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Final Assignment 2

2006-08-18T19:36:00.000+08:00

Most S.4 Chemistry Students do not know why the end point of an acid-base titration (e.g. colour change of the indicator) can roughly match the equivalence point of the titration. From the following learning object, it shows when various amount of hydrochloric acid (acid) is added into sodium hydroxide solution (base), the pH of the reaction mixture (indicated by the titration curve) and colour of the indicator (in this case : methyl orange) at each particular moment. The visual representation can make the case explicitly visualize to the students.

How to use it

When adding different volumes of hydrochloric acid (HCl) into sodium hydroxide solution (NaOH) by dragging slider from left to right, the pH value of the reaction mixture can be shown on the titration curve and the colour of the indicator (methyl orange) can be shown simultaneously on the conical flask.

The presentation can show that the end point of the titration (the indicator changes its colour from yellow to red) is very close to the equivalence point of the titration (10 mL). It makes students clear why the end point of the titration can be used to replace the equivalence point of the titration in volumetric analysis calculation.

My presentation Flash file is placed on http://iln.cite.hku.hk/com/1238/users/wmlam/Titration2.fla

My proposed final assignment 2

2006-07-21T19:57:00.000+08:00

How to use it

My presentation Flash file is placed on http://iln.cite.hku.hk/com/1238/users/wmlam/Titration2.fla

Storyboard of my final assignment

2006-07-07T11:02:00.000+08:00

Reflection on Session 6

2006-07-06T23:17:00.000+08:00

In the session, we have learnt the planning process of interactive visual project.

In order to produce a storyboard for my proposed final assignment, some relevant information should be collected and the content of it should be studied precisely and carefully. Also, we have learn how to make Flash buttons and control an object on the scene. I think it will kill me some time to handle it well and apply the skills into my project.

My proposed final assignment

2006-06-29T23:40:00.000+08:00

Being a chemistry teacher, I want to prepare an interactive visual representation on changes on pH values and colour of indicator in acid-base titrations. Titration is the most important step on quantitative analysis in Chemistry, many S.4 students cannot tackle it very well and do not fully understand the relationship between the changes on colour of indicator and pH values. Through the presentation, I hope students can get deeper understanding on titrations.

Reflection on Session 5

2006-06-29T23:07:00.000+08:00

In the session, we have learnt that when preparing an interactive representation, data collection is very important. There are many resources of data or information in the Internet, we should make a proper selection among them. Otherwise, learners may misunderstand the concept or information of the topic.
Multimedia for learning should be designed according to human thinking. Visual and text can take advantage of the full capacity of human for procession of information. That means they can complement each other. Multimedia representations act as cognitive aids to shift learning as information acquisition into knowledge construction.

Shape of a rain drop

2006-06-23T12:56:00.000+08:00

Please Click the Powerpoint presentation below:

Reflection on Session 4

2006-06-23T09:35:00.000+08:00

In the session, we have discussed the topics on Interactive visualization and learning objects. On my teaching, many complex ideas or information are very difficult to present through traditional methods. Many students cannot get the points of some concepts. Through interactive visualization, we can present a lot of information in a small screen space, communicate complex ideas with simpler, creative, efficient and effective visual ways. I hope I can design my own interactive visualization tools to facilitate my teaching. There are six types of learning objects: presentation, practice, simulation, conceptual models, information and contextual representation. They are designed to afford uses in different education contexts. I got some insights through the demonstrated learning objects. Some important but complex concepts can be represented in simpler and interactive ways.

Reflection on Session 3

2006-06-15T23:45:00.000+08:00

Being a school teacher, I pay attention to the importance of Copyright and avoiding Plagiarism. Inside the classroom, I always claim that we cannot reproduce other works directly. We should respect others and learn to produce our own high standard works.
In our knowledge world, many free graphics can be obtained from the Internet. Also, we participate on this module in order to grasp the technical skill to produce our own interactive and innovative artifacts.
We have learnt how to use the software Photo story and Windows Movie Maker to produce our digital story in the session. It is very impressive and creative. I attempted to use some family photos to produce digital story movie. My family is very pleased to it. In school, it can motivate my students on some new topics. It can also produce an overview of the whole section.

