Bridging the Gap: How to Harness EdTech to Create an Inclusive Education Landscape in the AI era
January 19, 2024 (Friday)
HKT 18:00-18:45
Room 703-704, Meng Wah Complex, HKU and via Zoom (Hybrid mode)
Language: English and Hong Kong Sign Language Simultaneous Interpretation *Hong Kong Sign Language Simultaneous Interpretation is on Zoom only

Abstract
In the era of artificial intelligence, educational technology (EdTech) holds the promise of providing personalised and accessible learning opportunities, overcoming traditional barriers such as geography and resources. However, marginalised communities, including learners from underserved regions, low-income backgrounds, racial and ethnic minorities, or with disabilities, often face disproportionate challenges in accessing and benefiting from these advancements. Without careful consideration, EdTech may unintentionally perpetuate or worsen existing disparities, deepening the divide between privileged and marginalised learners. This talk emphasises the importance of an evidence-based approach and human-centred design in EdTech, highlighting the need for evidence-informed decision-making and amplifying the voices of marginalised learners. It calls for closer collaboration among educators, policymakers, and developers to rigorously assess the impact of EdTech through evidence, ensuring inclusivity, equity, and effectiveness across diverse socio-cultural contexts. Additionally, it underscores empathy and the significance of integrating the perspectives and experiences of learners into the design and implementation of EdTech solutions, which are often overlooked. The talk concludes with Dr. Lai sharing her work at SynergisED, illustrating the processes involved in bridging EdTech advancements and inclusive education to maximise impact.

The Speaker

Dr. Rina Lai holds a PhD in education and psychology from the University of Cambridge, where she served as an academic supervisor and was a member of the Cambridge Centre for Data-Driven Discovery. She is the co-founder of the Cambridge China Education Forum and the creator of the Computational Thinking Challenge. Having worked as an EdTech researcher, developer, and consultant, she founded SynergisED, a research and innovation lab that partners with founders, policymakers, and investors to create future learning products, experiences, and value-based investment strategies. Prior to SynergisED, she worked with various multinational education/technology companies, governments, and start-ups. In 2021, she was elected as a Fellow of the Royal Society of Arts for her contributions to education.

Enquiry: caise@hku.hk

The Use of Movement in Inclusive Education

14 February 2017 (Tue)
4pm-6pm | Room 203, Runme Shaw Building, The University of Hong Kong

Inclusive education creates some challenges for actors of education worldwide, and to respond them to the best, international discussion, exchange of experiences and best practices are inevitable. Therefore, the actual presentation addresses several topics. First, it represents the issues of inclusive education in three European countries adding the findings of a PhD research and hands-on experiences in Italy, England and in Hungary. Second, it discusses the idea of using movement in inclusive education as a possible way to respond challenges. It also fosters the public to express their concerns, knowledge and opinions through interactive tasks as a key element of finding future solutions.

About the Speaker

Barbara Rácz, graduated as a Teacher of English Language and Literature and Expert of International Studies at University of Pannonia in Hungary and got her PhD in Cultures, Disability and Inclusion: education and training at the Italian University of Sport and Movement “Foro Italico”, Rome. She earned the Erasmus LLP mobility scholarship with which she spent 8 month at the University of Northampton.

Due to her first teaching experiences in 2009 – having taught children and adults, Italian and English as well -, she became interested in teaching with movement and games, creating exercises on her own and looking for “non-traditional” solutions in teaching. She also became aware and curious in situation of marginalized children, therefore she decided to study and research about foreign language learning and Special Educational Needs and movement.

Having several experiences teaching in language schools, public school and at university level she experimented alternative ways of teaching modern foreign languages, such as arts in English in elementary school.