Amid the third wave of the Covid-19 outbreak in Hong Kong, the government had initially announced that schools could start the new academic year with online learning only, with face-to-face classes and physical interactions suspended. Earlier this week, it allowed a return to on-site classes in two phases from September 23. However, given that the pandemic may take months or even years to be fully contained, schools must remain prepared for any future class suspensions.
While e-learning has become mandatory practice for schools, there remains a yawning gap between the haves and have-nots. A study found that one in 10 pupils encountered difficulties in e-learning during school suspensions because they did not own an electronic device.
Despite the fact that e-learning has been promoted for nearly 20 years by the government, it is seen as playing a secondary role in the education system. In bringing an unprecedented time of challenge, the pandemic has unearthed troubling issues which our society cannot ignore.
Firstly, the learning differences brought about by economic disparity should not be ignored. In spite of the fact that the Community Care Fund has implemented an assistance programme to subsidise mobile computer devices for needy primary and secondary students in public schools, there is a considerable number of reported cases of underprivileged students still lacking suitable learning devices. As e-learning has been a must for most of the past year, and may well become the only mode of education again in the future, the situation should be a wake-up call for the government, companies and NGOs on the necessity of allocating more resources to those in need and ensuring no one is left behind for their learning.
Secondly, the Fourth Strategy on Information Technology in Education (ITE4) should be reviewed and a comprehensive learning package should also be developed. E-learning is not only about putting the traditional classes into livestreams, but also curating a suitable learning environment and adaptive system for our students. In view of the accelerated development of e-learning, it is advisable to call for an ITE5 which should take further considerations on deepening digital learning, promoting cyber-wellness and media literacy.
Lastly, appropriate allocation of class time and teachers’ training is also one of the keys to strive for enhancing the e-learning experience. While it is understandable that there are already heavy workloads for existing teachers, the Education Bureau should consider adding a post of IT Coordinator under the current school establishment to help develop a blueprint, design new learning and teaching strategies as well as to provide relevant trainings to teachers to support more innovative teaching and learning approaches.
While the pandemic will continue to transform the way we study, work and live, the need of bridging the digital divide will be ever greater in our community to build a more resilient and sustainable education system for all.
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