Digital story

2006-06-15T22:54:00.000+08:00

My Digital Story of the introduction of ECA

Task 2 Design a visual Display : The Earth's Atmosphere

2006-06-09T13:43:00.000+08:00

Please Click the Powerpoint presentation below:

Reflection on Session 2

2006-06-08T22:22:00.000+08:00

Our world is dynamic and mutidimensional, simple pictures and texts cannot represent all information that we need in our knowledge-based environment. With the development of high technology, we can use various types of interactive tools to represent our changing and interactive information.
In this session, we have learnt how to make effectives visual display. Some points should be borne in mind. For example, the size of the displays, the location, movement, feeding etc should be considered.

The Beginning of MITE 6323

2006-05-26T20:40:00.000+08:00

1. What have you learnt in the first class of this module?

I saw some interesting examples interactive visual representations. They gave me an insight into new paradigms of teaching and learning. Teachers can act as facilitators to help students to build up their own knowledge in more efficient and effective ways.

2. What do you hope to learn in future in this module?

To conceptualise and develop some wonderful interactive visual representations. Also, I can produce some innovative learning objects that my students can get benefits from them.

3. Do you think that interactive visual representations are important for education?

Of course. Interactive visual representations can communicate complex ideas or concepts that are not easy to explain previously with high clarity, precision and efficiency. Also, they give students some exciting and interesting impression and thus arouse their motivation to learn.

4. Let us have one slides/image that introduces your.

A reflection of MITE6301 sessions

2005-07-20T18:10:00.000+08:00

Module Code and Title:

MITE 6301 Curriculum Reform and Information and Communication Technology

Term: May 2005

University No.: 1988201159

Assignment Due Date: 20-07-2005

Session 1: What is Curriculum Reform (25 / 05 / 2005)

What I already know (K)

² The 1^st five year plan - " Information Technology for Learning in a New Era: 5-year Strategy 1998/99 to 2002/03"

² The 2^ndfive year plan - " Empowering Learning and Teaching with Information Technology: 5-year Strategy 2004/05 to 2008/09"

² Using ICT to make a paradigm shift in education system

² Using ICT can enhance the efficiency and quality of teaching.

² Using ICT changes the way of learning.

What I want to know (W)

² What is self-directed learning ?

² The role of teachers in teaching with ICT.

² The role of students in learning with ICT.

² How to transform from traditional teaching approach into a new teaching approach.

² How to solve and face problems aroused in teaching with ICT.

² How to incorporate ICT into the school curriculum.

What I have learnt (L)

² To develop a weblog.

² 21^st century is an Age of Learning.

² We should have positive attitude towards a paradigm shift in education system.

² The need in education reform and integrate ICT into our education

Reflections

As the 21^st century is an Age of Learning, we should try our best to cope with the explosion of information. Students learning in a traditional approach cannot catch up with the pace of the changing world. With the assistance of ICT, information and knowledge can be obtained in a more efficient and effective way.

Curriculum reform movement : In 1989, school in US were made to ready for students to learn. The responsibility of goals was teachers, parents, students and all community members. The readiness involves academic knowledge, skills, health, confidence, social competence.

Several themes are common among curriculum reform in science, mathematics and thinking across disciplines. These themes are:

· learning to think is an overall educational goal with particular significance in mathematics and science learning,

· a constructivist approach provides students with an active role in making meaning as well as learning,

· constructivist student learning requires the implementation of different teaching methods, and

· learning fundamentally important information at higher levels of understanding is preferable to encyclopedic learning of large quantities of information, or more succinctly, "Less is more."

Fullan's and Stiegelbauer's The New Meaning of Educational Change (1991) stated that among the barriers to change are

1) the beliefs and values on the part of everyone involved,

2) the lack of teacher preparation to teach constructively,

3) the need to reeducate students to their role in learning constructively,

4) the need for new instructional, curricular and assessment materials and high

learning outcomes and expectations to support the teaching and learning changes,

and

5) the tensions of instituting the new while operating in the old education system.

Other barriers are lack of preparation, new expectation of students, lack of compatible instructional materials, limited budget, rigid regulations.

The process of change :

1) systematic outlook is essential.

2) empowerment of teacher.

3) change in culture. e.g. role of teacher.

Edutopia provides innovative ways of ICT such as GPS system, Internet, new visualization technologies, computer and multimedia, digital camera, probeware, video conferencing.

