Strategic Use of Technology for Inclusive Education in Hong Kong:A Content-Level Perspective
作者机构：Department of Curriculum and InstructionFaculty of EducationThe Chinese University of Hong KongShatinNTHong Kong SARChina The Education University of Hong Kong
出 版 物：《ECNU Review of Education》 (华东师大教育评论（英文）)
年 卷 期：2020年第3卷第4期
页 面：715-734页
学科分类：0502[文学-外国语言文学] 050201[文学-英语语言文学] 05[文学]
基 金：The author(s) received no financial support for the research authorship and/or publication of this article
主 题：Equity ethnic minority inclusive education learner expertise technology
摘 要：Purpose:A growing body of research has focused on the topic of inclusive education for ethnic minorities in Hong *** the same time,few scholars have explored the role technology can play in enhancing inclusivity within the context of quality *** study examines how the differentiated use of technology that takes into account disparities in prior knowledge can benefit students of different learning ***/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 *** hundred and twenty-one secondary school students participated in the *** student was randomly assigned to a condition,in a 2(ethnicity:Chinese *** minority)2(content:content-specific first ***-neutral first)***: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,***/Value:The study presents five practical suggestions for the strategic use of technology in inclusive classrooms in Hong Kong.
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