ICT implementation and school leadership: Case studies of ICT integration in teaching and learning

The Hong Kong Special Administrative Region (SAR) government launched a five-year ICT strategy in schools in late 1998. This paper reports the findings of the analysis on models of change in 18 schools striving to integrate the use of ICT in teaching and learning across the school curriculum. The study shows that the strategy adopted by a school in instituting such change and the resulting variation of pedagogical practices using ICT is strongly dependent on the school leaders’ vision and understanding of the role and impact of ICT in the curriculum, their goals and objectives for ICT integration, as well as the history, culture and background of the school and its general vision and mission.published_or_final_versio

The value of flexible sigmoidoscopy for patients with bright red rectal bleeding

Objective. To review the diagnostic yield of flexible sigmoidoscopy in patients presenting with bright red rectal bleeding. Design. Retrospective study. Setting. University teaching hospital, Hong Kong. Subjects and methods. Patients who underwent flexible sigmoidoscopy between January 1995 and April 1996 for investigation of bright red rectal bleeding were recruited. The extent of the endoscopic examination, complications, and endoscopic findings were recorded. Results. A total of 1052 patients were included in the study. The mean length of endoscopic examination was 55 cm. There were no complications attributed to the procedure. Thirteen (1.2%) patients aged from 41 to 87 years were found to have malignant tumours that were not palpable on digital examination. All the tumours were moderately differentiated adenocarcinoma. Two patients had synchronous liver metastasis at presentation. Adenomatous polyps were detected in 81 (7.7%) patients, of whom 76 were older than 40 years. The majority of polyps were tubular adenomas associated with mild or moderate dysplasia. Other endoscopic findings included hyperplastic and juvenile polyps, proctocolitis, diverticulosis, irradiation colitis, ischaemic colitis, rectal ulcers, and infective colitis. The overall diagnostic yield was 21.1%. No mucosal lesion was detected by flexible sigmoidoscopy in 78.9% of patients in whom the rectal bleeding was due to either haemorrhoids or anal fissure. Conclusions. Cancer was detected in 1.2% and adenomatous polyps in 7.7% of patients with bright red rectal bleeding using flexible sigmoidoscopy. All cancers and 94% of adenomatous polyps were detected in patients older than 40 years. Flexible sigmoidoscopy appears to be a valuable initial investigation for bright red rectal bleeding in patients older than 40 years.published_or_final_versio

What Happens in Project-based Learning?

There is an accumulating literature over the last decade on collaborative learning in various types of settings, from more focussed learning tasks to open enquiry to problem-based projects. Project-based teamwork was valued as students were required to work together for knowledge sharing, knowledge building and problem-solving, and thus provide them with opportunities to be acculturated as members of a knowledge community. Over the last couple of years, it has also become extremely popular in Hong Kong schools to assign group projects to students. This was often justified on the grounds that project work promotes the information retrieval and self-directed learning abilities of students; collaborative learning is good and students should learn to collaborate with each other. However, as a pedagogical strategy, very little is known about the actual impact of group projects on learning in Hong Kong and whether the assumed advantages and expected learning outcomes do come about. Is group-based projects the panacea for the evils of teacher-centred delivery? This paper explores the question “what happens in project-based learning?” based on the observations made during the SLITS (Self-directed Learning with Information Technology Scheme) project. The project involved 40 groups of students working on projects of their own choice, each group being facilitated by a teacher. There were several key findings from this study: 1. Participation in such a project may not necessarily lead to deep learning; 2. Learning to collaborate in a group is in itself an important part of the problem-solving process; 3. There are different models of collaboration and only those models which engage the students continuously in interactive decision making during the learning process would lead to collaborative knowledge building; 4. Effective collaboration is in itself crucial for sustaining motivation and interest in the learning process; and 5. Facilitation is required for guiding both the collaborative as well as the enquiry processes. This paper will report on these findings as well as describe the key features of good collaboration and good facilitation identified through the study.published_or_final_versionCentre for Information Technology in Education, University of Hong Kon

Comparing Innovations: Educational and Institutional Issues

Based on the analysis of 83 case reports developed from the Module 2 of the Second International Information Technology in Education Study (SITES M2), this paper explored the contextual factors influencing change at the institutional level within which innovation took place. We identified six contextual factors including initiation, school background, principal leadership, school strategies, government and community support, and school ICT infrastructure. We then characterized patterns of findings on such contextual factors in association to the innovative pedagogical practices that had been in place in classrooms through cluster analysis and qualitative comparison, with the aim of examining the contextual factors contributing to the emergence and sustainability of the innovations to inform policy decision makers at all levels as a support for their policy and strategic planning.published_or_final_versio

Value of gastrografin in adhesive small bowel obstruction after unsuccessful conservative treatment: A prospective evaluation