Science, optics and you is a very good example of e-learning. It provides student many activities, such as inquiry on binoculars, kaleidoscopes.

The use of ICT in Hong Kong education can be found in the Learning to Learn :The way forward in curriculum development on P.88-90. IT facilitates student learning on Presentations, Multimedia learning packing, simulation and modeling and Internet.

Session 2: e-learning as a Model for Curriculum Reform (01/ 06 / 2005)

What I already know (K)

² Some examples of e-learning.

² Two Learning approaches: Traditional instructional approach and constructive approach.

² The major problems in implementing ICT in schools.

What I want to know (W)

² What is meant by e-learning?

² How do we use e-learning effectively?

² What are the features that teachers and students found most important in an IT in education system respectively?

What I have learnt (L)

² e-learning refers to using electronic applications and processes to learn.

² Different types of e-learning resources.

² Key elements in an e-learning environment.

² e-learning changes the roles of traditional uses of computer and ICT.

² How can we evaluate technology applications.

² The features that teachers found most important in an IT in education system.

² The features that students found most important in an IT in education system.

Reflections

e-learning is a new model in teaching and learning. It means to learn through the electronic environment. It may be the web, the virtual environment, electronic discussion group, online course, project, etc.

e-learning may give rise to an opportunity in curriculum reform. The change may be happen in the school management, in the teaching and learning method, the role of teacher and the role of student, the content of each subject to be taught. The school management may be more rely on the technology. It will save the manpower, and give accurate in data collection, such as number of lateness, students’ examination marks. The use of technology can help us in the data analysis with the use of graph, tables. The role of teacher and student will change. The teacher in past was knowledge source, but now the student may be more familiar with some topic which is easy and in large quantity in the Web. The student are asked to explore, experience and express the Internet, it become more student-centered. The lesson cannot be going to the same standard to each student. Each student may have own pace. The assessment in the learning process, e.g. collaborative project learning, is very difficult. The content in the science is wide and board. It emphasize on the science process skill, scientific method, problem solving. The example of ICT use can be data logger, visualization software, web, virtual laboratory, modeling software.

A good website used in the lesson depends on the lesson objective. If the lesson teach to use the balance, the video typed explanation is clear, the scaffold provided. If the lesson teach to analyze the experimental data, the website should provided graph or analysis materials.

Based on the relating brain compatible learning principles, a good web activities include : meaning and relevance, emotions, repetition and rehearsal, prior knowledge, adequate time, immediate feedback, collaboration, reflection, safe and nurturing environment, active learning, choice, pattern seeking, chunking.

Based on the multiple intelligences, a internet may classified into : verbal/linguistic, logical/mathematics, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, naturalist.

Nine steps to a successful Internet-based project :

1. prepare for the lesson

2. start with the end in mind: understand the curriculum goals, content standard

3. research other’s Internet project: global schoolhouse network, www.gsn.org

4. choose the type of Internet project

-Does the web site help in goals?

-Does the web allow interaction?

-is the web visually appealing?

-Easy to navigate?

-Fast loading?

-Web allow students to publish their work?

-Activate more than one of the multiple intelligences?

-Is the information verifiable?

-Consistent with current brain-based teaching?

-Meet the standard goal or goal can be met better using other medium?

5. start with small and specific

6. set due dates

7. give feedback to students

8. share the results

9. reflect on and celebrate learning

Session 3 : Flexible Learning (08 / 06 / 2005)

What I already know (K)

² The meaning of e-learning

What I want to know (W)

² The meaning of flexible learning

² How to implement Learning to learn in school

² Trend of ICT reform

² How to evaluate web-resources

What I have learnt (L)

² The meaning of flexible learning

² How to use flexible learning in Hong Kong

² Learning through the Internet

² Innovative online education

² Evaluation of Web-resources for teaching and learning including the use of rubrics

Reflections

Flexible learning is to support different styles of learning e.g. e-learning. The driving force emphasize on meeting client needs and convergence of technologies. The learning choices are great including curriculum, content, length. Greater flexibility in where and when to train is needed. It allows greater variety of learners and in the how of training e.g. self-instructional learning resources. The role of teachers shifts to encourage learner-centered. The organization system and structures should be flexible. The Policy is to integrate each of the above elements together. Use of appropriate technologies, strategies and collaboration is important.

