Striking a balance between traditional and technological approaches in art education is vital. Therefore, we consider digital technologies as supportive tools that could enhance learning and cultivate student interest.

This interactive session will introduce a framework for educators to evaluate their projects or activities against intended learning goals. The framework is developed using several case studies from innovative programs at an international school and is intended to be applied to various educational settings. The framework enables educators to map out activities, validate their work, identify gaps, and refine their activities to ensure alignment with goals.

Digital language technologies supporting Artificial Intelligence in English-Medium Instruction higher education provide rhizomatic affordances facilitating reciprocal knowledge co-making across disciplines and ethnicities. Digitally equitable access of generative AI (GenAI) software provides user-friendly visual and textual content creation for everyday life and academic registers and genres. This interactive session aims at introducing the conceptual framework of the Multimodalities-Entextualisation Cycle (MEC) (Lin, 2016; 2020) as a heuristic and reciprocal meaning-making tool for nurturing future-readiness with digital transformation.

The presentation will share the findings from a study on school leaders’ challenges and responses during COVID-19. The study uses a systematic review of international evidence to identify the teaching and learning challenges and the school practices to address them. It is informed by the contingency opportunities theory, which considers the environmental constraints and opportunities for schools. Results identify four main challenges and five main responses. Implications for education authorities and schools are discussed.

This study examines the use of mobile instant messaging (MIM) applications to enhance feedback uptake among Performing Arts students in China, addressing a gap in existing literature. Utilizing the USM model for technology-mediated feedback, the research adopts qualitative methods, including semi-structured interviews, observations, and student artifact analysis. Results validate the USM model's effectiveness in performing arts education, revealing challenges in MIM App usage for feedback and its capabilities for providing timely, interactive, and detailed feedback.

This project aims to develop an online platform to improve English as a Foreign Language (EFL) learners’ understanding and application of prepositions. The platform will identify learners’ error types through a diagnostic test and provide personalized training. It will use schematic diagrams to visualize prepositions and adaptive learning algorithms to adjust the learning path. Its effectiveness will be evaluated through post-training tests and usability surveys. This innovative approach could revolutionize preposition learning.

This paper explores the role of artificial intelligence (AI) in developing student feedback literacy. Using the systematic review method, we searched for empirical feedback studies published between 2013 and 2023 to see how AI tools were used to develop student feedback literacy. Analysis of 40 selected publications showed that AI could increase students’ autonomy, judgement making ability and psychological safety during feedback seeking. Implications for revisiting the existing student feedback literacy model are discussed.

Teacher dispositions play a critical role in enabling teachers to embrace social justice praxis and ensure equitable educational outcomes for marginalised students. Teacher education programs thus face a formidable challenge in developing social justice dispositions in pre-service teachers. This study explores the challenges encountered by pre-service teachers during their online teaching practicum. The findings shed light on how social justice dispositions are developed as pre-service teachers navigate the digital divide in the context of India.

The development of generative AI chatbot the newest pre-trained large language model, has recently attracted unprecedented worldwide attention. This exploratory study used a mixed-methods method to collect data. Sixty writing papers and essays were collected from EFL students to analyse the feedback, and then ten students were interviewed. Results showed that generative artificial intelligence feedback can present language issues. The student reported very positive attitudes towards the features of the Gen AI Chatbot.

To actualize school entrepreneurial initiative in the community via STEAM education using soybean as a theme. A 3 year STEAM education plan is developed, namely, STEM Soybean 1.0, STEAM Soybean 2.0, and STEAM+ Soybean 3.0, each with a specific objective.

STEAM education development envisages the school vision and mission in line with the OECD Learning Compass 2030, which aims to inspire students, the next generation, to get ready for the local and global changes.

This paper introduces a transformative professional learning model that equips higher education teachers to shift from content-driven instruction to learner-centered design, utilizing the Learning Design Triangle framework. Conducted in China, this Design-Based Research (DBR) study involves in-service teachers in iterative cycles of collaborative inquiry into their design practices. Through workshops, classroom observations, and reflective notes, preliminary analysis shows a significant shift in educators' understanding and practices, highlighting LDT framework's crucial role in facilitating pedagogical transformation.

An interpretive inquiry was conducted to explore Hong Kong K–12 pre-service teachers' perspectives on AI models and computational thinking (CT). It was conducted after they participated in an introductory CT course, which employed plugged and unplugged approaches alongside AI technology. The findings provide insights into T&L CT through prompt engineering—a potentially novel approach to democratizing CT education that could be the conduit to bridging the divide between CT and general education.

This study aims to explore EFL students’ perceptions about how digital multimodal composing (DMC) task used in class affects their L2 writing development. Having a qualitative research design, this paper draws on in-depth interviews with 8 postgraduate students from HKU to determine their perceived (dis)advantages and challenges of DMC. Thematic analysis of the data indicates both perceived advantages and disadvantages of DMC in L2 writing.

