Since the education authorities began advocating for educational reforms, four documents have been published to encourage schools to develop information technology education. Initially, schools were encouraged to enhance their IT infrastructure and train teachers in the use of information technology for instruction. The ultimate goal was to shift from a teacher-centered learning mode to a student-centered learning mode.
e-learning is an important component of information technology education. It refers to the use of computers and information technology by teachers in the classroom. Instead of relying solely on textbooks and traditional blackboards, teachers now use facilities such as smark boards and iPads to guide students in accessing various types of information, videos, animations, and more, in order to promote active learning. Teachers also utilize information technology to assess students' learning progress.
Traditional teaching methods have always been limited by space and time. Teachers would instruct students to open their textbooks and take notes, while using a blackboard or a presentation to explain concepts, followed by assignments and assessments for feedback.
However, e-learning is not constrained by these limitations. By using online learning platforms, teachers can assign practice exercises for students to upload during class, and the online system allows for immediate grading, providing students with quick results and instant feedback from teachers. Teachers can also record flip videos and upload them to learning platforms such as Power Lesson or Google Classroom. Students can watch these flip videos at home and complete pre-learning tasks. The following day in class, since students have already grasped the basic concepts, teachers can engage them in more in-depth discussions, thereby enhancing student engagement.
Learning platforms record students' learning progress and outcomes, enabling students to review what they have learned in class, while teachers can evaluate the effectiveness of their teaching process.
Implementing e-learning in schools inevitably involves overcoming various challenges, such as insufficient quantities of iPads or inadequate Wi-Fi facilities.
When we first introduced e-learning in our school, we had only about thirty iPads, and before each class, technicians had to install routers, which was highly inconvenient. With the participation in the Education Bureau's Wi-Fi 900 program, every classroom in the school can now access Wi-Fi, making e-learning much smoother. Subsequently, with the support of the Parent-Teacher Association, our school purchased over a hundred iPads, allowing for the implementation of e-learning in more classes simultaneously.
To further promote e-learning, starting from the 2017-18 academic year, our school introduced a "Bring Your Own Device" policy, where incoming form 1 students are required to purchase their own iPads, facilitating a smoother implementation of e-learning.
To change teachers' classroom teaching habits, it naturally takes time. The school initially familiarized teachers with e-learning concepts and encouraged their participation in training programs. We also invited teachers from other schools to share their experiences in e-learning with our teachers.
Since the implementation of e-learning, many teachers in our school have opened up their classrooms for observations by both internal and external teachers, actively engaging in exchanges with teachers from other schools. Visitors to our school include not only local schools but also schools from overseas, such as Macau, Shenzhen, Taiwan, Thailand, and other places.
Through classroom observations, teachers from our school and other schools share their experiences in e-learning. Of course, teachers from our school also visit other schools to learn from their strengths, aiming to maximize the benefits for students.