A Study of a Hong Kong Primary School Students' Usage of the Internet as an E-Learning Tool

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This dissertation, "A Study of a Hong Kong Primary School Students' Usage of the Internet as an E-learning Tool" by Lai-yi, Cheung, 張麗懿, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract The increasing use of the Internet communication tools and the increasing utilization of resources available via the Internet are attracting people worldwide. The classroom is being virtually extended through information located at various sites on the World Wide Web (WWW). Indeed, the Internet has attracted the attention of educationists around the world. The exponential growth in the use of Internet communication and information technology in the past decade or so has had a tremendous impact on the form and medium of knowledge. Learning, traditionally acquired through the medium of print, has now migrated towards the use of multimedia, including the Internet, video, audio, and other graphical approaches. In November 1998, the Hong Kong Special Administrative Region (HKSAR) Government issued a document "Information Technology for Learning in a New Era: Five-Year Strategy - 1998/99 to 2002/03" which outlined a blueprint for IT reform. In primary schools, many are embracing the Internet's virtues while others, disillusioned by previous technologies such as television, continue to reject what they regard as yet another technical distraction in the classroom (Samoriski, 2002). As it has in other areas, the introduction of Internet technology in education is bringing with it potentials, challenges, and controversy. In the educational milieu, the use of the Internet is increasing at an exponential rate. However, little research had been done on the potentials and challenges of primary school students' usage of the Internet as an e-learning tool. This research was conducted in the form of a case study in a Hong Kong primary school. Data were gathered from the primary school students. The researcher undertook an in-depth analysis of the students' usage of the Internet as an e-learning tool. Qualitative techniques of interviews, observations, questionnaires, and journals were used to collect the data for this study. The questionnaire was designed to obtain the students' self-reported information about the use of the Internet as an e-learning tool. The questionnaire was developed from three primary sources: 1) an analysis of online journals regarding the Internet activities used in teaching and learning; 2) the researcher's personal experiences in teaching; and 3) a review of the literature. Participating students maintained a journal throughout the four months to annotate reflective statements about the use of the Internet as an e-learning tool. The researcher's observations andconversations with the students (face-to-face and via electronic mail) provided an additional perspective to triangulate the data collected from the journals. Through this exploratory case study, the researcher aimed at increasing the educators' understanding of the potentials and challenges of primary school students' Internet usage as an e-learning tool. Only then can we make suitable directions for the formulation of policies and services in the future. There is no doubt that the use of the Internet, as an e-learning tool, is definitely needed in the current climate. However, it must be accepted that the Internet should remain a 'tool', not an 'end' in itself. The students should use the Internet successfully as a potential e-learning tool. In order to fully exploit its potentials, the Internet must be used with the utmost planning and care and with adequate resource provisions. It is only by ado

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