• It is understood that a beginner may not be able to master the operation skills during this one-hour professional development session. The provider should provide a detailed study guide including well-constructed worksheets and a simulation software (such as the one in the CD-ROM of the Windows 98) to the participants for self-practice after class.
• Owing to individual difference, participants might need 2 to 4 hours to practise the contents of this session. It is suggested that the next session can only be conducted after participants have completed the practice.
• It is recommended that, wherever possible, the configuration should be exactly the ones used in the participants' schools. In some schools, the computers have to be logged in with proper accounts, passwords and the selection of local workstation or domain server.

• name the basic components of a computer system;
• identify the locations of various keys (characters, symbols, Chinese input codes) on the keyboard;
• be informed of what a virus infection is and how protection can be achieved;
• start up and shut down PC via menu bar; and using the key (CTRL+ALT+DEL) for logging in Windows NT workstation or restart PC;
• point, click, double-click, drag and drop with mouse on a desktop icon (such as My Computer);
• run and close software applications by mouse or keyboard(WordPad and Paint for Windows);
• maximize and minimize a window;
• use pull-down and expanded pull-down menus;
• select, open, move, and close a window;
• resize a window, tile and cascade windows;
• scroll within a window;
• copy documents from hard disk to floppy disk and vice versa;
• create and name/rename subdirectories/folders;
• open and place documents inside subdirectories/folders; and
• switch on and select different Chinese character input methods.

• Hardware: the system unit (CPU), monitor, keyboard, mouse, speaker, modem, printer and scanner
• The window platform

• Desktop: start button/special menu, icons (application, document, disk and folder), task bar
• Working with windows/ multiple windows
• Working with files, file paths, file directories and file subdirectories
• The help features (including F1 function key)

• An overview of different Chinese input methods available in the system

• The provider is reminded that lecturing and asking the participants to follow step-by-step procedures are not only ineffective but also inappropriate for the learning of a software package. The ultimate purpose of listing the skills is to help participants to master and apply them within the context of an educational task, so that the participants' productivity in teaching and learning can be enhanced.
• The provider should create word processing files purposely written to allow the participants to practise the skills. The contents of the file should be related to teachers' daily work such as worksheets, examination papers, letters to parents or school notices.
• It is quite likely that participants cannot master these skills within this 3-hour session. The provider should design self-learning packages, study guides and worksheets to help the participants to practise these skills (e.g. http://www.microsoft.com/education/k12/classroom/tutorial.htm ) after class.

• create a new document;
• edit a document;
• save a document using both the 'Save' and 'Save As' commands;
• retrieve a document from a floppy disk;
• retrieve a document from the hard drive;
• view a long document using navigation keys through different modes; and
• print a document.

• toggle between the insert mode and the overwrite mode;
• insert text in the middle of a sentence in the insert mode;
• replace text in the overwrite mode;
• cut and paste a sentence;
• cut and paste a paragraph;
• use the spell and grammar check functions;
• correct grammatical and spelling mistakes;
• change font size, style and colour of a paragraph;
• display Chinese characters vertically (直書);
• set document margins and line spacing;
• discuss on how word processing can be used in teaching and learning (e.g. Writing (termed writing to learn; McGinley, 1992) has been proposed as a general technique to encourage active learning); and
• brainstorm the use of word processing in their own teaching subjects and how word processing might benefit students' learning.

• The template and autocontent wizard in some presentation software are prepared for business use. The provider has to prepare contents, which are relevant to teaching subjects in schools.
• Before this session, the participants are requested to bring their teaching notes or word processed scheme of works (in document files) which are to be modified as presentation files in the session. The contents to be developed should not be a transfer of those from a textbook. The participants should be reminded that using presentation software is one way to enhance teacher's role as a learning facilitator.
• It would be an advantage if the classrooms of the participants' school could be equipped with large screen projectors so that the presentation developed can be implemented in actual classroom settings. For those people who do not have projectors, TV-VGA converters can be used.

• create slide show with the Autocontent Wizard
• key in the text of the prepared teaching notes at the outline mode, taking note of the headings, items and sub-items;
• insert built-in graphics and sounds;
• use animations on graphics;
• save the presentation;
• change to slide view and select a suitable template;
• view slides in different formats;
• run the presentation to see the effect;
• select slides during the slide show; and
• have hands-on experience in using large screen projectors or for those without projectors, then use TV-VGA converters.

