The Fourth Strategy on IT in Education

The Fourth Strategy on IT in Education –

Enhancing Schools’ WiFi Infrastructure

Expression of Interest Form

General

This Expression of Interest (EOI) Form is designed for government, aided, caput and local schools under the Direct Subsidy Scheme schools to indicate their plan for WiFi infrastructure enhancement under the Fourth Strategy on IT in Education in the coming school years. This form in static storage media, such as CD, DVD, USB thumb drive should be submitted by hand or by post to:

Information Technology in Education Section

Education Bureau

Room E420, 4/F, East Block

EDB Kowloon Tong Education Services Centre

19 Suffolk Road, Kowloon Tong, Kowloon

on or before 6:00 pm on 23 Mar 2015 (Monday).

Submission of this form demonstrates your commitment to the use of e-textbooks, e-learning resources and relevant pedagogies in schools. On acceptance of your submission, you are obliged to take forward the actions according to your commitments as outlined in this form.

A survey is attached to obtain an overview on schools’ implementation of e-learning and planning on the use of the WiFi infrastructure. Schools are encouraged to complete the survey for our future planning of supportive measures.

Please refer to the Explanatory Notes for completion of this form.

Part A: School Particulars

School name: / (English)
(Chinese)
School code: /
School type: / o / Primary
o / Secondary
o / Special
Finance type: / o / Government
o / Aided
o / Caput
o / Direct Subsidy Scheme
School head: / (English)
(Chinese)
Telephone no.:
Fax no.:
Contact teacher: / (English)
(Chinese)
Telephone no.:
Email address:
Total no. of students (as at 2014/15 school year):

WiFi infrastructure enhancement plan

We will be ready to adopt WiFi for e-learning in our school in the school year of: (Please refer to paragraphs 5-7 of the Explanatory Notes.)

Year of Implementation / Please indicate your preference (1,2,3)
(1-highest priority and 3-lowest priority)
2015/16
2016/17
2017/18

Part B: Implementation Details

1.  Three-year School Development Plan

(Please refer to paragraph 8 of the Explanatory Notes.)

Relevant major concerns in the implementation of e-learning, if any, as stated in the Three-year School Development Plan:
Details of the e-learning concerns, if any, in the Three-year School Development Plan have been uploaded on school website at:

2.  Schedule for using e-textbooks/e-learning resources

(Please refer to paragraphs 9-11 of the Explanatory Notes.)

Primary Level

Level / 2015/16 / 2016/17 / 2017/18 / Strategies of integrating IT in subjects, if any /
Subject / No. of classes / Subject / No. of classes / Subject / No. of classes /
P1
P2
P3
P4
P5
P6

Secondary Level

Level / 2015/16 / 2016/17 / 2017/18 / Strategies of integrating IT in subjects, if any /
Subject / No. of classes / Subject / No. of classes / Subject / No. of classes /
S1
S2
S3
S4
S5
S6

3.  Teachers’ readiness and professional development

3.1 Teachers’ readiness to adopt e-learning:
(Please refer to paragraphs 12-14 of the Explanatory Notes.)
Total number of teachers in the 2014/15 school year:
Number of teachers considered ready to adopt e-learning:
Number of teachers who will be involved in adopting e-learning in the next three school years:
Outline of teachers’ readiness, such as their practices and experiences in adopting e-learning and professional development records in e-learning/IT in education:
3.2 Plan of teacher professional development on e-learning:
(Please refer to paragraphs 15-16 of the Explanatory Notes.)
(a) Commitment to the professional development programme on e-learning
Number of participants
2015/16 / 2016/17 / 2017/18
Principal / Vice-principals
Middle managers
Teachers

(b) Outline of school’s own professional development programme on e-learning:

4.  Engagement of stakeholders

(Please refer to paragraphs 17-20 of the Explanatory Notes.)

4.1  School Management Committee (SMC) / Incorporated Management Committee (IMC)

Please provide brief description and evidence.

4.2  Teachers

Please provide brief description and evidence.

4.3  Parents

Please provide brief description and evidence.

5.  Plan for buildup of mobile learning environment

(Please refer to paragraphs 21-23 of the Explanatory Notes.)

5.1 Existing infrastructure (as at 2014/15 school year)

Number of registered classrooms:
Number of registered classrooms with sufficient WiFi coverage:
Number of mobile computing devices owned by school for use by students:

5.2 If funds are made available for school to enhance the WiFi infrastructure, which mode of enhancement you would choose:

o / Design, build and operate the WiFi infrastructure based on service subscription
o / Design, build, own and operate the WiFi infrastructure by school
o / Others (please elaborate):

5.3 Is there any policy to manage the increasing number of mobile computing devices for use by students in class (the devices may be owned by students (Bring-Your-Own-Device [BYOD]))? If yes, please provide brief description and evidence.

