Making a Difference in Programme Editing

Pui Ching Middle School is now actively developing information and technology. Apart from constructing network of school, they are also putting effort on knowledge innovation strategy these years. To improve students’ interest in computer science and solving problems, the most effective way is to help develop their computer programme editing. Thus, some computer teachers added elements of this programme in the class, and enhance students’ ability by Online Judge System.

During the teaching process, group teachers would watch students’ technique of programme editing, then picked up the students with the 10th most potential, and offered specific training after the class and during the holidays, in order to improve their professional skills. Besides, teachers took the students to take part in regular national and regional open competition. Facing professional programme editing competitors from other countries and regions, students’ field of vision was widened, which could motivate them in better studying and developing.

Recent years, four teachers in this school taught students by a new function “Online Quiz” by Google, which was seen to be in a good result. Professor Marr explained that “this kind of teaching could change the traditional teaching mode single-way to an in-time interaction between teachers and students, and analysing problems and answers together. Meanwhile, students were motivated to discuss online, which could be better directed by teachers after the class.

(Professor Leung helps cultivate students’ ability of problem solving by interactively in-time practice.)

Now it is a Web 2.0 time, when the information and technology in education focus on involvement from people to people. Then, online discussion become a perfect platform for people to speak and share ideas. Based on this background, teachers in Pui Ching School built an “Electronic Community” for students and there parents to be a virtual teaching and learning platform, which was a breakthrough in the traditional education system. Professor Lo Yin Ming said that  students today can actively discuss and share their ideas, and can upload or download useful teaching materials. Their successful mode of teaching and learning have attracted schools from China and Singapore, which promoted and expanded their good experience of information technology in education.

Since the year 2007, school has started the use of Google Apps and Online Tables for school communication system, and created a new learning scheme “Mobile Learning”, through which PDA and Smart Phone are commonly used for a faster distribution of test and exercise. Every students are also teachers in the same time, as then actively play a role in “Online Judgement”, and then can better overcome difficulties in programmes one by one. 

(Online Testing leads to a better sharing of students’ work in time, which can help in the further discussion.)

To conclude, the computer department of Pui Ching School keeps on supporting the ICT teaching, and share their successful experience all over the countries. Besides, they also promotes and helps improve the examination system, computer courses, and some new teaching system among schools in Hong Kong. Teachers in Pui Ching School said that “We feel proud that we can share and make a difference.”

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Post by Ricky CHAN KWOON KAY

English Language Education, Key Learning Area

Activity: analyse an innovative case and identify roles adopted by students. Then present your case highlighting the role of students and perceived degree of innovativeness of the case.

In the case of “English Language Education, Key Learning Area”, it mainly tells us about making an innovation in students’ English reading and writing skills so that they can better learn and improve. In the Buddhist Wisdom Primary School in Hong Kong, there is a group of teachers working together to design extensive learning activities for students, such as Literacy Programme, Guided Reading Programme, and Super Readers’ Club. With using the multi-sensory activities, students felt motivated and became more interested in reading. The photo 1 indicates their passion of reading books after joining in a variety of activities.

photo 1

Abut the Roles adopted by students, before the activities launching, they thought that reading was quite boring, and  their study mode was quite passive. After making change now, they become self-motivators, helpers and active knowledge explorers. In the Reading Mentorship Programme, senior form students volunteer to help junior form students with their reading. Besides, with the co-teaching culture in the school, they learned to share skills and knowledge with one another. After the implementation of innovation in teaching students English language, every student seems to become a great writer and good commenter, who knows how to show appreciation of others' work. For example, we can see the photo 2, where everything they write are “published”. On the desk are some colourful “publications”, bound together with cheerful plastic covers designed by students themselves.

photo 2

Through the reading improvement programme, students are provided with rich language input and connected to a world of alternative experiences, thus enriching students’ personal development and world knowledge. The impact are that they found the skills acquired in the new way of language teaching (i.e. mind mapping, brainstorming and discussion of ideas) realy helped them to read and learn more expressively. Students also enjoyed the writing lessons, conferencing and drafting and were more excited to share their finished products with others.

However, About the perceived degree of innovativeness,it is still relatively low and needs improvement. First, the co-teaching mode requires a lot of work, and is very time-consuming“. Teachers have to squeeze time between classes or breaks to plan and discuss the lessons. As a result, it is very challenging for both teachers and students. Besides, technology develops rapidly today, but this change seems to be a little remote from ICT innovation. So, the teachers may need to figure out some technical aspects in improving students’ learning, and think how this innovation in technology can help students to reach their expected target.

Sources and References:

“English Language Education, Key Learning Area”,

http://qef.org.hk/ate/2010_11ate/english/docs/CEATE_Compendium_2009-2010-6_(Teaching_Practices-Awards_in_English_Lang_KLA).pdf


post by Ricky CHAN, Kwoon Kay