• Using built-in graphics, sounds and animations

• Selecting slides during a slide show

• The participants are expected to have hands-on practice during the session. Simulation of Web access or using modems is not recommended. A highly reliable and efficient Internet connection is a major factor to making this session a successful one.
• The providers are required to prepare a search engine site and a set of educational URLs to familiarize the participants with the Web as an information repository and recognize its vast potential as an additional resource for education.
• It is expected that the participants will spend at least 1/2 hour for surfing on the Internet.

• seek a specific Web site by entering the appropriate URL;
• surf on the Internet;
• bookmark a Web site;
• print out Web pages;
• find a search engine site and perform a specific Web search;
• download an educational shareware (note: provide information for the participants to deal with compression files using commonly available compression / decompression software. If time permits, professional development providers can demonstrate in this respect);
• discuss the merits, potential limitations and pitfalls of using information available from the Web; and
• evaluate Web-based materials.

• The participants should recognize the importance to know how to use e-mail to communicate with students and teachers in other schools and/or with experts in a subject field (e.g., the e-mail address of a Web master) thus extending the classroom experience and to begin the realization of a “global school”.

• compose e-mails and send to other participants;
• read, reply and forward e-mails;
• attach a scheme of work or teaching materials to an e-mail and send it to another teacher; and
• create folders to organize messages according to the contents.

• The provider should demonstrate various types of educational software and specify their characteristics and functions in teaching and learning. The following issues should be discussed:
  • interactivity;
  • quality of feedback to student;
  • educational value of using multimedia;
  • selection criteria for application of a particular software type; and
  • the role of teacher in using a software type.
• The participants are expected to have hands-on practice during the session. Providers should prepare sample educational software for demonstration and practice. Management of shared resources for hands-on practice should be seriously considered and adopted.
• The providers are required to download appropriate software for exploration from related Web sites such as http://www.download.com.
• It is expected that the participants will spend at least two hours to experience the use of different types of software.

• have hands-on experience to execute some educational software prepared by the provider and to identify the basic features of these packages;
• practise starting up and using some educational software packages in CD-ROMs such as the "Fun with Learning" CD produced by the Department of Education;
• appreciate content-free software applications such as the interactive computing capability of a spreadsheet environment by interacting with such exemplars (spreadsheet example can be drawn from the book “Computer Assisted Learning: Mathematics Exploration” (Kong et al., 1999)); and
• discuss how these applications could be applied in participants' own subject areas.

• It is expected that this module should be conducted in the form of seminars.
• The participants are expected to apply the knowledge expected at the Basic Level as well as other information to design a scheme of work using IT. They should be reminded to try new approach in teaching and record the actual trial and reflect on its implementation.
• The provider should also use various software to illustrate the roles of IT in education.
• The provider can convene a group of participants from different schools to discuss on the change in teaching, learning and IT:
• technology can make learning a more active process and support the activity approach;
• learning is often "project" based and multidisciplinary;
• a higher degree of learner ownership on the knowledge obtained; and
• through IT, the availability of resources results in less reliance on textbooks.
• Some discussion materials, for example, can be found in Chapter 1 and 2 of Grabe & Grabe (1998), Chapter 1 of Simonson & Thompson (1997) and EMB (1998) at http://www.info.gov.hk/emb/eng/public/index.html.

• access the Web site: www.apple.com/education/k12/leadership/acot/ on the “Apple Classrooms of Tomorrow” or www.edu.tw/information ; www.isst.edu.tw about the development of IT in education in Taiwan for more information and reference;
• discuss what is meant by “paradigm shift”; and whether the roles of students and teachers may change as a result of the shift;
• discuss how this paradigm shift can be effected in schools;
• design and develop some learning activities using IT in the participants' teaching subjects; and
• discuss some equity, legal, ethical and social issues in using IT in learning and teaching.

