Microsoft in Education Hong Kong Forum 2018

DrW C HOITE Section, EDB28 April 2018

What jobs are at risk due to computerisation ?

• …As technology races ahead, low‐skill workers will reallocate to tasks that are non‐susceptible to computerisation, i.e., tasks requiring creative and social intelligence. For workers to win race, however, they will have to acquire creative and social skills.

Frey & Osborne (2013), The Future of Employment: How Susceptible are Jobs to Computerisation?https://www.oxfordmartin.ox.ac.uk/downloads/academic/future‐of‐employment.pdf

Nedelkoska, L. and G. Quintini (2018), “Automation, skills useand training”, OECD Social, Employment and MigrationWorking Papers, No. 202, OECD Publishing, Paris.http://dx.doi.org/10.1787/2e2f4eea‐en

• Across the 32 countries, close to one in two jobs are likely to be significantly affected by automation, based on the tasks they involve. But the degree of risk varies. 

• About 14% of jobs in OECD countries participating in Survey of Adult Skills (PIAAC) are highly automatable (i.e., probability of automation of over 70%).  

• In addition, another 32% of jobs have a risk of between 50%and 70% pointing to the possibility of significant change in the way these jobs are carried out as a result of automation –i.e. a significant share of tasks, but not all, could be automated, changing the skill requirements for these jobs.

Top skills currently needed in the workplace

The Economist Group (2015), Driving the skills agenda: Preparing students for the future.

PISA 2015 Results—Collaborative problem solving

Our 15‐year‐old students ranked the third

https://www.oecd‐ilibrary.org/docserver/9789264285521‐en.pdf?expires=1523605841&id=id&accname=guest&checksum=6F0588206A204AE4BFC60E1E63C65F5C

Six Cs of Deep Learning

Character

Citizenship

Collaboration

Communication

Creativity

CriticalThinking

Ref: Education Plus (By Michael Fullan & Geoff Scott)

ITE4

1Infrastructure

2e‐Learning resources

3Curriculum & pedagogy

4Capacity building

5Involving 

stakeholders

6Research & evaluation

Action 2: e‐Learning Resources 

e‐Textbooks

• There are 49 sets of e‐textbooks on Recommended e‐Textbook List (eRTL), among which 34 sets are from the e‐Textbook Market Development Scheme (EMADS)

e‐Resources provided by EDB and HKEdCity

• One Stop Portal (EDB)• EdConnect (HKEdCity) – Single Sign‐on• EdBookShelf (HKEdCity)• eREAD Scheme (HKEdCity)• Student Assessment System (STAR) (EDB)• e‐Resources Acquisition Project (eREAP) 

(HKEdCity)

Subjects covered: Primary Level• Chinese Language• English Language • Mathematics • General Studies• Putonghua • Physical EducationJunior Secondary Level• Chinese Language• English Language • Mathematics • Life and Society• Computer Literacy• Geography • History • Science

Progress of e‐textbook’s adoption across education levels

49.3% 50.7%53.6%

59.8%56.9% 54.8%

62.7%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

P1 P2 P3 P4 P5 P6 Total(Pri)

28.2%24.8%

21.7%

15.5% 15.8% 15.8%

31.3%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

S1 S2 S3 S4 S5 S6 Total(Sec)

Primary Schools Secondary Schools

Source: School Survey on ITE (2016/17)

Progress of e‐textbook’s adoption across KLAs/subjects

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Chi Eng Math LS Sci Hum CL VA Others

S1 S2 S3 S4 S5 S6

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Chi Eng Math GS CL VA Others

P1 P2 P3 P4 P5 P6

Primary Schools Secondary Schools

Source: School Survey on ITE (2016/17)

School progress on using e‐resources across education levels

81.0%85.7%

90.7%

97.1%93.9% 93.6%

98.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

P1 P2 P3 P4 P5 P6 Total(Pri)

92.6% 93.5% 92.3% 93.5% 92.6%

81.7%

97.5%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

S1 S2 S3 S4 S5 S6 Total(Sec)

Primary SchoolsSecondary Schools

Source: School Survey on ITE (2016/17)

School progress on using e‐resources across subjects

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Chi Eng Math LS Sci Hum CL VA Others

S1 S2 S3 S4 S5 S6

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Chi Eng Math GS CL VA Others

P1 P2 P3 P4 P5 P6

Primary SchoolsSecondary Schools

Source: School Survey on ITE (2016/17)

• On going curriculum review. The Secondary Education Curriculum Guide, with ITE as one of the major renewed emphases.