Aim: Gastrografin is a hyperosmolar water-soluble contrast medium. Besides its predictive value for the need for operative treatment, a potential therapeutic role of this agent in adhesive small bowel obstruction has been suggested. This study aimed at evaluating the effectiveness of gastrografin in adhesive small bowel obstruction when conservative treatment failed. Methods: Patients with adhesive small bowel obstruction were given trial conservative treatment unless there was fear of bowel strangulation. Those responded in the initial 48 h had conservative treatment continued. Patients who showed no improvement in the initial 48 h were given 100 mL of gastrografin through nasogastric tube followed by serial abdominal radiographs. Patients with the contrast appeared in large bowel within 24 h were regarded as having partial obstruction and conservative treatment was continued. Patients in which the contrast failed to reach large bowel within 24 h were considered to have complete obstruction and laparotomy was performed. Results: Two hundred and twelve patients with 245 episodes of adhesive obstruction were included. Fifteen patients were operated on soon after admission due to fear of strangulation. One hundred and eighty-six episodes of obstruction showed improvement in the initial 48 h and conservative treatment was continued. Two patients had subsequent operations because of persistent obstruction. Forty-four episodes of obstruction showed no improvement within 48 h and gastrografin was administered. Seven patients underwent complete obstruction surgery. Partial obstruction was demonstrated in 37 other cases, obstruction resolved subsequently in all of them except one patient who required laparotomy because of persistent obstruction. The overall operative rate in this study was 10%. There was no complication that could be attributed to the use of gastrografin. Conclusion: The use of gastrografin in adhesive small bowel obstruction after unsuccessful conservative treatment is safe and reduces the need for surgical intervention. © 2005 The WJG Press and Elsevier Inc. All rights reserved.published_or_final_versio

家長管教對青少年網上行為及態度的影響

眾所周知，互聯網對青少年的成長與發展有着重要的影響。然而影響是好是壞至今還沒有定論。近期的研究顯示，影響的好壞取決於青少年的社會及心理調整，對此家長的管教起著甚麼作用？有關家長管教行為對子女影響的研究不少，然而很少觸及互聯網或資訊科技的管教行為、及它們對青少年網上行為或態度的影響。本文報告一項包括1,212個隨機抽樣香港家庭的研究，探討互聯網對青少年的影響、及他們就互聯網有關的道德態度、以及它們與各類家長管教行為的關係。postprin

Trehalose, an mTOR Independent Autophagy Inducer, Alleviates Human Podocyte Injury after Puromycin Aminonucleoside Treatment

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Studying ICT supported pedagogical practices

During the past decade there has been an exponential growth in the use of information and communication technology (ICT) and this has made pervasive impacts both on the society and on our daily lives. It is thus not surprising to find increasing interest, attention and investment put into the use of ICT in education all around the world. In addition to efforts to make use of ICT to improve learning, the emergence of the knowledge economy has also brought about in recent years a much greater emphasis on education and a number of masterplans in ICT in education has been produced in many countries. Such masterplans detailed not only strategies for implementation but more importantly embedded the plans within a broader framework of education reform that aimed to develop students’ capacities for self-learning, problem-solving, information seeking and analysis, critical thinking and the ability to communicate, collaborate and learn via the internet, abilities that figured much less importantly in the school curricula before. In this context, a new term, “emerging pedagogical practice”, was used in SITES (the Second International Information Technology in Education Study, conducted under the auspices of the IEA) (Pelgrum, 1999) to highlight the changing pedagogical goals and practices that has resulted from the use of ICT in education, as opposed to those uses that just aimed at enhancing the effectiveness of “traditionally important pedagogical practices”. However, the concept of “emerging pedagogical practice” as depicted in the SITES Module 1 (M1) report is still rather vague. When schools have access to computers and the Internet to support teaching and learning, how would teachers and students make use of them? What impact has ICT made on classroom practices? What changes, if any, has ICT made on the roles of teachers and students and the interactions between them? Has the introduction of ICT in schools brought about the desired education reforms envisaged in the ICT in education masterplans or are these wishful optimisms? Are there more effective models of ICT implementation in schools, and if so what are their characteristics? In conjunction with the SITES M1 Hong Kong study, we have conducted a study of good practices in the use of ICT for teaching and learning using the case studies approach. The main goal of this extension study was to explore the above questions in the context of good practices as commonly recognized by members of the education community, and to develop ways of disseminating such good practices. This paper describes the conceptual framework and methodology used in this study and reports briefly on some key findings from the study. The research methodology used in this Study is based on a model of pedagogical practice that is couched within a broad curriculum framework where the pedagogical practice is the implemented curriculum. There are two parts to the research. The first part is to investigate and to build models of pedagogical practices involving use of ICT. Here the assumption (substantiated by observations) is that the way ICT is incorporated into classrooms is very much dictated by the teachers’ general beliefs and approaches to education. The second component of the methodology deals with the models (strategies) of educational change used in different schools in introducing ICT across the curriculum and to explore if particular models of pedagogical practice is linked with specific school implementation strategies.published_or_final_versio

Transcriptomic Analysis of Laribacter hongkongensis Reveals Adaptive Response Coupled with Temperature

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PubMed-supported clinical term weighting approach for improving inter-patient similarity measure in diagnosis prediction

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