• The provider should prepare several plain text files of teaching notes or test papers for the participants to work on.
• This session could start with a group discussion on what the format of these documents should be. The discussion should focus on how word processing may help students to learn better. There should also be a task analysis on what skills are needed (such as those on the left) in order to modify the format of the documents.
• Another approach is to print out the end products of the documents and ask the participants to make all the necessary modifications so that the skills required can be explored.
• The participants could be divided into 3-4 people per group and discuss how the tasks can be accomplished.
• The provider should prepare detailed study guides with demo files for the participants' practice after the class. He/she should also consider the needs of different subject teachers in word processing (e.g. mathematics teacher might need to use mathematical symbols and equation editor, music teacher might need the use of musical symbols and the format of a Chinese document is quite different from that of an English document).

• discuss the possible use of word processing in class activities in different subjects and how it can be used to facilitate the learning of students including their writing and thinking processes (Forcier, 1999);
• design and produce the front page of the school's newsletter making use of columns and graphics;
• modify the layout or the overall appearance of some existing student handouts (e.g. inserting relevant cliparts); and
• design and produce a test paper which contains essay questions, fill-in blanks and multiple-choice items.

• The providers should avoid building a large presentation file which takes too long to load in a short class period. professional development providers should also develop sample files to illustrate the application of action buttons to call other presentation files.
• The contents of any demo or practice presentation files should be related to teachers' instructional work. The providers should avoid overloading them with decorations of unnecessary pictures and sounds. The provider has to prepare some counter examples to illustrate the design or interface principles of constructing presentation slides.
• Ample worksheets for practising the skills specified on the left column should be provided after the session.

• discuss the need of being flexible in presenting contents in a lesson by using hyperlinks;
• give examples of using action buttons to furnish branching to slides of different topics of the same presentation file in order to provide flexibility in dealing with students with different needs and different ways of thinking;
• select appropriate text fonts, graphics or other components in animation mode so as to attract children's attention and to arouse their interest in the topics;
• design and develop a teaching package (including word processed scheme of works and the presentation software) in the participants' subject areas; and
• discuss how presentation software can be used by students in schools in their learning.

• Graphics should be selected or designed to fulfill the instructional purposes: attention gaining, presentation and practice.
• Painting software (e.g. Paintbrush or MacPaint) can be used to illustrate what bitmap graphics are. Drawing software (e.g. ClarisDraw or CorelDraw) may be used to demonstrate vector graphics.
• The provider should note the differences between different formats of graphics, their advantages and disadvantages in terms of the facilitation of learning, especially when inserting them into presentation files and teaching notes.
• Clipart objects are found in MS-Office package and sets of CD-ROM available from vendors such as Broderbund.
• The participants will be advised that the multimedia objects to be developed in this session should be related to their tasks in other sessions such as the Presentation Software II (module I2) and Web Page Design I (module I4).

• draw simple freehand figures appropriate to the context of a lesson;
• capture and edit clipart graphics and pictures for use in presentation and teaching notes with consideration on the instructional goals;
• change the size and orientation of a clipart;
• clip or crop the clipart according to instructional needs;
• capture a segment of video tape as an AVI file;
• modify some existing presentations by inserting the multimedia objects developed in this session for the use in the participants' classrooms;
• discuss some of the basic principles in design so that the participants are aware of the principles and will be able to incorporate them into their future designs;
• discuss how school students can benefit from making their own multimedia products; and
• record a segment of sound tape / compact disc as a WAV file.

• The aim of this session is to introduce the basic design technique of developing teaching materials in Web (HTML) format. Simple Web page authoring tools such as FrontPage Express or the Web features of MS Word 7.0 can be used. Browsers (like Netscape or Internet explorer) are used to display the contents and there should not be any actual publishing on a Web server.
• One of major features of Web page is the hyperlink property which fits the non-linear nature of human learning. However, a difficult part of creating a Web page is to get the images, the texts and the hyperlinks all come together to form an attractive yet easy-to-use and logical set of learning materials. The participants are therefore to be reminded to keep the design clean and logical. Every page should be linked to every other page (or at least the main pages) such as the figure below:

• capture an educational Web page, save on a local disk and study the design technique;
• study the design rationale behind this Web page in terms of the purposes in education;
• construct a simple personal Web page;
• construct a class Web page linking to the participants' personal page;
• discuss how school students may benefit from making their own Web pages; and
• discuss how different subject areas may benefit from the adoption of Web page design.

