(web link to consultation document: http://cd.ed.gov.hk/cdc/learn/ctenpg_e.htm)

- I appreciate CDC's identifying weaknesses in the past (TE document, p.5) and support the main points of the proposed development (TE P.5), which match closely with the objectives of the teaching package

- I support the implementation proposals of refocusing from skill-based and content-based teaching to balanced development of capability, understanding and awarenesss of technology and putting more emphasis on the socio-humanistic aspects of TE (TE P.6)

- I believe that the teaching package has already followed your good model (TE p. 13) which integrates strands, generic skills, values and attitudes, etc.

- I suggest to emphasize the importance of using case studies. The teaching package has contained some cases for your reference.

The teaching package's contents can be used in various current subjects in PSHE, namely civic education, social studies, government and public affairs, economics, ethics & religious studies and liberal studies. For SE, it is particularly relevant to developing understanding of how science and technology affects the society.

ISE should be implemented as soon as possible due to the rapid pace of information society changes. Knowledge on the capability, understanding and awarenesss of Information and Communication Technologies (ICT) can be injected as early as in primary education, through for example, systematically and regularly arranged leaflets and talks covering current issues.

For secondary education, even if ISE cannot become a KLA, we hope that it can become a subject in either (or both) the TE KLA or PSHE KLA. Contents of the teaching package would then match fully with the scope of such ISE subject, integrating relevant topics in TE, PSHE, and SE KLAs. Such integrated approach I believe is favoured by the CDC.

I understand that there could be a new subject called Integrated Science and Technology for S 4-5 level (TE, Appendix 5) within which there would be an optional module called 'telecommunications' where our teaching package can contribute a lot.

However, as changes and impacts of telecommunications is only a subset of information society changes and impacts, ISE as a separate subject should deserve education policy makers' consideration.

Strands (p. 39) (TE p.14-15)

We await more information on strands as promised in the consultation document, believing that the teaching package matches especially well with the Impacts strand (TE p. 15)--impacts of technology on human, society and the environment and how social values and culture influence technological developments.

Computer ethics (p.45)

The term Computer Ethics is suggested to be changed to ICT Ethics (or IT Ethics), believing that telecom, computers and broadcasting technologies are merging. Examples are the ethics of using mobile phones in public places and sending junk faxes/emails. ICT ethics belongs to both TE or PSHE KLAs and can be integrated into ISE if it becomes a new subject. A few topics of the teaching package have already covered ethical issues.

Developing generic skills in TE KLA (TE, Appendix 2)

Dr Charles Lam (email: clam@kamching.com)