|Certificate in PDP on e-Learning in Secondary Mathematics|
|Mode of Study||Full-time Block Release|
|Venue||Tai Po Campus|
|Programme Co-ordinator||Dr Cheung Ka Luen|
|Programme Enquiries||Mr Pecco Yin 2948 7509|
This programme aims to equip secondary school teachers with sound knowledge and hands-on practices of e-Learning pedagogies specific for Mathematics teaching, and strengthen teachers’ both competence and confidence in delivering and sustaining e-Learning in secondary Mathematics curriculum.
On successful completion of the programme, participants will be able to:
- demonstrate an understanding of theoretical underpinnings for realising learner-centered learning in the paradigm of learning and teaching for school education;
- advance knowledge about principles and strategies of pedagogical integration of e-Learning elements for realising learner-centered learning;
- apply knowledge and skills of pedagogical principles and strategies for integrating e-Learning elements into subject-specific pedagogical designs for Mathematics curriculum in Hong Kong;
- strengthen both competence and confidence in delivering and sustaining e-Learning in secondary Mathematics curriculum; and
- develop appropriate ICT applications for the learning and teaching of secondary Mathematics.
The programme comprises the following three core courses of 3 credit points each:
Pedagogical Design and Practices in e-Learning Environment
This course will start with an introduction to the general contexts and pedagogical goals of e-Learning environments for achieving active, constructive and interactive learning and authentic learning under the learner-centered learning paradigm. There will be a discussion about the generic principles for the design and practice of pedagogies premised on theoretical models, frameworks and strategies such as the Technical Pedagogical Content Knowledge (TPACK) framework, Mobile Learning, Seamless Learning, and Flipped Classroom pedagogical models respectively in e-Learning environments. Participants will be engaged in a reflection on how teachers’ knowledge of pedagogical designs, disciplinary contents and technological applications interact with each other and contribute to effective learning and teaching in e-Learning environments.
e-Learning in Secondary Mathematics
This course focuses on the design and practice of e-Learning pedagogies specific for the Hong Kong secondary mathematics curriculum. It will first discuss the different concerns, principles and designs of pedagogies for teaching the secondary mathematics curriculum in three strands: (i) Number and Algebra, (ii) Measures, Shape and Space, and (iii) Data Handling. It will then provide hands-on practices and/or STEAM activities of topic-specific e-Learning pedagogies that apply different technological affordances such as visualization, exploration and dynamic manipulation of mathematical objects. Digital resources and communication tools that facilitate participant interactions such as cognitive tools, dynamic geometry and algebraic applications, statistical packages and social learning platforms for developing participants’ mathematical concepts in different curriculum strands will also be discussed.
Sustainable Development of e-Learning in Schools
This course will explore different resources and strategies to continue developing a sustainable e-Learning environment in school for a key learning area at both short term and long term, such as school-based planning, project funding, project management, teachers’ professional development activities, and learning resources deployment. The course provides participants with conceptual and practical experience in developing a feasible e-Learning development plan and proposal for funding an e-Learning project to be implemented at school upon the completion of the course. Relevant planning and project management models will be introduced as the guiding framework to develop school-based e-Learning plan and project proposal. Participants will be engaged in intellectual learning design and interactive discussions throughout the study. The aim is to stimulate sustainable ideas for future learning and teaching demands with digital environment at schools.
* subject to approval
Medium of Instruction
The medium of instruction is mainly Chinese (Cantonese) and will be supplemented by English where appropriate.
|Cohort(s)||Period of Study|
|1||3 June to 9 July 2024#
#No Class on 10 June & 1 July (Public Holiday)
To be eligible for admission, applicants should be:
- in-service secondary school Mathematics teachers; and
- recommended by school principals.
To be awarded a Certificate of Completion, participants must obtain a pass in all assessment tasks required and successfully fulfill the attendance requirements as stipulated by the programme.
This Government-funded programme is supported by the Education Bureau (EDB). Schools which release teachers to take this programme are eligible for supply teachers, if deemed necessary. Government and aided schools shall contact the EDB for detailed arrangements. Private and DSS schools shall make their own arrangements for the employment of supply teachers.
Graduates who have satisfactorily completed the programme are eligible to apply for credit transfer of the course, “Technology for Mathematics Teaching: An Inquiry Approach” in the Master of Arts in Mathematics and Pedagogy programme offered by the University. Their applications will be considered on an individual basis.
Every effort has been made to ensure that information contained in this website is correct. Changes to any aspects of the programmes may be made from time to time due to unforeseeable circumstances beyond our control and the University reserves the right to make amendments to any information contained in this website without prior notice. The University accepts no liability for any loss or damage arising from any use or misuse of or reliance on any information contained in this website. Any aspect of the course and course offerings (including, without limitation, the content of the course and the manner in which the course is taught) may be subject to change at any time at the sole discretion of the University. Without limiting the right of the University to amend the course and its course offerings, it is envisaged that changes may be required due to factors such as staffing, enrolment levels, logistical arrangements and curriculum changes.