• The participants should recognize that with a clear set of objectives, the use of Internet can expose their students to a broad range of knowledge and cultures and enables collaboration among students through various projects and thematic units.
• The provider should have a demonstration on the building and operating a Web-based learning environment with appropriate software.
• Common utility software should also be introduced to facilitate the capture of information from the WWW. These include WinZip, and Acrobat reader which can be downloaded from http://www.download.com or http://www.shareware.com.

• access an Intranet and compare the differences in security and access rights between an Internet and Intranet;
• investigate sites that contains Internet filtering programs and seek possible demo versions available;
• join a newsgroup/discussion group and/or participate in the discussions;
• download appropriate software (at www.icq.com) and register as a user of ICQ;
• talk to other participants with ICQ;
• transfer a file from an FTP site; and
• explore the advantages and disadvantages of using resources from Internet/Intranets in teaching and learning.

• The paradigm shift in teaching: from teacher-centered to student-centered

• The providers need to state some of the pros and cons of different approaches on courseware evaluation. To facilitate the discussion, this session is suggested to be conducted in the form of a seminar and workshop.
• There are short articles on the evaluation of courseware in the journal Learning and Leading with Technology.
• Some references on the situated approach can be found in Squires & McDougall (1996).

• The providers have to prepare different Chinese input software for the participants to select and explain to them the basic design principle so that they can learn from self-learning packages after the session. The participants are expected to practise the selected Chinese character input to a certain degree of efficiency for meeting their teaching needs.
• Self-learning kit for Chinese character keyboard input skills should be introduced for the participants as a follow-up activity (e.g. www.ied.edu.hk/has/comp/index.htm).

• activate the Chinese character input environment;
• select a Chinese input method; and
• input a Chinese character using an input method at participant's choice (including handwritten pad).

• GB2312 and Big-5 Codes
• User-defined Characters for HKSAR Government

• The provider should use a prepared database to demonstrate the basic terminology of a database.
• A number of commercial databases are available in a variety of content areas from educational publishers. Many of these databases are distributed on CD-ROM (e.g. Virtual Globe from Microsoft or MacGlobe from Broderbund).
• These are databases of comprehensive geographical facts covering every country in the world. ERIC on Disk is another excellent example of database that every teacher should access for educational research reports.

• browse an existing database;
• add a record to an existing database;
• delete a record from an existing database;
• search a database for specific information;
• sort database records;
• search for desired information in a database using one criterion;
• create a database layout/report with headers and footers;
• discuss how databases can enhance the management of students' learning;
• brainstorm the use of database in teaching and learning in a teaching subject (e.g. geography, general studies); and
• discuss how the inclusion of databases may benefit the learning of students including the development of thinking skills.

• The provider should demonstrate various spreadsheet applications ranging from:
• presenting data in table form such as student academic report;
• data recording and manipulation such as recording and calculating of examination marks; and
• organising data such as sorting and filtering marks for selecting students eligible for academic awards.
• The participants should also demonstrate how spreadsheet can help to answer some “what-if” questions related to education, for example interest rate and credit card repayment, number relationship, river gradient and flow processes.
• The participants will be required to work independently or in small groups with the guiding materials prepared by the providers but the providers should also assist the participants when they need help. The participants will be required to go on to work with the professional development materials after the professional development session.

• format the report layout of the given task by making use of spreadsheet features such as column width and row height;
• create/copy formulae and built-in functions to perform calculations on the given data by following detailed instructions prepared by the provider;
• design and produce an academic award list from a spreadsheet containing students' raw marks prepared by the providers;
• discuss applications of the features of spreadsheet for data organization in different academic subjects such as mathematics and general studies; and
• discuss how the use of spreadsheets may assist students in developing their thinking skills such as hypothesis testing and answering “what-if” questions.

