leads to HKALE) Form 6 (Lower Sixth Form) Form 7 (Upper Sixth Form) selective, performanc e based Specialized Sept – July (Form 6), Sept – February/March (Form 7) Depen ds on subject Tertiary education (leads to bachelors, master s and other academic degrees) selective Specialized Varies
  • 9. Length Education type Additional names Type Focus School year 3 years Kindergarten voluntary General Sept – June 6 years Primary education Primary 1 to 6 compulsory General Sept – July 3 years Junior Secondary education Junior Secondary 1 to 3 (Form 1 to 3) compulsory General Sept – July 3 years Senior Secondary Education (leads to Hong Kong Diploma of Secondary Education) Senior Secondary 1 to 3 (Form 4 to 6) selective Specialized Sept – July (Senior Secondary 1–2) ,Aug – Feb (Senior Secondary 3) Depend s on subject Tertiary education (leads to bachelors, masters and other academic degrees) selective Specialized Varies From 2012- Present
  • 10.
  • 11. Providing lifelong learning experiences which are essential to students’ whole person development Emphasis on development of generic elements for lifelong learning From compartmentalized and overcrowded school subjects to Key Learning Areas for a broad and balanced curriculum Open and flexible framework for different organizations/courses rather than ‘teaching syllabus’
  • 12. Continuity, progression and coherence to bridge gaps at interfaces and reinforce links From early specialization in grammar, technical and prevocational school curricula to whole-person development throughout schooling Complementary formal, informal and non- formal curricula
  • 13.  Keeping the school as the center of student learning  Constructing a conceptual road map for lifelong learning at various stages of schooling  Accommodating new needs of society, strengthening relevant elements of learning and providing alternatives  Improving the quality of teaching and learning, and catering for student potential, abilities and needs  Using feedback from assessment to improve teaching and learning
  • 14.  From textbooks to diversified learning resources  Changing conception of learning time and time-tabling
  • 15. Kindergartens the curriculum in kindergarten has now been designed to provide a sound foundation for students Primary Education the primary curriculum covers a wide range of subjects including Social Studies, Science, Chinese, English, Mathematics, Music, Arts and Physical Education Secondary Education the learning is broader, without students choosing specific study areas
  • 16. Tertiary Education All the tertiary institutions offer a range of programmes including undergraduate and post- graduate degrees, as well as Associate degrees and Higher Diplomas. Adult Education There are a range of other institutions as well, offering professional, general education and interest courses.
  • 17.  There are a range of other institutions as well, offering professional, general education and interest courses. Adult Education  All the tertiary institutions offer a range of programmes including undergraduate and post-graduate degrees, as well as Associate degrees and Higher Diplomas. Tertiary Education
  • 18. What is Educational Technology?  It is the application of inventions and discoveries to satisfy the educational process.
  • 19.
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  • 23.
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  • 25.  40 computers for each primary schools and 82 computers for each secondary schools  About 85,000 IT training places for teachers at four level  Technical support for all school  Information Education Resource Center  IT coordinator for each 250 schools  Computer rooms for the use of students after normal school hours
  • 26.  Review of school curriculum to incorporate IT elements  Development of appropriate software in collaboration with government, the private sector, tertiary institutions and schools  Exploring feasibility of setting up an education-specific Intranet
  • 27.
  • 28. • There is no clear standard definition of technology integration in K-12 schools(Bebell, Russell, & O’Dwyer, 2004). For some scholars, technology integration was understood and examined in terms of types of teachers’ computer use in the classrooms: low- level (e.g., students doing Internet searches) or high-level use (e.g., students doing multimedia presentations, collecting and interpreting data for projects) (Cuban, Kirkpatrick, & Peck, 2001). What is Technology Integration?
  • 29. • technology integration was understood and examined in terms of how teachers used technology to carry out familiar activities more reliably and productively, and how such use may be re-shaping these activities (Hennessy, Ruthven, &Brindley, 2005).
  • 30. • According to its ICT integration plan for education, Hong Kong has taken the following initiatives, among others, of • (1) offering technical support on a contractual basis to schools; • (2) opening school labs after school hours for students to increase access; • (3) implementing a pilot scheme of demonstration schools with a view to establishing best practices in ICT education similar to countries such as Australia and Singapore;
  • 31. • (4) setting up a nationwide school network similar to countries such as Singapore, Australia, and Mauritius. It also lays much emphasis on issues of access and connectivity, teacher empowerment, curriculum and resource support, and community- wide culture that fosters more involvement and collaboration among school management, teachers, students, parents, the business sector and other community bodies (Education and Manpower Bureau, 2004).