After the 1997 transfer, it is realized that Chinese language has become a sensitive subject due to its cultural significance and political symbolization. One of the most important responsibilities for the post-1997 Hong Kong government is to make both Chinese language and Information Technology (IT) become new initiatives for vitalizing Hong Kong's education system. It is suggested that the Hong Kong government should continue to strengthen resources and technical support in promoting computer assisted learning in school (Report on Review of 9-year Compulsory Education, 1997, Hong Kong, pp.110, 124). The ratio of students to computers is going to be pushed closer one-to-one for maximum use in primary schools. In Hong Kong too, the Arts curriculum stays relatively flexible that allows primary and secondary school teachers to choose content and structure for professional purposes. A development in information technology provision in education recent years has been the constant challenges for the traditional classroom presentation. However, a problem that is being faced by educators is the application of appropriate strategies to support both with respect to hardware and software related to teaching. In order to further enhancing technology teaching, there is also a need for teachers to make judgement to accommodate new approaches for their individual instructional design. Traditional method processed in static, linear and disparate design model do not adequate for multimedia programs. Yet multimedia teaching with a focus on affective and cognitive approaches has been the subject of very little research. Both researchers and educators have to face a situation of very limited multi-disciplined nature teaching references. The project has been descriptive of the issues that have arisen in the Hong Kong context: 1. How to effectively use multimedia in cultivating interdisciplinary and transdisciplinary curriculum across Art, music and Chinese poetry? 2. How to reshape the instructional technology and make inner-directed models into schools? 3. How can new technology help to bring in resources, enriching continuous dialogue and expressive interpretant in humanist effort for teaching and learning? Copyright © 2000 香港教育學院.
|Title of host publication||Proceedings of APAEC 2000 Asia-Pacific art education conference: Regional experiences and prospects in the new century|
|Place of Publication||Hong Kong|
|Publisher||Department of Creative Arts, School of Creative Arts, Sciences & Technology, the Hong Kong Institute of Education|
|Publication status||Published - 2000|
secondary school teacher
primary school teacher
Bibliographical noteWong, L. F. (2000). Building a collaborative development model in designing multimedia teaching materials across art, music, and Chinese poetry. In Proceedings of APAEC 2000 Asia-Pacific art education conference: Regional experiences and prospects in the new century (pp. 296-302). Hong Kong: Department of Creative Arts, School of Creative Arts, Sciences & Technology, the Hong Kong Institute of Education.
- Interdisciplinary and transdisciplinary art and music
- Chinese poetry
- Teaching materials