• discuss the need of computer network in school;
• brainstorm the advantages and disadvantages of running a computer network in school;
• study the needs of the security of computer network;
• describe the configuration of a school computer network;
• use the login and logoff processes in the school network;
• login the school network as a student user and focus on compare the access rights of teachers and students;
• save files in networked drives;
• print documents through networked printer;
• discuss the use of networked facilities for collaborative and project-based learning;
• reinstall software when an application cannot be executed properly;
• describe the problem case to a technician or vendor when a computer does not work;
• describe the problem case to a technician or vendor when a computer cannot be connected in a network;
• describe the problem case to a technician or vendor when a peripheral does not work;
• perform backup from hard disk;
• perform regular disk scanning as a precaution for potential data lost;
• execute the basic procedures in handling virus attack; and
• operate an anti-virus utility to clean an infected disk.

• Access rights and passwords

• Case studies of some common problems
• Disaster planning and precaution

• discuss the paradigm shift issue raised by EMB (1998);
• discuss the features of a traditional teaching paradigm and the advantages and disadvantages of this paradigm;
• discuss how to improve traditional teaching with IT;
• discuss the advantages and disadvantages of the new teaching paradigms;
• identify the possible changes owing to application of IT; and
• discuss how to adopt and adapt the constructivist paradigm.

• Multimedia employs more than one way of delivering knowledge in a multi-sensory and multi-dimensional manner to enhance teaching and learning.
• Hands-on activities should be assigned and students will be advocated to work in group and to access the online help or manuals for using the multimedia hardware. The participants should be guided to read related instructions on using various multimedia devices and related software editors for further progression.

• have hands-on experience to capture sound and edit the sound file (e.g. using the Sound Recorder);
• have hands-on experience to capture a segment of video tapes and edit the video file (e.g. using Abode Premiere);
• have hands-on experience to download a DV tape to the computer (e.g. using IEEE1394 capture card);
• render an AVI file into or capture a video in a MPEG file;
• have hands-on experience to integrate the media in a presentation environment; and
• brainstorm the roles and the potential of using multimedia in various subject areas.

• This module is designed for the participants to learn an authoring language in a minimum amount of time. It is important that the participants should have mastered fundamental programming concepts, such as variables and functions, in order to go beyond creating click and browse (presentation like) courseware.
• It is suggested that a project-based approach. The project approach simply means that one learns through building complete, stand-alone projects. The participants will learn how an authoring package works by constructing a series of fully functioning projects.
• Most of the features of authoring language in this section can be found in Authorware 5.0. The professional development provider has to prepare program segments for demonstration and self-learning package for the participants' practice after class.
• All participants should attempt to make use of the contents taught in this module to design simple software that they can use in their schools and/or their classes. For example, they may like to design an interactive multiple-choice test for their students or a short interactive learning courseware for their classes.

• discuss why teachers should learn about software development;
• construct an authoring piece which presents several multiple choice items and scores the result;
• construct several matching items;
• construct an electronic book with hypertext and navigation features;
• discuss the advantages and disadvantages of using templates, wizards and knowledge objects; and
• discuss the difference of development outcomes between a presentation software and an authoring tool.

• MS FrontPage 2000 and Macromedia Flash 4

• comment a real Web-based learning environment;
• discuss the advantages and disadvantages of using Web-based environment as a learning tool (e.g. no track records after surfing a number of Web sites and pages; low interactivity); and
• design and develop a Web-based teaching and learning environment for a teaching unit that can be used in their schools and/or classes.

• The provider should note that a relationship between tables of records works by matching data in key fields 　The provider should note that a relationship between tables of records works by matching data in key field — usually a field with the same name in both tables. In most cases, these matching fields are the primary key from one table, which provides a unique identifier for each record, and a foreign key in the other table. These fundamental concepts and the entity-relation model introduce basic ideas of the database management objects.
• The development tool assumed in this session is MS Access 97.
• The participants are encouraged to use the features on the left to develop either a database holding information of their classes or a database that their students can use in their learning.

• identity the steps in designing a database (table, fields, primary key, …);
• create tables and enter data;
• determine the relationships between tables;
• create multiple tables or linked forms;
• bring together data from multiple tables and sort it in a particular order;
• query the database using multiple criteria;
• open or close a field list for a form or report;
• create report from filtered records;
• change the overall appearance of a report;
• design and develop a multiple-choice item bank subsumed under different topics and difficulty levels;
• discuss the concept of database (or the queries) used with the Web as information repository; and
• discuss how students can enhance their thinking skills through the use of databases (e.g. hypothesis testing, analysis, exploration with raw data, etc.)