Educational narrative stories play a crucial role in engaging students and boosting their comprehension and retention. In this workshop, teachers will discover how to transform fundamental information into compelling stories and videos, develop intricate plots, and craft gamified learning experiences, through the use of generative AI. This approach aids in enhancing problem-solving skills and enables students to apply theoretical knowledge in real-life scenarios.

The ubiquity of AI gives rise to many ethical issues around us. Consequently, the significance of educating AI ethics has been widely recognized by policymakers or governments globally, however, it may be a daunting task for teachers to teach AI ethics in the classrooms. This workshop will address several ethical dilemmas with an AI multiple-agents game, discuss the AI ethical issues and principles, and reflect on the teaching strategies for AI ethics.

The workshop session aims to explore the synergetic interplay between human intelligence and its artificial counterparts. Various interactive activities will engage the attendees, discussing how humans think and learn differently from artificial intelligence (AI). The session will cover practical applications, introducing three core prompting techniques for effectively leveraging generative AI tools. The attendees will also participate in an enthralling discourse on human-AI partnerships for enhancing productivity. We have designed the session to engage diverse audiences.

This workshop aims to provide participants with an engaging and enjoyable experience that combines playing games with acquiring information evaluation skills. By leveraging the interactivity and collaborative nature of the board game, participants will evaluate and analyze news articles from various aspects, such as source evaluation, fact-checking, bias detection, and critical analysis.

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Three local secondary schools - St. Margaret's Co-educational English Secondary and Primary School, Kowloon Tong School (Secondary Section), and Caritas Fanling Chan Chun Ha Secondary School - will share their experiences in developing self-directed learning (SDL) for students through STEAM education. They will present their SDL-STEAM curriculum units and learning designs on the Learning Design Studio platform. They will discuss with the audience any questions they have regarding the implementation and outcomes of the learning designs.

Teachers from three local primary schools - Sharon Lutheran School, Baptist Lui Ming Choi Primary School, and HHCKLA Buddhist Chan Shi Wan Primary School - will share their experience and expertise in cultivating self-directed learning among students through the design and implementation of SDL-STEAM curriculum units. They will also engage in discussions with the audience providing valuable insights and addressing any queries on the intricacies, outcomes, and impact of their learning designs.

The multilevel leadership teams of Po Leung Kuk Mr. & Mrs. Chan Pak Keung Tsing Yi School and Hong Kong Christian Service Pui Oi School will share their experiences in fostering students’ self-directed (SDL) learning through STEAM education. The schools will also share how they facilitated the SDL-STEAM innovation through connected learning across different levels and the challenges they faced.

We will present the construction and implementation of a K-12 AI course based on a low-cost, open-source device and a handy software based on the YOLO algorithm. Through our work, students are able to learn key AI concepts as well as design and develop innovative AI-driven projects by using low-cost devices. We will provide step-by-step instructions for using our software and device to support students to learn and experience object detection and the YOLO algorithm.

Generative AI tools increase the speed of solution development and foster AI literacy. Our presentation highlights HKU Libraries' role in promoting digital literacy among students. By providing resources and support for various learning styles, the Libraries empowers students to manage their knowledge effectively. We've enhanced learning resources in response to Libraries' information. Our goal is to facilitate efficient learning through accessible technologies such as generative AI tools, promoting self-awareness and metacognitive changes in students.

Grading essays is an important but time-consuming element of teaching. This Interactive Session will introduce audience members to the use of generative AI in essay grading. I will share my experience of implementing AI grading using the newly available Pregrade app (https://pregrade.ai), and the audience will have the opportunity to discuss and walk through the process of using Pregrade for AI-assisted grading.

The evaluation of STEM Education has rarely evaluated students' learning performance, the perspective of attitude, skills and knowledge increase the complexity of learning processes of STEM activities. This study aims to collect the views of in-services teachers and ask their views about how to attain the performance expectation among primary and secondary school students.

This presentation showcases a pioneering undergraduate course that merges guided inquiry design (GID) with project-based learning (PBL), sparking student innovation in museum design. Highlighting IT-enhanced inquiry tools, the course's structure encourages exploration, creativity, and collaboration, leading to international and national-level award-winning projects. Attendees will gain insights into course design and technology integration with educational frameworks to enhance learning outcomes.

This paper introduces an ongoing project investigating the affordances of a blocks-based programming tool, Scratch, in mathematics education. In this study, we set out to characterise students’ mathematical thinking processes as they engage in Scratch programming activities and identify the affordances of Scratch as well as the challenges it poses to students, hoping to generate research knowledge of student thinking to inform both research and teacher education.

The longitudinal Activity Theory for technology implementation (LATTI) framework may contribute to research methods in learning and teaching with digital technologies. This PRISMA-guided, literature-informed (2020–23) framework highlights the novelty effect and was methodologically applied to a recent study:

Kwong C.-Y. C. & Churchill D. (2023). Applying the Activity Theory framework to analyse the use of ePortfolios in an International Baccalaureate Middle Years Programme Sciences classroom: A longitudinal multiple-case study. Computers & Education, 200, 104792.

