Changing classrooms & changing schools: a study of good practices in using ICT in Hong Kong Schools

SITES Hong Kong Study Centre, Center for Information Technology in School and Teacher Education, University of Hong Kong.Mainly in English; some in Chinese.November 2000.published_or_final_versionTablesPt. 1 Studing ICT supported pedagogical practices in schoolPt. 2 ICT usage in classroomsPt. 3 ICT implementation at the school levelCh. 1 Introduction N. Law Law, N. 3Ch. 2 Emerging pedagogical practices: Hong Kong in an international context N. Law and Y. Lee Law, N. Lee, Y. 11Ch. 3 Research framework and design N. Law Law, N. 23Introduction W.W. Ki Ki, W. W. 49總結及建議 15硏究背景及目的 1Ch. 4 Using ICT in expository teaching W.W. Ki Ki, W. W. 55資訊通訊科技敎學的學校推行策略及模式 10資訊通訊科技在課堂上的應用 5Ch. 5 Using ICT in inductive teaching and learning S.C. Li Li, S. C. 69Ch. 12 Conclusions and recommendations N. Law Law, N. 169Ch. 11 Cultural integration model N. Law Law, N. 151Ch. 10 Catalytic integration model S.C. Li & Y. Chow Li, S. C. Chow, Y. 139Ch. 9 Techonological adoption model H.K. Yuen & Y. Lee Yuen, H. K. Lee, Y. 125Introduction H.K. Yuen Yuen, H. K. 119Ch. 6 ICT applications in task-based learning W.W. Ki Ki, W. W. 79Ch. 8 Social-constructivist approach H.K. Yeun & Y. Chow Yuen, H. K. Chow, Y. 103Ch. 7 Problem-based learning approach H.K. Yuen & Y. Lee Yuen, H. K. Lee, Y. 93Figur

Exploration Of Accounting Software Usage: An Empirical Research Applied On The Pennsylvania Home Building Industry

The purpose of this study was to investigate the utilization of information technology in accounting functions, related to the scale of operations, by Pennsylvania’s home building contractors.  The researchers examined whether differences in firm size played a factor in how often accounting or project management software was used for job costing, whether or not the primary accounting function was computerized, and if computerized, the primary program used for the accounting functions by home builders. According to the findings, the researchers concluded that there are significant differences among and between firm sizes in the use of accounting and project management software for job costing by Pennsylvania home building firms.  Secondly, the data showed significant differences existed among firm sizes between the use of a computerized accounting system or manual accounting system.  Finally, the data revealed that there are significant differences among firm sizes in the primary program used for estimating when a firm is computerized

Science and mathematics achievements at the junior secondary level in Hong Kong: a summary report for Hong Kong in the Third International Mathematics and Science Study (TIMSS)

Includes bibliographical references.published_or_final_version1 Introduction 1List of tables v2 Sampling and administration of the Hong Kong population 2 study 9List of figures vii4 Hong Kong students' mathematics achievement the international comparison 24Acknowledgments viiiReference 37Contents iii3 Hong Kong students' science achievement in the international comparison 10Appendi

Learning about water & matter: a first experience with the SMILE approach

Also available in Chinese.published_or_final_versionIntroducing SMILE Law, Nancy Law, Nancy 1Preface Law, Nancy Law, NancyAcknowledgements Law, Nancy Law, NancyStudents learning experiences & outcomes from SMILE 22Teachers' experiences with SMILE Lo, M.L. Lo, M.L. Yung, B.H.W. Yung, B.H.W. 0Experiencing SMILE through water & matter Law, Nancy Law, Nancy 6Curriculum materials for the 'matter' module 74About the editors and the SMILE groupCurriculum materials for the 'water' module 3

The Second International Information Technology in Education Study: Hong Kong SAR report

