Strategic use of technology for inclusive education in Hong Kong: A content-level perspective

Thomas K. F. CHIU, Cher Ping LIM

Research output: Contribution to journalArticlespeer-review

18 Citations (Scopus)


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.

: The study presents five practical suggestions for the strategic use of technology in inclusive classrooms in Hong Kong. Copyright © 2020 The Author(s).
Original languageEnglish
Pages (from-to)715-734
JournalECNU Review of Education
Issue number4
Early online dateJun 2020
Publication statusPublished - 01 Dec 2020


Chiu, T. K. F., & Lim, C. P. (2020). Strategic use of technology for inclusive education in Hong Kong: A content-level perspective. ECNU Review of Education, 3(4), 715-734. doi: 10.1177/2096531120930861


  • Equity
  • Ethnic minority
  • Inclusive education
  • Learner expertise
  • Technology


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