Flexible learning can be enhanced with the use of technologies. In my school, project learning with 3 subject collaborated is used. The project is open-ended. Students need to search for information. Teacher acts as a collaborator and knowledge mentor. The assessment is continuous and based on the performance in presentation, website building, content, etc.

The teacher needs to know how to implement the flexible learning in the classroom. How to make progress and manage the flexible learning? The number of computer and the arrangement of technology is important in effective flexible learning setup. The ability of students to access and extract useful information, the time management are also needed to take account. The curriculum should be redesigned so as to reduce some content for more time for student in flexible learning.

The teacher needs to have a clear understanding in Bloom’s taxonomy in deciding the use of ICT. The questions we asked may be in terms of knowledge, comprehension, application, analysis, synthesis, and evaluation. It can be low level thinking or high level thinking.

Session 4 : The impact of the paradigm shift (15 / 06 / 2005)

What I already know (K)

² All schools implement ICT in order to cope with the Government's five-year strategy.

² Besides textbooks and notes, teachers sometimes use ICT resources and software to assist teaching.

² Most teachers use software supplied by publishers or purchased from the outsiders, but do not tailor-made courseware.

² Using ICT can enhance the efficiency and quality of teaching.

² Using ICT changes the way of learning.

What I want to know (W)

² How can we use ICT in teaching efficiently?

² What will be changed from the impact of ICT on education?

² How can the concept of computer support for learning be widely facilitated?

What I have learnt (L)

² Learning in a digital age

² Student learning in computer-based learning environment

² Impact of ICT of students' learning

² Characteristics of emergent practices

Reflections

Paradigm shift involves a change of classroom activity, teacher role, instructional emphasis, student role, concept of knowledge, demonstration of success, assessment, and technology use.

Classroom activity is from teacher-centered to learner-centered. Teacher role is from fact teller, source of all answer to collaborator, mediator, mentor coach and sometimes co-learner and knowledge navigator. Instructional emphasis is from facts, memorization to inquiry, invention and transformation of facts. Student role is from passive recipient of information, reproducing knowledge to active participant in the learning process. Concept of knowledge is from comprehension to application, synthesis and evaluation. Demonstration of success is from norm referenced to criterion reference. Assessment is from examination to portfolios and performance of product based. Technology is from drill and practice, rote learning, presenting via PowerPoint to collaboration, expression, sharing of data and e-learning.

Analysis of technology and practice can be using the matrix of practice and technology, in terms of old and new. The six dimensions to understand the innovativeness can be used for teacher, principal, policy maker to check their state and have a clear view to go to high level. The six dimensions are goals, teacher role, student role, ICT use, learning outcome, connectedness.

Learning with ICT aims to make learning become : a social process, active, either be linear or non-linear, integrative, based on learner ability, interest, and culture, assessment through task completion, products, real problem solving of both individual and group efforts.

In HongKong, ICT connectedness and hardware is developed to basic requirement. The educational software is not enough in most subjects. Effort is needed. The role of student is changed very slowly to be an active participator. The attitudes of parents, teacher and community should be changed. The advantage of implementing ICT in learning is not seen very fast. The whole process needed time and patient. The education department, CDC, book publisher, examination and assessment authority should work together. More research on ICT use in different subjects is needed.

Session 5 : Teacher Perspectives and Curriculum Reform (22 / 06 / 2005)

What I already know (K)

² The main characteristics of 21st century in education of the world are reform and integrating ICT into education.

What I want to know (W)

² How can we integrate ICT into my school?

What I have learnt (L)

² Emerging ICT practices

² ICT and the Curriculum of the Future

² Teacher perspective and curriculum reform

² collaborative involvement in curriculum

² Curriculum reform in Hong Kong.

Reflections

Game-To-Teach is developed by Microsoft Company. It covers mainly science subject, such as biology and physics. It is very interesting and interactive and this will motivate many students. However, not all content or curriculum can use this method. This will become boring for long use.

Teacher role has changed in curriculum reform. In past, teacher acts as knowledge transmitter, content expect, sources of answer. He can control and direct all aspects of learning. But now, teacher can be transmitter who gives lecture and information. Teacher can be facilitator who discusses with students. Teacher can be resource person who can advise on sources of information. Teacher can be counselor who can advise on developing one’s interest. Teacher can be assessor who can inform students of progress.