Part C: Declaration and Commitment

I confirm that: (Please mark “ü” as appropriate.)

o / All information given in this form is true and accurate. I understand that if I willfully give any false information or withhold any material information, the submission will become void and any grant approved will be withheld and any payment made shall be refunded to EDB.
o / Upon confirmation, we will commit to the use of e-textbooks, e-learning resources and relevant pedagogies in our school.

A Snapshot on the Implementation of e-Learning and WiFi Infrastructure

Please complete the following in view of the implementation of e-learning in school. We will only use the information for future planning of relevant support to schools.

1. Please estimate how often students use IT in their learning:

Area / Very often (at least once a week) / Often
(at least once a month) / Occasionally
(at least once a term) / Never
Inquiry-based Learning / o KS1
o KS2
o KS3
o KS4 / o KS1
o KS2
o KS3
o KS4 / o KS1
o KS2
o KS3
o KS4 / o KS1
o KS2
o KS3
o KS4
Collaborative Learning / o KS1
o KS2
o KS3
o KS4 / o KS1
o KS2
o KS3
o KS4 / o KS1
o KS2
o KS3
o KS4 / o KS1
o KS2
o KS3
o KS4
Self-directed Learning / o KS1
o KS2
o KS3
o KS4 / o KS1
o KS2
o KS3
o KS4 / o KS1
o KS2
o KS3
o KS4 / o KS1
o KS2
o KS3
o KS4

2. Please state whether students are engaged in developing the following capability on information literacy:

Area / Yes / No
Use and communicate information ethically and responsibly / o / o
Identify and define a need for information / o / o
Locate and access relevant information / o / o
Evaluate information and information providers, in terms of authority, credibility and current purpose. / o / o
Extract and organise information and create new knowledge / o / o
Be able to apply ICT skills in order to process information and produce user-generated content / o / o
Recognise the roles and functions of information providers in the society / o / o
Recognise the conditions under which reliable information could be obtained. / o / o

3. Please state which of the following resources will be used by students in school:

Resources / Yes / No
Learning Management System / o eclass
o iclass
o Edmodo
o Moodle
o Others:
/ o
Online platform for collaborative work
/ o Google
o MS Office 365
o Others:
/ o
Hong Kong Education City account / o for teachers
o for students / o for teachers
o for students
Multimedia production tools / o / o
Data logging tools for conducting science experiments and investigations / o / o
Communication software / o / o

For effective implementation of e-learning, schools may consider adopt the Technological Pedagogical Content Knowledge (TPACK[1]) model in developing teachers’ capability.

4. Please estimate future training needs of your teachers according to the TPACK model:

Areas according to TPACK model / Yes / If yes, please state the no. of training places / No /
Technological Knowledge
It is the knowledge about certain ways of thinking about and working with technology, tools and resources. For example, operation of mobile computing devices. / o / o
Technological Pedagogical Knowledge
It is an understanding of how learning and teaching can change when particular technologies are used in particular ways. For example, adoption of flipped classroom. / o / o
Technological Content Knowledge
It is an understanding of the manner in which technology and content influence and constrains one another. Teachers need to understand which specific technologies are best suited for addressing subject-matter learning in their domains and how the content dictates/changes the technology, or vice versa. For example, use of data logger in Science subjects. / o CLE
o ELE
o ME
o PSHE
o SE
o TE
o AE
o PE
o LS
o GS
o Others:
/
/ o
Technological Pedagogical Content Knowledge
It is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; and pedagogical techniques that use technologies in constructive ways. For example, use of Physics applications to teach the concepts of Physics. / o CLE
o ELE
o ME
o PSHE
o SE
o TE
o AE
o PE
o LS
o GS
o Others:
/
/ o

5.  For preliminary preparation of the construction work for the WiFi infrastructure, please state the anticipated timeframe.

Tasks / Time frame
Drafting specification / e.g. May 2015
Inviting quotations
Vetting bidders’ proposals
Seeking approval from senior management
Conducting civil work, if any
Constructing the WiFi infrastructure by contractor
Conducting user acceptance test

6.  Which mode do you prefer in acquiring your mobile computing devices:

o / Lease or rent
o / Procure
o / Others (please elaborate):

[1] Technological Pedagogical Content Knowledge (TPACK) is a framework that identifies the knowledge teachers need to teach effectively with technology (from http://www.tpack.org, http://www.nc.hcc.edu.tw/ezfiles/119/1119/img/805/99017.pdf). The TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge which represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organised, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction. (from Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.)