• Datasheet view; design view; table wizard; import table and link table

• Design view; simple query wizard; crosstab query wizard; find duplicates query wizard and find unmatched query wizard

• Design view; form wizard; autoform: column; autoform: tabular; autoform: datasheet; chart wizard and pivot wizard

• Design view; report wizard; autoreport: columnar; autoreport: tabular; chart wizard and label wizard

• The provider should demonstrate spreadsheet applications as explorative learning tools:
• for enhancing the quality of teaching and learning by designing worksheet not only as a presentation (including chart creation) and calculating template but also as a means of "what-if" analysis model for facilitating explorative learning;
• by demonstrating a mortgage repayment scheme using a spreadsheet file, showing how effective it is to explore the instant effect of manipulating the parameters such as principal, interest rate and duration on the repayment independent variable; and
• by which more teaching and learning ILE exemplars can be drawn from the book “Computer Assisted Learning: Mathematics Exploration” (Kong, et al., 1999).
• The participants will be required to work independently or in small groups with the guiding materials on developing ILE prepared by the provider. They will be assisted by the provider when needs arise. The participants will be required to work continuously with the materials after the session.

• construct "what-if" analysis models for teaching and learning;
• organize the worksheets into an ILE by developing macro whenever appropriate; and
• develop among themselves the skills and strategies for using a spreadsheet system in teaching and learning.

Distinguish between absolute and relative addressing modes

• The provider should demonstrate the strengths of applications developed for teaching and learning by integrating software in taking advantage of the individual software. Such exemplars can be drawn from the TOC resources of the Education Department.
• The participants will be required to work independently or in small groups with the guiding materials on developing integrated applications prepared by the providers. They will be assisted by the provider when needs arise. The participants will be required to work with the materials after the session.

• Construct simple integrated applications by data sharing method such as embedding an OLE spreadsheet data table in a word-processed document (Advantage and disadvantage of such integration should be discussed);
• Develop integrated applications by using hyperlink such as invoking a spreadsheet application from a presentation application so that learners not only can receive input from presentation but also explore actively in the spreadsheet environment;
• Use macros supplied by the provider to produce educational integrated applications. Such an integrated application may consist of:
  • an application developed in presentation software to deliver test questions to learners;
  • contents of test questions will be retrieved from a data table in a word-processed document;
  • performance of learners will be collected by a spreadsheet application; and
  • analyzed results from the spreadsheet application will be used as feedback to learner in the presentation application.
• Discuss the skills and strategies for developing applications by integrating software for teaching and learning.

• Word processing system
• Presentation system
• Spreadsheet system
• Database management system

• The provider should distinguish between the two interpretations of IT across the curriculum:
  • IT integration into one single-subject; and
  • interdisciplinary (thematic) studies with the use of IT.
Suggested WWW Resources
• http://csile.oise.on.ca
• http://edweb.cnidr.org/web.effects.html
• http://www.ilt.columbia.edu/ilt/about.html
• http://www.covis.nwu.edu
Some suggested Readings
• Cognition and Technology Group at Vanderbilt. (1993). Anchored Instruction and its Relationship to Situated Cognition. Educational Researcher, 19(6), 2-10.
• EkinSmyth, C. (1998). Rethinking learning and teaching: The navigator school's experience. State of Victoria: Department of Education.
Suggested Learning Activities
The participants are to:
• document and assess a significant field-based activity (e.g. visiting one of the 20 IT pilot schools in Hong Kong) involving experiences in IT in Education program development, staff development, facilities and resource management, or managing change related to the adoption of new technology in schools;
• debate over interdisciplinary studies versus single-subject emphasis when IT is applied in schools;
• select some educational software in a key learning area and discuss when, how and for what to use IT;
• develop a wish list on the kinds of software and hardware that a subject teacher wants; and
• develop a wish list of information technologies that would meet students' needs and match the interdisciplinary (thematic) approach.

• curriculum development issues
• instructional issues
• developing a technology support system

• tools that are specific to the learning area (such as: probeware, midi devices, graphing, data plotters, GIS, CAD/CAM system)

• Communication with parents and guardians, accessing relevant external expertise, and communication with other relevant IT professionals are necessary procedures in planning and adoption of IT in the school.