Action 3: Curriculum and Pedagogies

• A curriculum supplement “Coding Education: Supplement to Primary Curriculum” is prepared.

• The “Information Literacy for Hong Kong Students” was updated in 2016.

Curriculum Documents

• Chapter 3D IT for Interactive Learning, Basic Education Curriculum Guide (P1‐P4) 2014

• Booklet 6D IT for Interactive Learning: Towards Self‐directed Learning, Senior Education Curriculum Guide (Draft ‐May 2017)

http://cd.edb.gov.hk

Using IT to Nurture 6Cs

Innovative PedagogyLearning outcomes ‐> Pedagogies ‐> Technology

How does the technology enhance students’ learning?

Character • Ethical use of information and IT

• Be responsible when creating webpage contents

• Discuss issues related to cyber ethics, e.g. cyber etiquette, plagiarism, cyber scam and crime

Exchange with students in other countries using video conferencing tools

Citizenship

CommunicationCollaboration

• Sharing ideas in real time• Use collaborative IT tools / 

LMS  to design a 5‐day a trip overseas and create a presentation with rich media

• Presentation in class• Students share their plans 

for peer review after class

Critical Thinking

Creativity

Apply IT tools in STEM Day / related activities to design electrical home appliances for “Smart Living”智能水杯

聲控水機

Action 4: Capacity Building

(A) Professional Development Programmes (PDPs)

School Year No. of PDPs conducted

2014/15 3112015/16 4522016/17 4382017/18

as at end of April

297

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Source: School Survey on ITE (2016/17)

Observations of the changes/outcomes of learning and teaching on implementing e‐learning (1)

18.3%

8.8%

12.9%

9.8%

14.3%

12.2%

9.7%

77.2%

84.1%

79.9%

81.7%

75.4%

76.9%

76.8%

3.1%

4.6%

4.5%

6.0%

8.1%

8.5%

9.9%

0.0%

0.1%

0.0%

0.1%

0.4%

0.6%

0.4%

1.4%

2.4%

2.…

2.4%

1.8%

1.8%

3.2%

Strengthen teacher‐student and student‐studentinteractions

Students are more motivated to learn through activeknowledge construction

Collaborative learning among student peers can beenhanced more easily

Students' self‐directed learning has been enhanced

Students can master abstract concepts and complicatedissues more easily

Teachers' pedagogy has been transformed, with the use ofIT/e‐learning

Teachers have made use of different e‐tools, e.g. Apps tosupport students in eliciting their creativity

Strongly agree Agree Disagree Strongly disagree Not applicable

Source: School Survey on ITE (2016/17)

Observations of the changes/outcomes of learning and teaching on implementing e‐learning (2)

7.7%

6.7%

5.2%

6.6%

6.3%

4.2%

71.9%

72.9%

70.9%

65.3%

64.8%

63.9%

15.2%

13.6%

18.7%

20.0%

21.5%

23.2%

0.…

1.0%

0.6%

1.5%

1.0%

1.3%

4.6%

5.9%

4.6%

6.6%

6.4%

7.4%

Students are more aware of information literacy, inparticular, the ethical use of IT

Teachers have designed different modes of teaching byengaging students in learning across time and space e.g.the adoption of 'flipped classroom' practice and etc

Students' problem solving skills are strengthened

More teachers have practised e‐assessment

Students' computational thinking competency isstrengthened

Students' critical thinking skills are strengthened

Strongly agree Agree Disagree Strongly disagree Not applicable

Source: School Survey on ITE (2016/17)

Typical road map of e‐learning in schools

CCF Assistance Programmeendorsed on 23 Apr 2018

Wider adoption of e‐Learning

Different sectors

Quality e‐resources

Collaborations

Thank you !

http://www.edb.gov.hk/ited

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