Strategic Use of Technology for Inclusive Education in Hong Kong: A Content-Level Perspective

Abstract

Purpose: A growing body of research has focused on the topic of inclusive education for ethnic minorities in Hong Kong. At the same time, few scholars have explored the role technology can play in enhancing inclusivity within the context of quality education. This study examines how the differentiated use of technology that takes into account disparities in prior knowledge can benefit students of different learning backgrounds. Design/Approach/Methods: This study adopted an experimental design to investigate how content-specific and content-neutral technologies can be strategically used to support the classroom discussions of Chinese and ethnic minority students’ learning Chinese language and mathematics. One hundred and twenty-one secondary school students participated in the study. Each student was randomly assigned to a condition, in a 2 (ethnicity: Chinese vs. ethnic minority) × 2 (content: content-specific first vs. content-neutral first) design. Findings: The study found that (a) for Chinese language lessons, ethnic minority students preferred to learn with content-neutral and content-specific technologies in prediscussion and postdiscussion activities, respectively; whereas the Chinese students’ preferences were the opposite and (b) for mathematics lessons, both groups of students performed better when content-specific and content-neutral technologies were used in prediscussion and postdiscussion activities, respectively. Originality/Value: The study presents five practical suggestions for the strategic use of technology in inclusive classrooms in Hong Kong.

Motivating Online Learning: The Challenges of COVID-19 and Beyond

“…After COVID-19, it shall be important to follow and promote teachers’ wellbeing in Asian countries as well. Addressing equity and social justice concerns in learning with technology (Chiu & Lim, 2020 ). Majority of educational studies related to the pandemic are conducted in mainstream schools or city areas.…”

Catering for Learner Diversity: Issues and Trends

“…Yin et al (2020) investigate learner diversity from the psychological perspective of learning styles which shape junior secondary students’ learning approaches, while Yang and Wong (2020) do so from the perspective of career development. Wong (2020) and Chiu and Lim (2020) each address the issues arising from ethnic minorities, which obviously influence minority students’ learning due to the institutional requirement to acquire Chinese as a second language and the most common language of instruction in Hong Kong. Another well-established difference that warrants attention is learners’ intelligence, ranging from giftedness to special needs.…”

“…University–school partnerships are thus another necessary means to increase the epistemic resources that school leaders and teachers can draw upon. Both Cheung et al’s (2020) and Chiu and Lim’s (2020) research are cases of such partnerships. Furthermore, Chiu and Lim (2020) point to another important dimension in the current education world full of learner diversity.…”

“…Both Cheung et al’s (2020) and Chiu and Lim’s (2020) research are cases of such partnerships. Furthermore, Chiu and Lim (2020) point to another important dimension in the current education world full of learner diversity. Current advances in technologies could be a double-edged sword.…”

“…On the other hand, assistive technologies or assistive ways of using technologies in the classroom could be a means of improving education equality. Together, Cheung et al (2020) and Chiu and Lim (2020) could be synthesized as challenges that educators need to face in creating the technological pedagogical knowledge to address the diversity in learning and learners, perhaps best actualized through university–school partnerships in professional learning communities. Designing solutions to diverse needs would doubtlessly benefit from multiple perspectives and expertise.…”