The CDC learning to learn document is valuable to read. Our students prepare the challenges of globalization, the impact of IT, the rising need for moral considerations. The curriculum reform will create more space in curriculum planning and implementation, re-engineering work process in schools, reducing tests, examination, and dictations, planning the time table flexibility, making good use of grants, sharing good practices and learning and teaching method.

The curriculum reform involves nine generic skills(collaboration, skills, critical thinking, creativity, communication skills, information technology skills, numeracy skills, problem-solving skills, self-management skills, study skills), eight Key Learning Areas(Chinese language education, English language education, Mathematics education, Personal, social, and humanities education, Science education, technology education, Arts education, Physical education), four key tasks(moral and civic education, reading, project learning, using IT), five learning experiences(ethics, intellect, physique, social skills, aesthetics)

The change and sustainability in curriculum can be supported by clear guiding principles if they are to be carried through effectively. Curriculum reform is a continuous improvement process. It takes more than a decade to produce a new generation. Positive thinking with patience, celebration of small success is essential. Schools will be ready to use their professional autonomy to strike a balance between recommendations of the CDC’s new curriculum guides and school-based curriculum development.

Critical factors to success will be changes in university admission, parent’s understanding and support, government support, teacher staff development, community organization support, assessment reform, support for academically lower achievers, etc.

The curriculum is not a document but moves to the concept as “learning experiences” to enhance the effectiveness of learning. The learning experiences are a nexus of aims, learning processes, learning contents, learning environment.

Learning, teaching and assessment are core activities which have impact on student learning. Actions help to move away from knowledge transmission to a balance of knowledge acquisition and knowledge construction. The actions includes (1)learning opportunity and learning environment, (2)school based curriculum development, (3)collaborative lesson preparation, (4)learning time and time table, (5)effective learning and teaching strategies, (6)assessment of learning, (7)four key tasks(moral and civic education, reading, project learning, IT for interactive learning), (8)effective use of textbooks and learning/teaching resources, (9)catering for learning differences, (10)homework, (11)life wide learning opportunities for whole person development, (12) smooth transition between kindergarten and primary school, primary and secondary school, (13)home-school cooperation.

The support for teachers and schools are (1)curriculum guide and document, (2)teacher and principal development program, (3)textbooks and resources, (4)collaborative research and development project, (5)curriculum bank, (6) school-based curriculum development support, (7) creating time and space for teachers and learners, (8)dissemination strategies and networks, (9) local and international consultancies, (10) partnership-all to contribute.

ICT can use in communication between different schools. Teachers can share their strategies in teaching e.g. in HKeducationCITY. HkeducationCity also give information on text book, The curriculum guides may be put on to the web server for teacher’s reference. The curriculum bank of authentic exemplars showing how students learn in the curriculum can be found in http://cd.ed.gov.hk. It also gave information on life-wide learning activities.

ICT helps learning by providing audio/visual aides for difficult concept, searching for information, allowing students to work at their own pace, interaction between learners, resources and teachers, collaboration, facilitating the acquisition of information, the development of critical thinking, and knowledge building under guidance. However, excessive and improper use of IT becomes annoying with little and no educational value.

My role in the group and the development of the group Weblog website

2005-06-29T15:02:00.000+08:00

There are four main scopes in our group work. I prepare on one of the scopes : How e-learning can bring about curriculum reform ? Through the website made and the useful links, I persuade the principal to put more resources to the development of ICT implementation.

Division of Group Work:

i. Why there is a curriculum reform and what is it about?(Vincent)

ii. How E-learning can bring about curriculum reform? (Raymond)

iii. What are the current situations? Are there any studies evaluate its effectiveness? (Dickens)

iv. How can E-learning be implemented through school leadership?(Poon)

v. Conclusion (Vincent)

vi.A survey to curriculum reform (Poon)

Vii.Technical issue: Vincent(hot potato) & Poon(poll,html)

10 important learnings for MITE 6301

2005-06-29T14:55:00.000+08:00

1. To build a Weblog
It is a wonderful and user-friendly website. I can put my e-journal into weblog. Within the weblog, peers
can share their ideas, give comments and reflections on the e-journal.