Addressing educational inequities, this study examines the impact of AI-enhanced after-school self-directed learning (SDL) programs in rural EFL curriculum. Through a longitudinal study, three primary school students from remote areas participate. The research evaluates SDL skills development, resource utilization, and student engagement using mixed methods. Expected outcomes include reduced disparities and equitable access to quality education through AI learning resources.

This study conducted a scoping review on the application of head-mounted display-based augmented reality and mixed reality (HMD-based AR and MR) in nursing education. We elucidated the current state of HMD-based AR and MR applications in nursing education, including their interventions, areas of teaching, and types of research, and analyzed the use of the concepts of AR and MR in these studies. It also proposed future development directions of this technology in nursing education.

STEM Mark is a recently launched certification scheme initiated by the Hong Kong Q Mark Council. It is developed by extensive research conducted on the first patented STEM product certification framework in Hong Kong. The objective of this certification is to establish standardised evaluation criteria for STEM products, ultimately elevating their quality within the industry. STEM Mark certification aims to facilitate consumer recognition of high-quality STEM products, simplifying their decision-making process.

As digital technology continues to expand, fostering students' digital literacy has become increasingly important. Drawing from the European Commission’s Digital Competence Framework for Citizens (DigComp 2.2), St. Margaret's Co-educational English Secondary and Primary School and Caritas Fanling Chan Chun Ha Secondary School will share their approaches to developing students' digital competence across various dimensions through STEAM education. The session will also encourage audience discussions, addressing any questions related to promoting digital literacy among students.

The senior management and teachers of a primary and secondary school will present their experiences on the implementation of the SDL-STEAM innovation, which entails utilizing self-directed learning as the pedagogical approach to deliver STEAM education. The esteemed panel will discuss the design of connected learning across multiple levels, as well as the underlying design principles that enable the scalability and sustainability of education innovation.

This workshop is to provide you with the knowledge and tools needed to be creative and efficient in designing teaching and learning activities. Diverse generative artificial intelligence tools are providing great possibilities, and this workshop will focus on the most common tools and provide related examples of the adoption of tools. Not only will this training benefit you, but it will also help students stay at the forefront of innovation.

The integration of technological tools in educational settings has significantly transformed the traditional teaching methodologies, paving the way for more integrative and student-centered learning approaches. This sharing focuses on the efficacy of incorporating Gatekeep AI and GeoGebra AR with the framework of inquiry-based learning in a math lesson targeting Grade 9 students, using the Technology Integration Matrix (TIM) as a foundational analysis tool of technology integration in class activities.

This session illuminates how informal digital learning of English (IDLE) can be promulgated in Hong Kong English language classrooms. The first part will introduce the concept of IDLE in relation to the context of Hong Kong. In the second part, a secondary school student will share and analyze his experience of engagement in IDLE. The third part will be an interactive dialogue between the presenters as well as between the presenters and the audience.

Image recognition enhances history education by engaging students and improving their understanding. Students train models to identify historical images, fostering a comprehensive understanding of events and cultures. For instance, students collect online data and use Teachable Machine principles to annotate and train models on Renaissance art. Field trips allow students to assess their models' accuracy in classifying images, promoting autonomous learning. AI is a valuable tool, but teachers remain essential for expertise and guidance.

In accordance with the learning objectives of visual arts, our school has designed a series of digital resources, such as videos, virtual environment software and websites, for the purpose of nurturing creativity and imagination, developing the ability to appreciate art, understanding art contexts and developing skills and processes. We have set up an inter-school learning circle to acquire effective skills and pedagogical methods in the use of digital resources through repeated lesson observation and discussion.

In the new era's educational shift, the field of high school information education tackles dual goals: fostering innovation and practical skills. This paper examines the role of project-based learning in igniting creativity among high school students through interdisciplinary knowledge and video-making. The student-focused course design encourages engagement in theme selection, information gathering, video creation, editing, and peer-review, enhancing scientific curiosity and media literacy. This model effectively hones problem-solving and critical thinking through practical learning experiences.

Environmental education can increase students' learning motivation and establish a good attitude to protect environment. If VR creation can be used for environmental education, it will not only save the cost and risk of outdoor activities, but also expand the selection of environmental education scenes and enhance the learning effectiveness for students. Through apply VR creation to educate students on the conservation issue to raise their awareness in protecting the environment through VR creation

This paper explores Hong Kong secondary students’ perceptions of learning to write with ChatGPT in their English as a foreign language (EFL) classroom. In a workshop format, students in seven schools practiced an EFL writing approach with prompt engineering skills. The data sources are pre-workshop and post-workshop questionnaires. Findings show students’ high motivation and satisfaction and low cognitive load. The findings can inform the design of engaging activities and materials for writing with ChatGPT.

The paper presents part of the findings of our bibliometric study exploring the contemporary academic discourse of AI and education: 239 relevant publications were identified from the WOSCC database. A keyword co-occurrence analysis was conducted to elucidate prominent research trends. We highlighted eleven overarching research trends by employing an inductive-interpretive analysis. The paper predominantly discusses the seven research trends regarding the proliferation of AI in the contexts of K–12 STEM education and Teacher Education.