• Scrogan, L. (1995). Tools for Change: Restructuring Technology in Our Schools. Boulder, Colo: The Institute for Effective Educational Practice.
• Moersch, C. (1996). Computer Efficiency: Measuring the Instructional Use of Technology. Learning and Leading with Technology, 24(4), 52-56.

• Design and develop quality indicators of school use of IT with the consideration of the following (Scrogan, 1995):
  • administrative support;
  • budgetary support;
  • sufficient access;
  • software;
  • IT coordinator;
  • IT team;
  • staff enthusiasm;
  • staff professional development;
  • machine portability;
  • flexibility; and
  • curriculum integration;
• Test and implement the above quality indicators in the participants' schools.

• Identifying guiding principles
• Creating a vision statement

• Properties of transmission media, ergonomics, UPS system, and other infrastructure design issues should be discussed. The provider should make use of publicly available related materials collected from other organizations in professional development sessions for discussion.
• Publicly available materials related to data protection, privacy, and IT policies could also be used in professional development sessions for discussion.

• describe and discuss the rationale of the criteria of network resource allocation such as login time, user space in server, the accessibility of Web server, etc with respect to a participant's school; and
• collect layouts of computer rooms and discuss the rationale behind the design for instructional purpose.

• The provider has to collect various management documents or forms from some commercial firms which the participants could adopt in school settings.

• construct a policy paper on the use of staff and student data in the context of a participant's school;
• study the features of a computer-managed instruction system (e.g. the demo in http://k12.ncs.com/k12/xproducts/abacus.html); and
• construct a policy paper on the use of staff and student data from the perspectives of a participant's schools.

• Copyright issues
• Issues in priority
• Safety regulation
• Issues in responsibility, user regulations, using of Internet, etc.
• Computer lab regulation, walk-in lab regulation and booking of stations
• Privacy and the use of personal data

• Venue booking & timetabling/scheduling
• Security
• Consumable control
• Using with other instructional technology/AV equipment

• A sharing session should be provided on how to act as a mediator among the school management board, teachers and administrative staff in school office on the adoption of IT in schools.
• Case studies about teachers' compu-phobia should be explored.

• discuss motivational strategies in promoting the use of IT in classrooms;
• develop and set the IT competency level for administrative staff;
• design and develop a plan for the participant's own school for school-based staff development;
• discuss the advantages and disadvantages of the school-based IT professional development;
• discuss the advantages and disadvantages of support via one teacher as an IT coordinator or a team of teachers as “an IT coordinator”;
• the participant are to discuss the IT culture within their schools; and
• discuss the need of paradigm shift.

• quality circle and team work approach
• sharing and dedication of duty

• This session assumes the participants have a good command of a software tool suitable for use in implementing a multimedia CD-ROM or a Web- based work: (1) a multimedia authoring tool such as Authorware, (2) Web-based tools such as FrontPage and Flash, or (3) a programming language such as Visual Basic and Java.
• The contents are to integrate theories in courseware design so as to provide basic design principles of courseware in school curriculum.

• Persico, D. (1997). Methodological Constants in Course Design. British Journal of Educational Technology, 28(2), 111-123.
• Wild, M., and Quinn, C. (1998). Implications of Educational Theory for the Design of Instructional Multimedia. British Journal of Educational Technology, 29(1), 73-82.
• Hickman, F.R., and Taylor, R.M. (1989) Analysis for Knowledge-Based Systems: A Practical Guide to the KADS Methodology. UK: Ellis Horwood.
• Akpinar, Y., and Hartley, J.R. (1996). Designing Interactive Learning Environments. Journal of Computer Based Learning, 12, 33-46.
• Pressman, R.S. (1997). Software Engineering a Practitioners' Approach. McGraw-Hill.

• study the advanced features of an authoring tool (such as Macromedia Authorware 5.0) and identify the methodologies used in the courseware design and develop an appropriate package to be implemented in school;
• conduct an integration testing strategy for any of the courseware implemented in the participant's school; and
• visit a leading educational software publishing company and study their methodologies used in design and quality assurance or invite software developers to talk about their experience in the software design.