Summary in Chinese.published_or_final_versionHardware 37Research and Evaluation 121Home & Community Support 121School Policies and Organizational Support 120Staff Development 119Physical, Technological and Information Infrastructure 118Curriculum 118Summary 114Sources of Knowledge and Help 110Students' Perceived Need For Further Training 110Internet Activities 108Students Computer Usage 101Integrating ICT Into Curriculum 107Students' Self-proclaimed Competence in Using computers 106Summary 105Home Ownership and the School Curriculum 105Home Ownership and Self-proclaimed Competence 103Ownership of Peripherals 100Internet Access At Home 99Home Ownership of Computers 97Reference 96Summary 96Problems Perceived By Principles, Teachers and Students Related to Organizational Support 94Further Analysis About Attitudes and Beliefs of School Principals, Teachers and Students 87Organization of ICT Coordination in Schools 85Administrative Use of Computers 83Regulation of Computer-related and Internet Activities 82Principals' and Teachers Views On the General Curriculum Goals or ICT Implementations At the School Level - a Common Vision? 79Explicit Goals and Policies 77References 76Summary 76Computer Usage By Teachers 75Sources of Assistance When Difficulties Arise 74Major Sources of ICT Knowledge 74Ways of ICT Knowledge Transfer 73Needs and Opportunities in Staff Development As Perceived By Teachers 70Self-reported Competence of Teachers 67Self-reported Competence of Technology Coordinators 66Policies With Regard to Staff Development and Its Realization 62Problems With Staff Readiness and Staff Development 61Availability of ICT Training Courses 58Introduction 58References 56Obstacles Encountered During ICT Implementation 54ICT-related Learning Opportunities 50Communication Facilities 47Software 43The Technology Infrastructure 37References 36Summary 36ICT-related Learning Outcome Expectations 32Realization of Pedagogical Practice Goals Through ICT 29Pedagogical Practice Paradigm 25ICT-related Instructional Objectives 21Introduction 19References 18Instrumentation 15Population and Sampling 13Indicators 11Conceptual Framework 10ICT Use in Education and the Emerging Paradigm 9References 8Organization of the Report 8Organization and Funding of Sites Module 1 6The Aims and Main Components of Sites 5The IEA and International Studies 4Developments in Hong Kong 2International Context 1Ch.9 RecommendationsCh.8 Competence and Personal Use of ComputersCh.7 Home Ownership and Access to ICTCh.6 Policies and Attitudes At the School LevelCh.5 Staff DevelopmentCh.4 The Technology InfrastructureCh.3 Curriculum Goals, Expectations and PracticesCh.2 Research Framework and DesignCh.1 Background of the StudyExecutive Summary iAcknowledgement

Eliciting and understanding commonsense reasoning about motion.

The focus of the present research is on children's commonsense reasoning in mechanics. The important effect of pre-instructional ideas on children's learning is now widely recognised and much effort has gone into investigating what these ideas are like in various domain areas in science in the past few years. Early researches in this area have provided us with a comprehensive catalog of phenomenological descriptions of various aspects of children's reasoning about forces and motion. A related line of research has grown over recent years, which attempts to probe into whether there are deeper explanations underlying these misconceptions. If we take scientific theories and commonsense reasoning as two ends of a dichotomy, then early researches in this field have predominantly started from the scientific end, looking towards the intuitive end, trying to find out where the intuitive ideas go astray. To look for deeper levels of analysis, some have since turned to looking from the opposite end, trying to take children's ideas seriously, in their own right and not as a distortion of the scientific view. This latter perspective is the one taken by the present research and is believed to be appropriate if an understanding of the phenomenological descriptions of children's intuitive ideas is to be attained. The present research sets out to investigate the possible cognitive models used in the spontaneous interpretation of and reasoning about motion by students with varying amounts of Physics instruction. It is hoped that the resulting models will not only provide a context for interpreting children's misconceptions, but also provide insight into the evolution of naive cognitive models to more scientific ones. The research consists of two tasks. The first is a classification task asking students to categorize comic strip pictures about motion and to explain their underlying reasoning. The second is a programming task, asking students to write expert systems about motion in the language PROLOG. The second task is in fact one of self elicitation of knowledge by the students themselves under the assistance of the researcher. The advantage of such an exercise is that the representation is not only open for inspection by the students but is also explorable. The results from both tasks will be analysed and synthesized in the thesis

Natural Resources Litigation: A Dialogue on Discovery Abuse and the New Federal Rules

11 p. ; 28 cmhttps://scholar.law.colorado.edu/books_reports_studies/1062/thumbnail.jp