2. Flexible learning
Flexible learning expands choice on what, when, where and how people learn. It supports different styles of learning, including e-learning.
Flexible Learning has ten characteristics, all of which are required if flexibility is to be achieved:
(a) Emphasis on meeting client needs.
(b) Convergence of technologies, their impact on the workforce and the advent of a Knowledge Society.
(c) Greater choice for the length and content of training.
(d) Greater flexibility for the place and time for training.
(e) Greater variety in training
(f) Shifts in the nature of teachers' work and the processes and technologies they use.
(g) More flexible organisational systems and structures to support.
(h) Suitable policies and processes which integrate each of the above elements.
(i) Use of appropriate technologies to support each characteristic.
(j) Collaboration and strategic alliances

3. The paradigm shift in education
The learning approach changes from teacher-directed into learner-centred. The paradigm shift involves different classroom activities, teacher roles, instructional emphasis, student roles, concepts of knowledge, demonstrations of success, assessments and technologies use.

4. e-learning
Term covering a wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive TV, CD-ROM, and more.

5. Six dimensions to understand innovativeness
The six dimensions of innovation include learning goals, teacher’s roles, learners’ roles, technology used, connectedness and manifestation of learning outcomes.

6. The criteria for a well-designed Internet activities
(a) is linked directly to curriculum and standards.
(b) is designed to foster deep understandings.
(c) is time efficient.
(d) is tied to students’ prior knowledge.
(e) is challenging, yet manageable.
(f) has meaning and purpose.
(g) includes an emotional component.
(h) breeds curiosity in students.
(i) provides choices or sense of choice.
(j) uses the multiple intelligences and provides student with opportunities to use and strengthen their multiple intelligences.
(k) is an opportunity for collaboration
(1) Collaborative learning such as paired or group work
(2) Sharing of information in the Community of Learners
(3) Construction of data for use by other groups
(l) offers immediate feedback.
(m) provides time for reflection.
(n) offers a variety of assessments using standards and objectives.
(o) has a clear and final product

7. Rubrics for evaluating e-learning resources for teaching and learning.
Rubric is a guide for critiquing the effectiveness of media projects and for planning project designs, a tool for assessment used by teachers and students, and a process of establishing the essential goals and assessment criteria of multimedia projects in your class.

A rubric is a set of categories which define and describe the important components of the work being completed, critiqued, or assessed. Each category contains a gradation of levels of completion or competence with a score assigned to each level and a clear description of what criteria need to be met to attain the score at each level

8. Three main ideas for critique Quality learning materials of online courses:
(a) pedagogies
criteria : authentic tasks, opportunities for collaboration, learner-centred environments, engaging and meaningful assessments.

(b) resources
criteria: accessibility, currency, richness, purposeful use of the media and inclusivity.

(c) delivery strategies
criteria: reliable and robust interface, clear goals directions and learning plans, appropriate bandwidth demand, equity and accessibility and appropriate corporate style.

9. To know more about Hong Kong Curriculum Model
The goal of Hong Kong Curriculum Model : The school curriculum, apart from helping students to acquire the necessary knowledge, should also help the younger generation to develop a global outlook, to learn how to learn and to master life-long skills that can be used outside schools. The curriculum should also cultivate students' positive values and attitudes to achieve the educational aims of promoting whole-person development and life-long learning.

10. Teacher perspectives and curriculum reform
In the past, the role of teacher is knowledge transmitter, primary source of information, content expert, and source of all answers. Teacher controls and directs all aspects of learning.
Now, the role of teacher changes to learning facilitator, collaborator, coach, mentor, knowledge navigator, and co-learner. Teacher gives students more options and responsibilities for their own learning.

MITE 6301 introduction

2005-05-25T20:34:00.000+08:00

• I would like to know a little more about you. Please write in MS WORD a brief description (about 150 words) about your current work and your personal interests and expectations.
• What do you hope to gain from attending this module? Compile a list of key points.
• Post your summary to ILN in your groups

My name is Raymond Lam. I am teaching in a secondary school . I am the chairman of Chemistry panel and the vice–chairman of ECA. . I like listening music and watching films. I like teaching very much. I just search a way to improve my teaching. Teaching with the help of ICT can make teaching more effective and efficient. From this module, I
want to know how the integration of ICT in curriculum and cause a paradigm shift in education. In Hong Kong, curriculum reform have been implemented and the development of ICT takes an important role to achieve the goal.