• discuss the strengths and weaknesses in using a particular tool for educational purposes, e.g. radio buttons for multiple choice items, check boxes for questions with several appropriate answers, textboxes for text input, list boxes for single and multiple selections, etc.;
• declare variables to hold data like student information: names, temporary and final marks;
• pass values from tools to tools and from forms to forms;
• insert a graphic file into a form and/or a tool;
• use Application Path for graphic file manipulation;
• manipulate graphics according to the context of the educational task to be performed, e.g. to achieve task objectives by changing the size and position of the graphics;
• select the right objects, drag them to the right place for grouping or identification;
• identify the moved objects their related manipulations and the tools where the objects are placed; and
• discuss how different elements in visual programs can be used in different subject areas to promote the efficiency of learning and teaching.

• use timers to keep the time required by the user in answering a question, or in moving something from one place to another, or in animating a graphic;
• use the Common Dialog box to open an existing teaching and learning program and save it in another file name, e.g. allowing the participants to save the files in the same or other names after they have drawn some graphics or pictures;
• use the Common Dialog box to allow students to print their work;
• play a narration in the context of a unit in the format of a wave file;
• play a piece of background music in a midi file to create a vivid atmosphere and bring the users into the learning situation;
• play a video file in AVI format to illustrate a certain effect in the context of the unit;
• play a video file in MPEG format to illustrate a phenomena or to create a learning situation;
• use sequential files to store and retrieve the names of the users and their marks;
• define the data structures for holding records of students;
• use random files to store student data represented by the pre-defined data structures;
• sort algorithms to arrange the names and results to show the top three students with the highest marks; and
• discuss the advantages and disadvantages of using the advanced elements in visual programming on the left in different learning areas.

• This module is valuable for teachers who wish to develop Java applets and applications. Experience with a programming language is assumed.
• Suggested Web sites to Visit
  • Resources online: http://java.sun.com
  • Tutorial: http://www.javasoft.com/nav/read/tutorial.html
Suggested Learning Activities
The participants are to:
• Create a Java source code file to output the string "Hello! World" with the use of AWT;
• Identify the functionality of the common classes such as Applet, AWT;
• Identify the difference between:
  • a Java application and a Java Applet;
  • a class and an abstract class;
  • a class and an interface;
  • an abstract class and an interface; and
• Discuss the advantages of OO programming; and
• Discuss the strengths and weaknesses of using Java as a particular tool for the development of courseware in a teaching subject.

• Http://www.javasoft.com/applets

• write a computational program which will:
  • accept a series of examination marks;
  • compute the average;
  • determine the highest mark; and
  • display the average and the highest mark;
• modify the applet behaviour in a Web page;
• write an applet called Triangle that can be used to represent a triangle. (It should include the following methods that return Boolean values indicating if the particular holds?):
  • is_equilateral (a equilateral triangle);
  • is_scalene (no two sides are equal); and
  • is_isosceles (only two sides are equal);
• write an applet that draws a “No Smoking” sign (using drawString, drawOval, drawLine) as follows; and
  
• develop and design a Web page which makes use of Java applets such as creating a multiple-choice item for Web-based testing.

• explore the functions of MS Internet Explorer and Netscape Communicator;
• develop and publish a Web page using a HTML editor;
• add multimedia effects to a Web page;
• search for school Web sites around the world and study and discuss their design and how they are used; and
• discuss how the school might benefit from building its own Web site.

• install, configure, and maintain a Web server including WWW and FTP;
• extract data from form input;
• capture, retrieve and display information with DBMS;
• design and develop a Web class (virtual classroom) with chatroom enrollment; and
• brainstorm on the advantages and disadvantages of building a Web site for the participants' subject areas.

• The provider should suggest some topics for the project, for example:
• the implementation of a scheme of work using IT and how this scheme of work may influence the learning of the students;
• a case study of school-based professional development on teachers' adoption of IT in learning and teaching;
• conduct a survey for staff in the use of e-mail and how e-mail are used in learning and teaching;
• develop a unit of work that integrates the use of a specific IT tool in a key learning area and how this may influence the learning of the students; and
• visit an IT pilot school to study how use of the Internet and Intranet is integrated into classroom activities.

• Written proposal (1000 words);
• Oral presentation of the proposal;
• Written project (4000 words); and
• Oral presentation of the project.