IT and Geography Teaching in Hong Kong Secondary Schools: A Critical Review of Possibilities, Trends and Implications

Autor/in	Yeung, Stephen Pui-Ming
Titel	IT and Geography Teaching in Hong Kong Secondary Schools: A Critical Review of Possibilities, Trends and Implications
Quelle	In: International Research in Geographical and Environmental Education, 19 (2010) 3, S.173-189 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
Schlagwörter	Constructivism (Learning); Information Technology; Foreign Countries; Educational Technology; Technology Uses in Education; Technology Integration; Use Studies; Educational Assessment; Educational Indicators; Educational Innovation; Barriers; Performance Factors; Teaching Methods; Geography Instruction; Hong Kong + Suchen Sie Ihr Suchwort? Informationstechnologie; Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Benutzerschulung; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Instructional innovation; Bildungsinnovation; Leistungsindikator; Teaching method; Lehrmethode; Unterrichtsmethode; Geography education; Geography lessons; Geografieunterricht; Hongkong
Abstract	Many countries have invested heavily in facilities and teacher training for the infusion of information technology (IT) into various school subjects. The background besetting this innovation and how far learning has improved thereby are important concerns for the education sector. They are examined here with respect to Hong Kong, which is a mixed Chinese-western society now seeking to promote independent learning in all areas of the school curriculum. Geography is chosen for study because IT makes possible numerous changes and benefits to teaching and learning the subject. Among others, IT can help in testing hypotheses and solving problems of an environmental and spatial nature. Literature reviews, however, suggest that the frequency, extent and level of use are limited. This discrepancy between expectation and reality suggests that many necessary teacher and organisational conditions for implementation are not present, including the lack of appropriate hardware and software, technical support and teacher training and confidence. To address the problem, teachers need to take up constructivist approaches and the role of learning facilitators, while the curriculum authority should be more humanistic and considerate of reality in making decisions on policy. (Contains 4 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10